Active Reading Experience and Classroom Engagement as Predictors of Academic Scholastic Performance in Physical Science

Abstract: This study examined the predictive role of active reading experience and classroom engagement in determining academic performance in Physical Science among Grade 11 students.  A total of 300 students from two public. Senior high schools in Bukidnon, Philippines, participated in the study. Standardized survey instruments were used to assess active reading experience (technology use, reading purpose, and physical strategies), classroom engagement (participation, involvement, and preparation), and academic performance.

Descriptive findings revealed that students demonstrated high levels of active reading and classroom engagement, particularly in goal-directed reading and application of physical strategies like summarizing and note-taking. Technology-assisted reading strategies were moderately utilized. Correlational analysis indicated a significant relationship between purposeful reading and academic performance, while regression analysis confirmed classroom engagement as a stronger predictor of academic success than active reading experience.

These findings highlight the importance of fostering student-centered, reflective, and interactive learning environments in science education. The study contributes to Sustainable Development Goal 4 (Quality Education) by offering evidence-based recommendations to enhance engagement and performance in Physical Science through strategic instructional practices.

active reading experience, classroom engagement, academic performance, Physical Science, metacognition, secondary education, student motivation

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