Active Learning Strategies on Teacher Education Students’ Attitude and Level of Engagement

Abstract

This study investigated the dynamics of student engagement within active learning environments, specifically analyzing the relationships between students' attitudes and their behavioral, emotional, and cognitive involvement. Utilizing quantitative research, particularly a descriptive-correlational research design, this study identified the levels of student engagement and evaluated its relationship with their attitude in active learning activities. Through complete enumeration sampling, 44 teacher education students were identified, and their responses were analyzed through weighted means and the Pearson (r) product-moment correlation coefficient. Findings revealed that students are "Highly Engaged" across all measured dimensions, with Grand Means for Behavioral (M=3.78), Emotional (M=3.84), and Cognitive Engagement (M=3.77) reflecting substantial student investment. Statistical analysis confirmed significant positive correlations (p < 0.001) between students' attitudes—notably their Willingness to Participate and Perceived Usefulness—and their engagement levels. Specifically, the strong correlation between Willingness to Participate and Cognitive Engagement (r = 0.79) suggested that students’ internal readiness is closely associated with metacognitive processing and deep learning. The study concluded that engagement may be understood as a dynamic and reciprocal system in which positive attitudes are strongly linked to meaningful learning processes. The practical implications suggest that educators should prioritize confidence-building, low-stakes activities, and structured peer-facilitation roles to help create a supportive classroom community. By fostering a positive “Attitude Filter,” instructors may enhance conditions that support student retention and academic mastery.