Abstract
The application of the ®ClassPoint tool is used as an intervention strategy to enhance students’ engagement and learning performance. This study aims to determine whether the application of the ®ClassPoint tool to science enhances both students’ engagement and learning performance. Subsequently, it also determines the correlation between students’ engagement and their learning performance. The study utilizes descriptive and quasi-experimental research designs. Experimental (with the use of ®ClassPoint) and control group (with conventional teaching) designs were used by 93 Grade 10 students of Kalamansig National High School in the Second Quarter of the School Year 2022-2023. It utilized a simple random sampling technique using the lottery method. Data were gathered through questionnaires and the conduct of pre- and post-tests. Data were analyzed through mean gain, t-test, Pearson correlation, and Cohen’s d analyses. Results demonstrate students’ engagement with t and p values in the experimental group higher than in the control group. The students' engagement positively and strongly correlates with their learning performance. Cohen’s d analyses show that ®ClassPoint intervention has a “large effect” in the post-test performance of the experimental group. These results show that is highly significant compared to the control group, with the obtained t-value of 4.894 and a d-value of 0.89, which is described as "large effect". The application of ®Classpoint tool in Science 10 instruction enhances both students’ engagement and learning performance.
