Learners’ Engagement and Performance in Science Investigatory Projects

This study explored learners’ engagement and performance in Science Investigatory Projects (SIPs) in the District of Antique during 2025. Using a descriptive-correlational design, the study examined behavioral, emotional, and cognitive engagement in SIP activities and analyzed how engagement relates to performance outcomes. A total of 82 learners who participated in SIPs as part of their science curriculum served as respondents. Data were collected through a validated, researcher-developed questionnaire assessing participation, interest, critical thinking, project quality, and academic performance. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used to measure engagement and performance, while Pearson Product-Moment Correlation assessed the relationship between the two variables at a 0.05 significance level. Results showed that learners’ engagement was generally high, with behavioral engagement leading, followed by emotional and cognitive dimensions. Learners’ performance in SIPs ranged from satisfactory to high, with most achieving grades in the proficient range. A significant positive relationship was observed between engagement and performance, indicating that greater involvement corresponds with improved outcomes in investigatory projects. The study concludes that active participation, interest, and cognitive effort significantly enhance the quality and success of SIPs. It is recommended that science teachers implement strategies that strengthen engagement, provide adequate support and resources, and monitor progress to optimize learners’ performance.