Learning Mathematics Through Media: The Role of Instructional Media and Student Engagement in Philippine Classrooms

Source abstract

Instructional media and student engagement are relevant components of contemporary mathematics instruction, particularly where abstract concepts require accessible representation and sustained learner participation. This study examined students' perceptions of teachers' utilisation of instructional media, student engagement, and Mathematics performance among Grade 10 students at Mactan National High School, Lapu-Lapu City, during School Year 2025-2026. A quantitative descriptive-correlational design was employed. The sample consisted of 165 Grade 10 students selected through simple random sampling, with the sample size determined using Cochran's formula. Data were gathered using a three-part questionnaire that included an instructional media measure adapted from Heinich et al. (2002) and a student engagement measure based on Hart et al. (2011), covering cognitive, affective, and behavioural engagement. Students' official third-quarter Mathematics grades served as the measure of academic performance. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were used in the analysis. Results showed high instructional media utilisation (M = 4.05, SD = 0.99), with PowerPoint, pictures and videos, the board, television, and internet-based laptop use among the most frequently reported media. Student engagement was also high overall (M = 3.96, SD = 0.91), with cognitive engagement being the highest (M = 4.18, SD = 0.80), followed by affective (M = 4.11, SD = 0.90) and behavioural engagement (M = 3.59, SD = 1.04). Mathematics performance was Very Satisfactory (M = 88.10, SD = 5.84). Instructional media utilisation had a statistically significant but negligible positive association with Mathematics performance (r = .170, p = .029), whereas overall student engagement had a negligible positive but non-significant association with performance (r = .141, p = .071). These findings suggest that instructional media may function as one supportive component of Mathematics instruction, but the small effect size and non-significant engagement relationship indicate that achievement is likely shaped by multiple instructional, learner, and contextual factors. A school-based Mathematics enhancement plan emphasising purposeful media integration, learner-centred activities, and monitoring is recommended.