Classroom Engagement and Development of Asense of Social Responsibility Among Grade 6 Learners

Abstract

This study delved into the intricate relationship between classroom engagement and the development of a sense of social responsibility among Grade 6 learners. Recognizing the limited exploration of this connection, the research investigated how various dimensions of classroom engagement influence the cultivation of social responsibility attitudes in students. Drawing on a quantitative approach, the study employed self-reported survey questionnaires to gauge classroom engagement across indicators such as active participation, positive attitudes towards learning, persistence, and concentration. The development of social responsibility was assessed through indicators like awareness of social issues, willingness to take action, and engagement in community service. The findings revealed substantial positive correlations between classroom engagement and the development of social responsibility. Active participation and a positive attitude towards learning emerged as particularly influential engagement dimensions. The regression analysis underscored the significance of these indicators, reinforcing their impact on fostering a heightened sense of social responsibility among learners. This study contributes to the academic discourse by shedding light on the interplay between classroom engagement and the development of social responsibility. The identified correlations underscored the importance of an integrated approach to education that not only imparts knowledge but also nurtures students' commitment to positive societal contributions.