Motivation, Competence, and Challenges of Grade 12 Students in Community Engagement, Solidarity, and Citizenship

Abstract

Community Engagement, Solidarity and Citizenship (CSC) is a specialized subject that encourages the students to participate and contribute to the community, build relationships with diverse backgrounds, and assume civic social responsibilities. Proficiency assessments in this discipline are necessary to check the learner’s acquisition of competencies. Hence, this study assessed the students’ motivation and competence in CSC. Likewise, it identified the challenges encountered in learning the subject. Using a quantitative design, a validated and reliability tested questionnaires and checklist were administered to a total enumeration of 31 students. In data analysis, frequency count, percentage, rank, mean, and standard deviation were employed. Generally, the students showed a very high motivation and a proficient level of competence in CSC. Meanwhile, they were challenged in terms of teacher’s instruction that is out of their specialization, inadequate feedbacks for students’ learning, poor management in accomplishing the tasks, limited funding and facilities, little allocation of time per topic, and limited number of linkages for community engagement activities. With the identified results and challenges, it serve as basis in the formulation of CSC Primer for the future implementation and improvements of the transformative learning education through community engagement activities.