Learner Engagement and Factors Influencing Mathematics Achievement of Grade 8 Students of Maria Clara L. Lobregat National High School

Abstract

This study examined learner engagement and the factors influencing mathematics achievement among Grade 8 students of Maria Clara L. Lobregat National High School during School Year 2025–2026. It was anchored in Self-Determination Theory, Constructivist Learning Theory, Expectancy-Value Theory of Achievement Motivation, and Engagement Theory. A quantitative descriptive-correlational design was employed involving 283 Grade 8 students selected from a population of 1,069 through stratified random sampling with proportional allocation. Data were gathered using an adapted and modified questionnaire measuring behavioral, emotional, and cognitive engagement and student-related, teacher-related, and social factors, while mathematics achievement was determined from official school grades. Results showed that students were generally engaged in mathematics, with an overall engagement mean of 2.87; cognitive engagement obtained the highest mean, followed by behavioral and emotional engagement. Factors influencing mathematics achievement were generally rated Often, with teacher-related factors obtaining the highest mean. The respondents had a mean mathematics grade of 86.23, classified within the Very Satisfactory range. Age was the only profile variable that showed a significant difference in learner engagement (p = .009), while sex and parents’ educational qualifications showed no significant differences. Learner engagement was moderately and significantly related to factors influencing mathematics achievement (r = .590, p = .000), but was not significantly related to mathematics achievement (r = .071, p = .236). Factors influencing mathematics achievement had a very weak but significant relationship with mathematics performance (r = .176, p = .003). The findings support the development and implementation of the Integrated Mathematics Engagement and Achievement Program (IMEAP), which addresses student development, instructional practices, collaboration, and parental support. The study primarily supports SDG 4 – Quality Education and is also relevant to SDG 10 – Reduced Inequalities through its emphasis on responsive and equitable mathematics learning. It contributes to educational, institutional, community, and technological sustainability by supporting coordinated, evidence-based interventions for sustained learner engagement and mathematics achievement.