Constructivist Learning Environment, Critical Thinking Motivation, Self-Directed Learning Readiness, a Structural Equation Model on Students’ Engagement

Aims: The aim of this study is to examine the most suitable model for student engagement using constructivist learning environment, critical thinking motivation, and self-directed learning readiness as exogenous variables and student engagement as endogenous variables.

Study Design: The study used Structural Equation Modeling (SEM).

Place and Duration of Study: The study was conducted at public secondary schools in Region XI, Philippines during school year 2023-2024.

Methodology: The study’s respondents were Grade 7 students from public secondary schools selected using Raosoft. A four-part questionnaire was employed to collect the data. All items in each indicator received a high Cronbach’s alpha coefficient, indicating excellent internal consistency and reliability, suggesting that the instruments are highly reliable.

Results: Results revealed that three out of four variables indicated a high level, while one variable showed very high level. Constructivist learning environment, critical thinking motivation, and self-directed learning readiness yielded significant relationship with student engagement as the endogenous variable. This indicates that students have freedom in their own learning and are determined to succeed. They actively engage in activities that develop their skills and apply what they have learned to real life situations. Out of the three models analyzed, Model 3 exhibited indices that aligned that aligned with the criteria for selecting the most appropriate model, which suggests’ that the goodness of fit measures are highly acceptable.

Conclusion: The study shows specific indicators have peaked, but activities that enhance student engagement can lead to further improvement. Teachers are encouraged to adopt reflective teaching methods to promote intellectual development and enhance students' learning experiences. Incorporating hands-on activities, such as think-pair-share, inquiry-based learning, problem-solving, and cooperative learning, is also recommended. Promote critical thinking by providing students with activities that stimulate their thinking, such as debates, critical reading, role-playing, and making predictions, to further develop their problem-solving skills. Sustain self-directed learning readiness by giving continuous activities that expand their minds and positive perspectives should be encouraged.