Research Capability and Emotional Confidence on Learners’ Academic Engagement in Science

This study investigates the relationship between Research Capability and Emotional Confidence as well as their combined effects on the learners’ Academic Engagement in Science classes. The scope of this research is limited only to grade 11 STEM (Science, Technology, Engineering, and Mathematics) students enrolled in the first grading period of the school year 2023-2024. The study was conducted at Dologon National High School and had 60 participants who had subject science investigatory project. The research design employed in this study is Descriptive Correlational Quantitative research. The study utilized a total enumeration sampling. The data gathered was analyzed using SPSS in calculating the mean and the standard deviation as well as the correlation among the variables. Pearson’s Correlation Coefficient was used to determine the correlation of the strength and direction of relationships between research capability, emotional confidence, and academic engagement. The study can be concluded that the students exhibit a high level of academic engagement in science. Students feel positive about their engagement in science activities that helps connect a deeper understanding of scientific concepts. The recommendations of this research include the following: a specified area to be observed on research capability and emotional confidence, integration of research skills into the curriculum, and creating interactive learning environment.