Date of Publication

5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology

Subject Categories

Personality and Social Contexts

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Advisor

John Addy S. Garcia

Defense Panel Chair

Jerome A. Ouano

Defense Panel Member

Jasmine Nadja Pinugu
Jasper Q. Alontaga

Abstract/Summary

This study employed a descriptive qualitative case study approach grounded in Sharan Merriam’s interpretivist/constructivist paradigm and guided by Personal Investment Theory (PIT) to explore the academic engagement of high- and low-performing senior high school students in flexible learning environments. The research focused on the interplay between personal and sociocultural factors influencing students’ engagement across various learning tasks and formats. Findings revealed that low-performing students often struggled to sustain engagement, even in tasks initially perceived as interesting and meaningful. This disengagement was primarily due to repeated academic failures, which led to unclear or weak personal goals, diminished self-concept, and low perceived capabilities. In contrast, high-performing students maintained consistent engagement, not only in tasks they found meaningful but also in those they found less appealing. Their strong personal goals functioned as internal motivators, enhancing their sense of self and perceived ability to succeed. The study also highlighted the role of sociocultural facilitating conditions. Both groups found teacher humor, creative cultural instruction (e.g., Filipino costumes), and animated digital effects engaging. However, traditional lectures and student-led presentations were commonly viewed as uninteresting, with only high-performing students able to sustain engagement under such conditions. Furthermore, perceptions of parental and teacher support varied: high-performing students found them affirming, while low-performing students often experienced them as sources of pressure. Differences in responses to situational incentives, such as recognition and rewards, also affected engagement levels. These findings underscore the complex interaction of personal and sociocultural influences on student engagement. The study concludes with recommendations for educational practice, including strategies to strengthen goal-setting, foster supportive learning environments, and address students’ mental health. Future research is encouraged to explore how mental health can be integrated into PIT and how personal relationships such as with a “special someone” may influence engagement in flexible learning environment.

Keywords: low-performing students, high-performing students, personal factors, sociocultural factors, engagement, personal investment, flexible learning environment

Abstract Format

html

Language

English

Format

Electronic

Keywords

High school students—Attitudes; Academic achievement; Open learning

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Embargo Period

7-13-2026

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Available for download on Monday, July 13, 2026

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