Transforming Mathematics Learning Through Instructional Media and Student Engagement in The Philippine Context

Abstract

This descriptive-correlational study examined teachers’ instructional media utilisation, student engagement, and Mathematics performance among 118 Grade 10 students at Lo-ok National High School in Lapu-Lapu City, Cebu, during School Year 2025–2026. Respondents were selected through simple random sampling. Data were gathered using a three-part questionnaire covering perceived instructional media utilisation, cognitive, affective, and behavioural engagement, together with students’ Third Quarter Mathematics grades obtained from school records. Descriptive statistics and Pearson’s product-moment correlation coefficient were applied at the .05 level of significance. Teachers’ instructional media utilisation was rated High overall (M = 3.43, SD = 1.23), with the board receiving the highest rating (M = 4.27). Student engagement was also High overall (M = 3.79, SD = 0.97), with affective engagement being the highest (M = 3.89), followed by cognitive (M = 3.82) and behavioural engagement (M = 3.67). Mathematics performance was Very Satisfactory (M = 86.09, SD = 3.71). Neither instructional media utilisation (r = −.173, p = .062) nor student engagement (r = .055, p = .552) was significantly related to Mathematics performance. The findings indicate that frequent media use and positive engagement alone did not explain differences in Mathematics grades. The study therefore supports pedagogically purposeful media integration, contextualised problem-solving, formative assessment, learner support, and teacher professional development.