Instructional Media Integration and Student Engagement as Predictors of Mathematics Performance among Grade 10 Students

Abstract

This quantitative descriptive-correlational study examined instructional media integration, student engagement, and Mathematics performance among 59 Grade 10 students at Babag Integrated School, Cebu City Division, during School Year 2025–2026. Total enumeration sampling was employed. Data were collected using an adopted questionnaire assessing teachers’ instructional media integration and students’ cognitive, affective, and behavioural engagement, together with the respondents’ Third Quarter Mathematics grades. Descriptive statistics and Pearson’s product-moment correlation were applied at the 0.05 significance level. Teachers’ instructional media integration was rated High overall (M = 3.86, SD = 0.93), with pictures and videos receiving the highest rating (M = 4.34). Student engagement was also High (M = 3.77, SD = 0.87); cognitive engagement had the highest mean (M = 3.93), followed by affective engagement (M = 3.92) and behavioural engagement (M = 3.47). Mathematics performance was Satisfactory overall (M = 81.41, SD = 6.83), although 23.73% of students obtained grades below 75. Instructional media integration was not significantly related to Mathematics performance (r = .094, p = .480). In contrast, student engagement had a weak but statistically significant positive relationship with Mathematics performance (r = .312, p = .016). The findings indicate that media use alone was not associated with Mathematics grades in this group, whereas student engagement was positively associated with performance. Purposeful media integration, engagement-oriented instruction, remediation, enrichment, and continuing teacher professional development are therefore recommended.