Abstract
This study explored the levels of engagement in online learning and its relationship with academic performance among graduate students in a private institution in Iligan City. Using a descriptive-correlational research design, the study examined cognitive, behavioral, emotional, and social dimensions of engagement. Data were gathered from graduating Master of Education students majoring in Educational Management through a validated survey questionnaires and academic performance records. Result revealed that social engagement had a significant correlation with academic performance, while other dimensions showed varying levels of influence. Among the platforms used, Google Meet was the most preferred, while Google Classroom had the lowest usage. Findings also showed that students exhibited high behavioral engagement through reviewing recorded lectures, but low engagement forum participation and note-taking. Emotional engagement reflected a sense of isolation, though students reported enjoying interactions with peers and instructors. Based on the findings, an action plan was developed focusing on targeted interventions to strengthen each engagement dimension and support academic achievement. The study concluded that enhancing social and emotional engagement is key to improving graduate students’ success in online learning environments.
