Vol. 7, Issue 2, Part D (2025)

This study examined how students in Technical and Vocational Education and Training programs engage during pre-laboratory idle time, a recurring but often overlooked phase of laboratory instruction. The investigation aimed to generate empirical insights into engagement patterns and to propose the Pre-laboratory Idle-Time Engagement Survey as a pedagogical tool for structuring this period more effectively. Conducted in two Philippine state universities, the study involved thirty-five undergraduates enrolled in laboratory-intensive programs-Bachelor of Technical-Vocational Teacher Education and Bachelor of Technology and Livelihood Education. Participants completed a validated sixty-five item engagement scale measuring cognitive, behavioral, emotional, instructor presence, environmental conditions, peer influence, motivational expectations, and TVET-specific engagement. Descriptive and correlational analyses were employed to identify the relative strength and interrelationships of these dimensions. Results showed that behavioral engagement and instructor presence consistently ranked highest, highlighting the importance of structured preparation and visible teacher support. Cognitive engagement also emerged as an important dimension, whereas emotional engagement and motivational expectations showed greater variability, reflecting uneven affective and motivational readiness. Moderate correlations were observed among peer influence, environmental conditions, and core engagement dimensions, underscoring the role of both social dynamics and logistical factors. Synthesizing these findings, the Pre-laboratory Idle Time Engagement Survey was developed as a practice-oriented guide that aligns each engagement dimension with concrete instructional strategies such as peer-led tasks, motivational prompts, and guided tool preparation. By reframing idle time as a purposeful instructional phase rather than passive waiting, this study demonstrates how the Idle-Time Engagement Matrix can help educators enhance readiness, sustain motivation, and optimize student performance in competency-based laboratory learning environments.