Abstract
This study determined the factor structure of learners’ academic engagement to modular learning. The exploratory sequential mixed methods design was utilized that started with qualitative phase then followed by quantitative data collection and analysis. More specifically, it aimed to construct a learners academic engagement scale in a sample of learners. In the qualitative phase, there were ten (10) learners who participated in the in-depth interview and seven (7) learners participated in the focus group discussion. Moreover, a total of 150 learners have been selected as respondents in quantitative phase. Meanwhile, the data were analyzed using the thematic analysis and exploratory factor analysis (EFA). The results show that a total of four themes have emerged in the qualitative findings that put emphasis on learners’ experience, supervision, connectivity, and device platforms inadequacies. In addition, the EFA results showed two underlying dimension of learners’ academic engagement. Based on the qualitative data analysis, themes generated from learners’ academic engagement to modular learning are learners experience, supervision, connectivity and device platforms inadequacies. In the exploratory factor analysis, there were 2 factors derived which include: time management and learners engagement. Based on the reliability test score revealed on the learners’ academic engagement on modular learning is very high with an overall Cronbach’s Alpha value of .721. It was found out that subscale for time management (a = .726) and learners’ engagement (a=732) is very high also and above 0.70. This means that the tool is being used in the study has good internal consistency.The final instrument which can be used learners academic engagement to modular learning contains 2 dimensions with a total of 9 items. Four emerging themes significantly emphasized on learners’ academic engagement to modular learning include: learners experience, supervison, connectivity and device platforms inadequacies. Results revealed from the Exploratory Factor Analysis (EFA) two underlying dimensions occur from the learner’s academic engagement such as learners engagement and time management. Reliability test revealed the results on learners’ academic engagement on modular learning that the overall Cronbach’s Alpha was .721 which interpreted as high. It means that the validity of the instruments was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis revealed that there are 9 items of the questionnaire that are suitable for factor loadings. This means that these items are appropriate and pass the face validity for measuring tools in the study.
Keywords: Learners Academic Engagement, Exploratory Sequential Design, Municipality of Matalam, Philippines