Student Engagement in Mathematics Learning: A Qualitative Lens Among Senior High School Learners at Divilacan National High School

Authors

  • Tessa Jane Crisanto Northeastern College Santiago City Philippines Author
  • Dr. Alma Gonzales Northeastern College, Santiago City, Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i2.88

Keywords:

student engagement, mathematics learning, learner participation, mathematics education, qualitative research, senior high school learners, contextualized instruction

Abstract

Student engagement remains a crucial factor influencing academic achievement and meaningful learning in mathematics education. This study explored the experiences, perceptions, and engagement practices of Senior High School learners in mathematics learning at Divilacan National High School. Anchored on Constructivist Learning Theory and Student Engagement Theory, the study employed a descriptive qualitative research design to examine how learners experience engagement in mathematics classrooms and how instructional practices influence their participation, motivation, and learning behaviors. Participants included selected Senior High School learners and mathematics teachers from Divilacan National High School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that student engagement in mathematics learning is shaped by interactive instructional strategies, collaborative learning environments, contextualized teaching approaches, teacher support, and learner motivation. Participants described engagement as behavioral, emotional, and cognitive involvement in classroom activities, particularly when lessons are relatable, participatory, and learner-centered. However, learners also encountered challenges such as mathematical anxiety, limited self-confidence, insufficient learning resources, and difficulties in understanding abstract mathematical concepts. The findings further revealed that supportive teacher-learner relationships and collaborative classroom practices significantly contribute to increased participation and sustained engagement in mathematics learning. The study concludes that learner-centered and contextualized mathematics instruction enhances student engagement and supports positive learning experiences among Senior High School learners. Strengthening interactive pedagogical practices and supportive learning environments is recommended to improve mathematics engagement and academic success.

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Published

2026-06-12

Issue

Vol. 2 No. 2 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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