Factors and strategies to enhance SIPAG: Studying, involvement, participation, and attendance in elective and academic achievement: Literature review

Abstract

This study explores the key factors influencing student involvement, participation, and attendance in senior high school elective courses through the culturally grounded SIPAG framework, which emphasizes values of diligence and hard work (Santos & Cruz, 2021). By conducting a comprehensive literature review, the study synthesizes insights from Elective Theory (Kerr, 2002), Self-Determination Theory (Deci & Ryan, 2020), Goal-Setting Theory (Locke & Latham, 2021), and Social Cognitive Theory (Bandura, 2020) to examine how motivational strategies impact student engagement and academic achievement. Using a comparative research design, the review analyzes 20 recent studies focused on motivational approaches and cultural relevance in elective education. The findings underscore the effectiveness of collaborative learning, goal setting, and peer mentoring in enhancing motivation and participation (Lee & Ramirez, 2022; Wong & Hernandez, 2023). Furthermore, integrating SIPAG values strengthens the cultural relevance and acceptance of these strategies, fostering deeper student commitment (Santos & Cruz, 2021). The review also identifies persistent challenges, including scheduling conflicts and limited resources, which highlight the need for culturally sensitive, theory-driven interventions to improve student engagement in electives (Nguyen & Patel, 2023; Martinez, Nguyen & Patel, 2021).