Elucidating Non-Cognitive Skills of Disengaged Students: Pathway for Targeted Intervention to an Extension Project
DOI:
https://doi.org/10.55927/ijsmr.v3i10.673Keywords:
Non-Cognitive Skills, Disengaged Students, Secondary School, Targeted InterventionAbstract
Both cognitive and non-cognitive skills play a key role in student success. Still, schools and teachers tend to focus more on cognitive skills. This can lead to students losing interest in school and being disengaged in the learning process, highlighting the need for a balanced approach. In light of these realities, the study employed a descriptive-survey design in quantitative research to examine the non-cognitive skills of disengaged students in a public secondary school in the Philippines, focusing on academic motivation, collaboration, conscientiousness, curiosity, emotional competence, help-seeking, optimism, perseverance, self-efficacy, and self-regulation. It also identified the number of students who needed extra support based on their non-cognitive skills. The data were gathered from 134 disengaged students who were purposively selected to respond to a survey questionnaire, and the results were analyzed using descriptive statistics. The findings show that although disengaged students often demonstrate the necessary non-cognitive skills, many still require further development and sustained growth in higher levels of non-cognitive skills. Suggestions for the targeted intervention informing an extension project include a peer and mentoring support program, training sessions on non-cognitive skills development, and modelling of non-cognitive skill-based instruction for needy learners.
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