This action research aimed to enhance academic engagement and motivation among senior high school learners at Sta. Catalina Integrated National High School through the application of light color theory techniques. The importance of this study lies in addressing the prevalent issue of low student engagement and motivation in research subjects, which can hinder academic performance and interest in learning. To tackle this problem, a mixed-methods approach was employed, utilizing a survey questionnaire to gather quantitative data on learners academic engagement and motivation, alongside reflection and feedback form to capture qualitative insights into their experiences. The research instrument underwent pilot testing to ensure its validity and reliability, followed by a systematic data analysis process that included descriptive and inferential statistics and thematic analysis. The results indicated a significant improvement in learners engagement and motivation levels post-intervention, with quantitative data revealing higher mean scores in various motivational aspects. Qualitative findings highlighted students increased enthusiasm and a sense of belonging within the learning community. These findings suggest that integrating light color theory into educational practices can create a more conducive learning environment, ultimately fostering greater academic engagement and motivation. The implications of this research extend beyond the classroom, offering valuable insights for educators and policymakers seeking to implement innovative pedagogical strategies that enhance student learning experiences and outcomes. By adopting such approaches, schools can better prepare learners for future academic and professional challenges.

Chromatic Learning

Light Color Theory Techniques

Academic Engagement

Motivation

Academic Performance