The Mediating Effect of Classroom Learning Environment on the Relationship between Teaching Strategies and Student Engagement

Abstract

Student engagement referred to the active participation and commitment a student demonstrated in their learning process. This study aimed to examine the mediating effect of the classroom learning environment in the relationship between teaching strategies and student engagement. A quantitative research design was employed, incorporating descriptive non-experimental, correlational, and mediation analysis. The study involved 309 students from a local college in Santo Tomas, Davao del Norte, selected through stratified random sampling. Data were collected using three adapted questionnaires and analyzed using mean, Pearson correlation (Pearson-r), and path analysis. The findings indicated that teaching strategies, student engagement, and the classroom learning environment were all rated highly. Additionally, the three variables showed significant correlations. Notably, the results revealed that the classroom learning environment partially mediated the relationship between teaching strategies and student engagement. This suggests that the classroom learning environment significantly influenced student engagement and played a vital role in how teaching strategies are implemented. A well-structured, supportive learning environment with access to resources and interactive teaching methods enhanced student participation and engagement in their studies.