The Influence of Instructional Media and Student Engagement on Mathematics Performance of Grade 10 Students

Source abstract

Mathematics learning requires instructional approaches that can support students’ understanding of abstract concepts while promoting active participation in classroom activities. Instructional media can assist in presenting mathematical ideas through varied visual and digital representations, whereas student engagement reflects learners’ cognitive, affective, and behavioural involvement in the learning process. However, the extent to which instructional media utilisation and student engagement are associated with Mathematics performance requires investigation within specific school contexts. This study examined the relationships between the teacher’s instructional media utilisation and Mathematics performance and between student engagement and Mathematics performance among Grade 10 students at Campagao High School, Bilar, Bohol, Philippines, during School Year 2025–2026. A quantitative descriptive-correlational design was employed, and all 81 Grade 10 students in two sections were included through total enumeration. Data were obtained using a three-part questionnaire adapted from Heinich et al. (2002) for perceived instructional media utilisation and Hart et al. (2011) for cognitive, affective, and behavioural engagement, together with the respondents’ official Third Quarter Mathematics grades. Frequency, percentage, weighted mean, standard deviation, and Pearson’s product-moment correlation were used. The teacher’s instructional media utilisation was rated High (M = 3.81), and students reported High cognitive (M = 3.85), affective (M = 3.97), and behavioural engagement (M = 3.56), yielding an overall engagement mean of 3.79. Mathematics performance was Very Satisfactory (M = 86.80, SD = 5.80). Instructional media utilisation had a negligible positive but nonsignificant relationship with Mathematics performance (r = .204, p = .068). Student engagement also showed a negligible positive relationship, but this association was statistically significant (r = .248, p = .026). The findings indicate that frequent use of instructional media alone was not significantly associated with achievement in this setting, whereas student engagement was significantly associated with Mathematics performance. Instructional media may therefore be most useful when integrated into learner-centred activities that promote active cognitive, affective, and behavioural participation.