CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

In today’s global education landscape, mathematics remains a foundational

subject that develops learners’ critical thinking, reasoning, and problem-solving skills

essential for academic success, daily life, and future careers. International assessments

show that the quality of instruction and the level of student engagement strongly

influence mathematics performance. Schleicher (2022) emphasizes that classrooms

where learners are actively involved produce stronger academic outcomes. Similarly,

the Organization for Economic Co-operation and Development (OECD, 2022) reports

that Filipino learners perform below the global average, highlighting the need to

strengthen teaching practices that actively involve students in learning.

In relation with this, research confirms that classroom interaction and

engagement play a key role in academic achievement and competency mastery.

Pagupat and Oco (2025) found that learners who participate actively in discussions

achieve higher performance. M. M. Pervin and colleagues (2021) identified a positive

relationship between teacher–student interaction and achievement, suggesting that

structured interaction improves learning outcomes. Sun and Xiao (2023) also found

that learning engagement predicts students’ mathematical competencies, as engaged

learners develop deeper understanding and mastery of foundational skills. These

studies indicate that effective mathematics instruction requires deliberate strategies

that encourage questioning, participation, collaboration, and active involvement.

 In fact, in the Philippine context, teacher-driven engagement strategies are

particularly important. Approaches that prioritize student participation and meaningful

interaction enhance both engagement and achievement. Rabut and Rabut (2025)

reported that interactive teaching strategies improve students’ engagement. Caballero

et al. (2025) showed that strategies promoting active participation create more

productive classroom environments. Mercado (2022) noted that mathematics

performance improves when students experience frequent and meaningful interaction

with teachers. Despite these findings, few studies have examined students’

demographic profiles, classroom participation, exposure to teacher-driven strategies,

and mathematics performance in Grade 8 classrooms.

Therefore, this study examines the classroom engagement levels of Grade 8

Mathematics students in different teacher-driven interaction strategies at Bais City

National High School during the School Year 2025–2026. It addresses the

respondents’ demographic profile in terms of age and sex, the teacher-driven

strategies they experience, their level of classroom engagement, their mastery of

Mathematics learning competencies from the First to the Third Quarter, and the

relationship between engagement and mastery. Findings are expected to guide

teachers in refining instructional practices, improving engagement, and enhancing

mathematics achievement among junior high learners.

Statement of the Problem

This study aims to determine the relationship between the level of engagement

in Mathematics classes and mastery of Mathematics learning competencies of the

Grade 8 students at Bais City National High School during the School Year 2025–

2026. It specifically aimed at answering the following questions:

1. What is the demographic profile of the respondents in terms of:

a. age; and

b. sex?

2. What teacher-driven interaction strategies are experienced by the respondents in

their Mathematics classes?

3. What is the level of classroom engagement of the respondents when exposed to

various teacher-driven interaction strategies?

4. What is the mastery level of the respondents in Mathematics learning competencies

from the First Quarter to the Third Quarter?

5. Is there a significant relationship between the respondents’ level of engagement in

Mathematics classes and their mastery level of Mathematics learning competencies?

Research Hypotheses

This study examines the relationship between the level of engagement in

Mathematics classes and mastery level of Mathematics learning competencies of

Grade 8 students at Bais City National High School during the School Year 2025–

2026. The following hypotheses are tested at a 0.05 level of significance:

Null Hypothesis ( H o ): There is no significant relationship between the level of

engagement in Mathematics classes and mastery of Mathematics learning

competencies among the Grade 8 students.

Alternative Hypothesis (H₁): There is a significant relationship between the level of

engagement in Mathematics classes and mastery of Mathematics learning

competencies among the Grade 8 students.

Significance of the Study

This section presents the possible benefits and significant contributions of the

study to different stakeholders. The following are identified:

Learners. The findings of this study will help Grade 8 students improve their

academic performance in Mathematics by identifying teacher-driven interaction

strategies that promote better understanding, engagement, and participation during

classroom discussions. Effective interaction strategies may enhance learners’

confidence, critical thinking skills, and motivation to actively participate in

Mathematics lessons, leading to improved learning outcomes.

Mathematics Teachers. This study will serve as a guide for Mathematics

teachers in selecting and implementing effective teacher-driven interaction strategies

in the classroom. By understanding which strategies positively influence students’

academic performance, teachers can refine their instructional practices, improve

classroom interaction, and create a more engaging learning environment that supports

students’ diverse learning needs.

Parents. The results of this research will inform parents about the importance

of teacher-driven classroom interactions in improving their children’s performance in

Mathematics. This awareness may encourage parents to provide additional academic

support at home and to collaborate more closely with teachers in monitoring and

enhancing their children’s learning progress.

School Administrators. School administrators may use the findings of this

study as a basis for developing instructional policies, planning professional

development programs, and supporting teachers in adopting effective teaching

strategies. The results may also assist administrators in improving instructional

supervision and ensuring quality Mathematics instruction within the school.

Curriculum Developers. Curriculum developers may benefit from this study

by gaining insights into effective teacher-driven interaction strategies that enhance

students’ academic performance. The findings may serve as a reference in designing

or revising Mathematics curricula and instructional materials that encourage

structured teacher-led engagement and meaningful classroom interaction.

Future Researchers. This study will serve as a reference for future

researchers who wish to conduct related studies on teacher-driven interaction

strategies, classroom engagement, or academic performance in Mathematics. The

results may provide baseline data and methodological guidance for further research

that may explore additional variables, different grade levels, or other subject areas.

Scope of the Study

This study aims to examine the teacher-driven interaction strategies

experienced by the Grade 9 students in their Mathematics classes and how these

strategies relate to their level of classroom engagement and mastery of the learning

competencies.

This study focuses on Grade 8 students enrolled at Bais City National High

School during the School Year 2025-2026 and does not include other grade levels,

subject areas, schools, or academic years. Data will be gathered using a structured

survey questionnaire to identify the teacher-driven interaction strategies experienced

by the respondents and to measure their level of classroom engagement. Along with

this, students’ self-reported mastery levels of competencies covering the First Quarter

to the Third Quarter will be used to assess their mastery of the subject. The study
utilizes random sampling to guarantee that every Grade 10 section is represented,

ensuring a balanced and manageable group of respondents for the research.

This scope makes sure that the study focuses only on the relationship between

teacher-driven interaction strategies, students’ classroom engagement, and their

mastery of Mathematics competencies within a specific group of respondents. By

limiting the study to certain grading periods and selecting participants, it provides

clear and manageable results without including other subjects or schools.

Limitation of the Study

This study, although carefully planned, has several limitations that may affect

how the results are understood. First, the data gathered relies mainly on students’ self-

reported responses about the teacher-driven interaction strategies they experience and

their level of classroom engagement as well as on their mastery level of the subject.

Some respondents may skip items, misunderstand certain statements, or provide

answers that do not fully reflect their actual experiences in class. Since the

questionnaire depends on students’ honesty and understanding, response bias and

incomplete answers are possible limitations.

To reduce this limitation, the researchers provided clear instructions and

simple explanations for each part of the questionnaire before it was answered. The

items were carefully structured to make them easy to understand, and students were

guided on how to respond properly. While these steps helped lessen errors and

confusion, they cannot completely remove all possible inaccuracies in self-reported

data.

Another limitation of the study is its limited coverage. Since the research

focuses only on selected respondents within a specific grade level and school, the
findings may not fully represent students from other schools, grade levels, or

educational settings.

Lastly, the study concentrates only on teacher-driven interaction strategies,

classroom engagement, and mastery of Mathematics competencies from the First

Quarter to the Third Quarter. It does not consider other factors that may influence

students’ mastery level, such as home support, learning resources, personal

motivation, or prior academic background.

Despite these limitations, the study still provides meaningful insights into the

relationship between teacher-driven interaction strategies, student engagement, and

mastery of Mathematics competencies, offering useful information for teachers,

school administrators, and future researchers.

Operational Definition of Terms

Teacher-Driven Interaction Strategies – These refer to the instructional approaches

that are initiated, structured, and directed by the teacher during Mathematics

instruction to facilitate learning and classroom participation. These include

questioning techniques, guided discussions, direct instruction, recitation, feedback

provision, and other teacher-led activities designed to engage students.

Level of Engagement – This refers to the students’ involvement in Mathematics

classes when exposed to teacher-driven interaction strategies. It includes observable

participation like answering questions and completing tasks, thinking deeply and

solving problems.

Mastery Level – This refers to the extent to which students perceive they have

achieved proficiency in their academic performance in Mathematics learning

competencies from the First Quarter to the Third Quarter.

Active Learning – This refers to the students’ direct and meaningful participation in

classroom activities initiated by the teacher during Mathematics instruction. It

includes answering questions, solving mathematical problems, participating in guided

discussions, engaging in recitation, and completing assigned learning tasks.

Instructional Support – This refers to the structured assistance and academic

guidance provided by the teacher to enhance students’ understanding of Mathematical

concepts. It includes giving clear explanations, presenting examples, providing

corrective feedback, offering encouragement, and clarifying misconceptions.

 REVIEW OF RELATED LITERATURE & STUDIES

This section presents a comprehensive review of related literature and studies

from international and local sources that provide a clearer understanding of teacher-

driven interaction strategies in mathematics and their influence on students’ level of

engagement. The literature reviewed highlights how classroom interaction,

particularly those initiated and guided by teachers, contributes to students’

engagement, learning processes, and achievement in mathematics. By examining

previous studies, this section establishes the foundation for understanding how

teacher-driven interaction strategies operate in mathematics classrooms and why they

are essential in improving students’ engagement.

These studies suggest that teacher–student interaction is not an accessory to

instruction but its foundation. However, while interaction is widely acknowledged as

important, these studies primarily describe interaction in general terms.

Review of Related Literature

Teacher–student interaction is a fundamental component of effective teaching

and learning, particularly in mathematics where abstract concepts require explanation,

guidance, and feedback. Interaction in mathematics classrooms often occurs through

teacher questioning, guided instruction, feedback mechanisms, and structured

engagement activities that promote active student participation.

First, an international study by Ayuwanti et al. (2021) emphasized that

teacher–student interaction plays a significant role in mathematics learning by

fostering student engagement. Their findings revealed that students who frequently

engaged in teacher-initiated discussions, question-and-answer exchanges, and guided

problem-solving activities demonstrated higher levels of attention and participation

during lessons. The study highlighted that interaction allows students to construct

meaning actively, which enhances engagement during mathematics instruction.

Similarly, a local study by Dato-on (2025) examined student–teacher

interaction and mathematics success among junior high school students. The study

found that teacher-driven interaction strategies such as questioning, guidance, and

feedback were highly evident in mathematics classrooms. Although academic success

varied among students, the study emphasized that positive teacher–student interaction

created a supportive learning environment that encouraged participation and

facilitated understanding. These findings indicate that teacher–student interaction is

an essential factor influencing students’ learning experiences and helps in shaping

students’ classroom involvement.

International Studies

International literature over the past several years has increasingly emphasized

that mathematics learning is strongly shaped by how teachers interact with students

during instruction. Rather than viewing achievement as the result of individual ability

alone, many researchers now highlight teacher-driven interaction strategies as key

contributors to students’ level of engagement. These studies suggest that the way

teachers structure classroom interaction influences how students engage with

mathematical ideas and sustain learning over time.

In addition, several international studies have established a clear link between

teacher–student interaction and academic performance. Ferdowshi et al. (2021) found

that classrooms characterized by higher levels of teacher–student interaction

consistently demonstrated better academic outcomes. Their findings suggest that

interaction supports learning by allowing teachers to immediately address

misconceptions and guide stuidents toward correct reasoning. In a similar vein,

Ayuwanti et. al. (2021) emphasized that interaction enables students to articulate their

thinking during problem-solving, which strengthens conceptual understanding.

Together, these studies imply that interaction finctions as an instructional process

through which mathematical understanding is developed, rather than as a mere

classroom management practice.

Furthermore, beyond the presence of interaction, international research has

examined how interaction affects students’ engagement, which in turn influences

academic performance. Obenza-Tanudtanud and Obenza (2023) demonstrated that

teacher-driven interaction significantly enhanced student engagement, particularly

when teachers actively involved students through questioning and guided discussion.

Engaged students were more attentive, participative, and cognitively involved in

learning tasks. Similarly, Zhang et al. (2024) highlighted the role of teacher–student

relationships in fostering engagement, noting that supportive and consistent

interaction encouraged students to remain motivated during mathematics lessons.

These studies suggest that interaction impacts academic performance not only directly

but also indirectly by shaping students’ willingness to engage with learning.

Also, international studies have also underscored the importance of

consistency in teacher-driven interaction strategies. Nazir et al. (2023) reported that

students who frequently experienced teacher-led engagement activities such as guided

questioning and feedback achieved higher academic performance than those who

experienced interaction sporadically. This finding implies that interaction must be

sustained throughout instruction to effectively support learning. Wakhata et al. (2024)

reinforced this view by showing that consistent teacher guidance resulted in gradual

improvement in students’ academic performance over time. Their findings suggest

that the benefits of interaction accumulate, contributing to steady progress rather than

immediate results.

Moreover, recent international research integrates interaction, engagement,

and academic performance into a cohesive framework. Abella et al. (2026) found that

teacher–student interaction strengthens student engagement, which then supports

academic achievement in mathematics. This perspective reinforces the idea that

interaction, engagement, and performance are interconnected processes rather than

independent variables. When teachers consistently guide classroom interaction,

students are more likely to remain engaged, develop confidence, and demonstrate

improved academic outcomes.

But despite extensive international evidence supporting the importance of

teacher-driven interaction strategies, many studies focus on interaction or engagement

as general constructs or examine isolated instructional practices. There remains

limited research that explicitly investigates the level of student engagement

experienced during the implementation of teacher-driven interaction strategies in

mathematics classrooms. Moreover, few studies integrate interaction strategies,

engagement frequency, and academic outcomes within a single analytical framework.

This gap highlights the need for further research that examines how often teacher-

driven interaction strategies are experienced by students and how these experiences

translate into measurable level of engagement of the students.

Local Study

Local studies conducted in the Philippine context provide important insights

into how teacher-driven interaction strategies operate within mathematics classrooms.

While instructional conditions and resources may differ from international settings,
Philippine research consistently highlights that interaction between teachers and

students plays a central role in shaping learning experiences and the level of

classroom engagement when different teacher-driven strategies are implemented.

In fact, several local studies emphasize that teacher-driven interaction

strategies are commonly experienced by students and influence how they engage with

mathematical concepts. Dato-on (2025) found that mathematics classrooms were

characterized by frewuent teacher questioning, guidance, and feedback. These

interaction practices encouraged students to participate actively during lessons and

helped clarify difficult concepts. However, variations in engagement levels were

observed, suggesting that interaction strategies must be implemented consistently and

purposefully to maximize engagement.

In addition, focusing specifically on questioning strategies, Tagacay (2024)

reported that teachers’ use of probing and follow-up questions significantly influenced

students’ cognitive engagement. Students who were frequently asked to explain their

reasoning and justify answers demonstrated better understanding of mathematical

concepts. This finding suggests that questioning functions as an instructional tool that

guides thinking rather than simply checking for correct answers.

Also, feedback, as another teacher-driven interaction strategy, has also been

examined in local studies. Juguilon (2023) observed that the Initiation–Response–

Feedback (IRF) pattern was commonly used in mathematics classrooms. The study

revealed that when teachers provided explanatory and corrective feedback, students

showed improvement in their academic performance. In contrast, feedback limited to

simple evaluation resulted in lower classroom engagement. These findings highlight

that the effectiveness of interaction depends on its quality and instructional intent.
 Beside this, guided instruction has likewise been identified as a key interaction

strategy in Philippine mathematics classrooms. Calingayan (2025) found that students

who consistently experienced teacher-guided problem-solving activities demonstrated

steady improvement in academic performance across grading periods. The study

emphasized that guided instruction helped students transition from teacher support to

independent problem-solving, reinforcing understanding over time.

Furthermore, beyond cognitive outcomes, local studies also point to the

affective benefits of teacher-driven interaction. Cuabo et al. (2024) reported that

frequent teacher engagement reduced mathematics anxiety among students. Reduced

anxiety allowed students to participate more confidently in classroom activities,

which indirectly supported better academic performance. This finding suggests that

interaction not only supports learning but also shapes students’ emotional responses to

mathematics.

In addition, from the students’ perspective, Sarmiento et al. (2025) found that

learners who perceived higher levels of teacher engagement and instructional support

tended to perform better academically. This indicates that students’ level of

engagement experiences and perceptions of teacher-driven interaction are closely

linked to their academic outcomes. Similarly, Abella et al. (2026) emphasized that

teacher performance and interaction significantly influenced students’ mathematics

achievement, reinforcing the role of teachers as active facilitators of learning.

However, despite the growing body of local research, most studies focus on

individual interaction strategies or examine general teaching practices rather than

analyzing teacher-driven interaction strategies as a combined instructional approach.

Moreover, limited local studies explicitly investigate how the frequency of teacher-
driven engagement activities affects students’ level of engagement. There is also a

lack of research that integrates students’ experiences of interaction with measurable

academic outcomes. These gaps highlight the need for further investigation into the

effect of teacher-driven interaction strategies on the level of engagement within the

Philippine context.

In conclusion, this review of related literature presents a coherent narrative

across international and local contexts. Teacher-driven interaction strategies—when

frequent, intentional, and instructional—play a critical role in shaping students’

engagement and academic performance in mathematics. Therefore, interaction should

be viewed not as a supplementary teaching practice but as a central mechanism of

learning.

Nevertheless, despite extensive research on interaction and engagement, there

remains a notable gap in studies that explicitly examine the effect of teacher-driven

interaction strategies and the level of engagement during implementation of these

strategies in mathematics, particularly within specific educational contexts. Thus, the

present study seeks to address this gap by examining the effect of teacher-driven

interaction strategies in mathematics on students’ engagement level, contributing

empirical evidence that can inform instructional practices and improve learning

outcomes.

Review of Related Studies

This section presents a review of related studies which is divided into two

parts: International Studies and Local Studies. Many local and international studies

have explored how teacher-driven classroom strategies influence students’

engagement and learning in Mathematics. These studies highlight how teacher

questioning, guided instruction, feedback, and structured participation can shape

students’ understanding and mastery level in the subject’s competencies. These studies

provide valuable insights into how classroom interaction strategies can positively

support students’ achievement in Mathematics.

International Studies

Learning environments serve as the places where we bring students and

competencies together. Therefore, the design of effective learning environments is

crucial especially in learning Mathematical concepts. According to Kocagül, (2024),

learning activities, which closely relate to the teacher's pedagogy, are powerful tools

to contribute to the effectiveness of the learning environments. He added that the

fundamental task of an instructor is to find effective ways to engage students in the

learning environment. One of these ways is through learning activities. The learning

activity can be defined as a bridge between the learners and the learning outcome.

In addition, studies show that teachers who create a supportive learning

environment and maintain high expectations for their students can greatly improve

students’ abilities and performance in Mathematics. According to Asafo-Adjei and

Semarco (2024), learning is an active process in which students construct knowledge

through meaningful experiences. In the same way, teachers also deepen their

understanding through experience and practice. When teachers create a classroom

environment that encourages active participation in discussions, they help promote

better academic performance in Mathematics. By aligning classroom goals with

students’ developmental needs, teachers can engage learners in meaningful tasks that

challenge them to think critically and apply their mathematical skills effectively.
 Furthermore, according to the study conducted by Lim, et al. (2024), student

engagement and learning in Mathematics gradually improved in the teacher-driven

classroom like the use of teacher questioning, initiation-response-feedback, guided

instruction and teacher-led participation during a lecture. Their findings further

showed that when discussions were guided by structured discussion activities,

students demonstrated higher cognitive and behavioral engagement, which ultimately

enhanced their academic performance in the subject.

For instance, according to Tarasenkova et al. (2023), students’ engagement is

greatly influenced by teacher-driven interaction strategies. Because of this, it is

important for teachers to recognize the value of effective question-asking skills in

Mathematics lessons. Asking meaningful questions helps assess the flexibility of

students’ reasoning and thinking processes. Through well-structured questioning,

students’ critical thinking skills can gradually develop and improve, thus reflecting on

their academic performance on the subject.

Similarly, according to Corres, (2025), the Initiation–Response–Feedback

(IRF) pattern is also common interaction structure in Mathematics classrooms where

the teacher initiates by asking a question, a student responds, and the teacher provides

feedback or evaluation. This structured dialogue, often observed in whole-class

discussions, plays an important role in guiding students’ understanding of

mathematical concepts allowing teachers to immediately address misconceptions and

reinforce correct reasoning.

Moreover, on the study conducted by Ogunjimi and Gbadeyanka (2023),

guided inquiry learning has been shown to be an effective strategy in teaching

Mathematics. This approach allows students to actively explore concepts with the
teacher’s guidance, rather than simply receiving information through traditional

lectures. Through structured questioning, step-by-step support, and opportunities to

think critically, students are encouraged to develop a deeper understanding of

mathematical ideas and to participate in the class. Their findings indicate that students

who were taught using guided instructional strategies achieved higher academic

performance in Mathematics.

Lastly, an effective learning environment plays a crucial role in helping

students develop their mathematical skills, as it connects learners with meaningful

competencies and experiences. Research shows that well-designed learning activities,

guided by strong teaching strategies, serve as a bridge between students and their

learning goals. Teacher-driven interaction strategies—such as purposeful questioning,

the Initiation–Response–Feedback (IRF) pattern, and guided instruction—help deepen

understanding by promoting critical thinking, clarifying misconceptions, and

providing structured support. Thus, when teachers intentionally lead classroom

discussions and guide learning experiences, students demonstrate higher engagement

and will soon led to improved academic performance in Mathematics.

Local Studies

Motivating students to learn Mathematics in the 21st century remains a major

challenge for teachers in the Philippines. According to Rabu and Rabu (2025),

improving the quality of education continues to be a major goal of educational

reforms around the world, especially in finding better ways to help students learn

meaningfully. In Mathematics, this goal is often challenged by traditional teaching

methods that focus more on memorizing formulas and procedures rather than truly

understanding concepts. To overcome these challenges, teachers are encouraged to

use interactive teaching strategies that actively involve students in the learning

process. These strategies promote participation, collaboration, and hands-on activities,

helping students develop a deeper and more meaningful understanding of

mathematical ideas.

DepEd Order No. 21, s. 2019, or the Policy Guidelines on the K to 12 Basic

Education Program, highlights that academic success depends not only on curriculum

content but also on classroom interaction quality, teacher adaptability, and

management competence. Effective pedagogy and strong classroom management are

essential for improving mathematics achievement. In relation to this, the study

conducted by Borres et al. (2025), teacher-driven engagement strategies have a major

role in fostering effective learning about Mathematics topics. Mathematics teaching

styles and classroom management strategies directly influence the academic

performance of the student in the subject.

Likewise, Caraan (2023) highlights how teacher-driven activities truly make a

difference in students’ learning. When teachers ask meaningful questions, give clear

explanations, and provide helpful feedback, students are encouraged to think more

deeply rather than just memorize answers. Through guided instruction and step-by-

step support, learners begin to understand not only what to do but also why they are

doing it. This process builds their confidence, strengthens their critical thinking and

problem-solving skills, and helps them become more independent in tackling

challenging tasks. As a result, students are better prepared to perform well

academically because they develop a deeper and more meaningful understanding of

the subject.
 In addition, many students find mathematics difficult not necessarily because

they lack ability, but because the subject is often taught in a way that feels abstract

and disconnected from their everyday experiences. As a result, math can seem

intimidating and overly complex. Flores et al. (2024) emphasize that this is where

teacher-driven engagement strategies become crucial. When teachers actively involve

students through meaningful questioning and feedback, use of real-life examples,

interactive activities, and guided practice, abstract concepts become clearer and more

relatable.

Moreover, the teacher-guided framework is where learning is actively

scaffolded through purposeful questioning, structured interaction, and meaningful

feedback. It highlights the importance of Teacher Questioning Strategies in promoting

both lower and higher-order thinking skills by adjusting questions according to

students’ abilities. In relation to this, according to Mapinogos and Salimaco (2025)

that through the Initiation–Response–Feedback (IRF) pattern, teachers initiate

discussion, elicit student responses, and provide clarification or reinforcement to

strengthen understanding. The process also aligns with guided instruction, as teachers

model concepts, offer step-by-step support, and gradually release responsibility to

learners.

Overall, it is evident that improving students’ performance in Mathematics

requires more than simply delivering content—it demands intentional, well-

structured, and engaging teaching practices. Teacher-driven engagement strategies,

purposeful questioning, guided instruction, and meaningful feedback collectively

create a classroom environment where students feel supported, challenged, and

actively involved in their learning thus reflecting on their academic performance.

Theoretical Framework of the Study

BEHAVIORAL EMOTIONAL COGNITIVE

ENGAGEMENT ENGAGEMENT ENGAGEMEN
T
Participation in Students’
classroom interest, The level of
activities such as enjoyment, and mental effort
answering positive feelings students
questions, toward learning invests in
contributing to and classroom understanding
discussions, and activities. concepts,
completing solving
learning tasks. problems, and

STUDENT ENGAGEMENT

Overall level of students’ active

involvement in the learning process
through participation, emotional
interest, and cognitive effort during
classroom instruction.

Figure 1. Theoretical Framework of the Study

This study is anchored on Student Engagement Theory, which explains that

learning becomes more effective when students are actively involved in the learning
process and demonstrate meaningful participation in academic activities. Student

engagement refers to the degree of students’ active participation and psychological

investment in learning tasks. According to Jennifer A. Fredricks, Phyllis C.

Blumenfeld, and Alison H. Paris, student engagement is an important factor

influencing students’ motivation, learning experiences, and academic achievement.

Research in recent years continues to emphasize that students who are actively

engaged in classroom activities tend to demonstrate better understanding, stronger

participation, and improved academic outcomes.

In fact, student engagement is commonly described as a multidimensional

construct consisting of behavioral, emotional, and cognitive engagement. Behavioral

engagement refers to students’ observable participation in learning activities such as

answering questions, participating in discussions, and completing tasks. Emotional

engagement involves students’ interest, enjoyment, and positive attitudes toward

learning, while cognitive engagement refers to the mental effort students invest in

understanding complex ideas and solving problems. In classroom settings, teacher-

driven interaction strategies such as questioning, guided discussion, and feedback

encourage students to participate actively and invest greater effort in learning

activities.

In relation to that, this study is grounded in Student Engagement Theory to

provide a clear framework for examining how teacher-driven interaction strategies in

Mathematics classes relate to students’ classroom engagement and mastery of learning

competencies. The theory explains that students’ active involvement—behaviorally,

emotionally, and cognitively—plays a crucial role in the learning process. By using

this theoretical lens, the study systematically explores the interaction strategies

experienced by the respondents, determines their level of engagement when exposed

to these strategies, measures their mastery level from the First Quarter to the Third

Quarter, and analyzes the possible relationship between engagement and mastery.

In conclusion, Student Engagement Theory serves as a relevant foundation for

understanding how classroom interactions may influence students’ level of

engagement and their mastery of Mathematics competencies.

Conceptual Framework of the Study

Student’s Profile

Classroom Engagement Levels of Grade 8 Mathematics Students

in Different Teacher-Driven Interaction Strategies

Teacher-Driven Students’ Level Students’ Mastery

Interaction of Classroom Level of
Strategies during Engagement Mathematics
Math Classes during Math Competencies
Classes from First to
Third Quarter

CORRELATIO
N
Figure 2. Conceptual Framework of the Study

Figure 2 presents the conceptual framework for the study entitled, “Classroom

Engagement Levels of Grade 8 Mathematics Students in Different Teacher-Driven

Interaction Strategies.” This framework illustrates the variables of this study and their

conceptual interrelationships based on the research questions.

This conceptual framework identifies the different teacher-driven interaction

strategies in learning Mathematics, the classroom engagement levels of Grade 8

students in the subject (independent variable) and its effect on their mastery level

across Mathematics competencies (dependent variable).

The broken line connecting Students’ Profile to the main study framework

indicates that demographic characteristics such as age and sex are descriptive in

nature and are not included in the correlation analysis. These are used only to provide

context about the respondents.

The line labeled “Correlation” between classroom engagement and mastery

level indicates the relationship being examined in this study. It shows that the research

aims to determine whether there is a significant relationship between students’ level of

engagement in Mathematics classes and their mastery of the subjects’ learning

competencies.

Overall, this conceptual framework serves as a blueprint for addressing the

research questions and demonstrates the scope and direction of the study.
 METHODOLOGY

This section presents the methodology adopted for the study, detailing the

approaches used to gather and analyze data. It describes the research design, the

participants, the study location, the instruments employed, the data collection

methods, the procedures for analyzing the data, and the ethical standards upheld

throughout the research.

Research Design

This study utilized a descriptive-correlational research design. The descriptive

aspect had been used to present the students' profile (age and sex), to describe their

level of classroom engagement, as well as in describing the mastery level of the

respondents in Mathematics learning competencies. At the same time, it is

correlational since it is intended to find out whether there is a significant relationship

between the respondents’ level of engagement in Mathematics classes and their

mastery level of Mathematics learning competencies. Through this design, the

researcher can assess individual student's engagement level and ascertain if this is

correlated with their mastery level in Mathematics competencies.

Research Environment
 The study was conducted at Bais City National High School, situated on

Laurel Street, Barangay Hangyad, Bais City, Negros Oriental. This institution is a

public secondary school that caters to students from Grade 7 to Grade 12, following

the K–12 curriculum.

Figure 3. Bais City National High School Location

Research Respondents

The respondents of the study were the Grade 8 students of Bais City National

High School for the School Year 2025–2026. There were fourteen (14) sections with a

total population of five hundred thirty-eight (538) students. From this population, two
hundred thirty (230) respondents were selected using Slovin’s Formula to ensure full

representation from each section and by sex, thereby representing the entire Grade 8

population. To achieve a fair and unbiased selection, Stratified Random Sampling was

employed, and the researchers used the “Spin the Wheel” app to randomly pick the

assigned numbers of the students in each section.

Research Instruments

The research instrument used in this study was a researcher-made

questionnaire designed to identify the teacher-driven interaction strategies

experienced by the respondents in their Mathematics classes, their level of

engagement during Math discussions, and their mastery of Mathematics learning

competencies from the First to the Third Quarter. The questionnaire was developed

based on the study’s objectives, particularly to determine whether there is a significant

relationship between the respondents’ level of engagement in Mathematics classes and

their mastery of the subject’s learning competencies.

Section 1: Student’s Demographic Profile – This section collects basic information

about the respondents’ profile, such as age and sex.

Section 2: Teacher-Driven Interaction Strategies in Mathematics - This section

focuses on identifying the different teacher-driven interaction strategies used during

mathematics instruction. It refers to teaching methods and classroom practices

initiated and guided by the teacher to facilitate learning and encourage student

participation. This section is important for the study as it provides insight into the

instructional approaches that may influence students’ engagement and mastery in

Mathematics.
Section 3: Level Of Student’s Engagement During Math Discussions – This section

aims to measure the level of classroom engagement among Grade 8 students when

they experience different teacher-driven interaction strategies during their

Mathematics classes. Its importance lies in determining how student involvement is

affected by the teaching strategies, which helps in understanding the link between

engagement and learning outcomes.

Section 4: Students’ Mastery Level on the Mathematics Competencies From 1 st to 3rd

Quarter - This section focuses on self-assessment of the respondents’ academic

performance or mastery level of the Mathematics learning competencies taught from

First up to Third Quarter of the school Year 2025 – 2026. This section is crucial as it

evaluates the actual learning outcomes of students and provides the basis for

analyzing the relationship between engagement and mastery.

Data Collection Procedure

The following are the procedures that would ensure the systematic gathering

of data in the study in an ethical manner:

A formal letter of permission was sent to the principal of Bais City National

High School, endorsed by the Dean of the College of Teacher Education, seeking

approval to conduct the research entitled “Classroom Engagement Levels of Grade 8

Mathematics Students in Different Teacher-Driven Interaction Strategies”. Upon

receiving the principal’s approval, the researchers employed Slovin’s Formula to

determine the appropriate number of Grade 8 respondents needed for the study.

Each student was assigned a specific number. Using the “Spin the Wheel” app,

the selected numbers were used to identify the students who would participate in the

study. After the participants were identified, student consent forms were distributed to
secure their voluntary participation before data gathering. Only students who returned

signed consent forms were included in the study.

Before the administration of the survey questionnaire, the researchers

explained to all the respondents the purpose of the study, its benefits, and their rights

as research respondents, emphasizing voluntary participation and the confidentiality

of their responses. The survey will be personally conducted by researchers.

After collecting, the accomplished questionnaire was organized and prepared

for data processing. The data gathered were handled with the highest level of

confidentiality, ensuring strict anonymity and protection of all respondents. The data

were then encoded, organized, and analyzed using appropriate statistical tools.

Additionally, the researchers utilized Jamovi, a statistical software, to aid in

the encoding, computation, and interpretation of the results, ensuring accuracy and

reliability in the statistical analysis.

Statistical Treatment of Data

The collected data were categorized, computed, analyzed, and interpreted.

Each research question was addressed based on the way the gathered information was

processed and evaluated.

In this study, the researchers utilized 9 statistical tools: Frequency, Percentage,

Ranking, Weighted Mean, Standard Deviation, Slovin’s Formula, Spearman’s Rank

Correlation Coefficient, and Jamovi.

 Percentage – It was used to describe respondents’ demographic profile such

as age and sex. It provides a clear distribution of frequencies expressed in

percentage form.
 part
Percentage= x 100 %
whole

 Frequency – it was used to present the total number of students in regard to

their demographic profile such as age and sex.

 Ranking – it was used to order the strategies based on their experience,

showing which Teacher-driven Interaction Strategies were most used to less

used during Mathematics instruction.

 Weighted Mean – It was used to determine the overall level of respondents’

level of classroom engagement and mastery level of the Mathematics

competencies from First until the Third Quarter of the school year.

Σ xi w i
WM=
Σ wi

where:

 WD = The final result, which represents the average where each

data point's importance is considered.

 Σ (Sigma): Summation, this symbol means add the values.

 x i = Each individual data value in the set.

 w i=¿The weight assigned to each corresponding data value x i,

indicating its relative importance

 Σ x i w i=¿The sum of each data value multiplied by its weight

 Σ wi=¿The sum of all the weights.

 Standard Deviation – It was utilized to measures the variability or dispersion

of responses from the mean.

s= √ ∑ ¿ ¿ ¿
where:
 s = Sample Standard Deviation

 x i = individual value in the sample

  x i = sample mean

 n = number of data points in the sample

 ∑ = summation

 Slovin’s Formula – This formula was used to determine the exact sample size

needed for the study with a specific margin of error.

N
n= 2
(1+ N e )

where:

 n = sample size

 N = total population size

 e = margin of error (0.05)

 Spearman’s Rank Correlation Coefficient – This was used to determine the

strength and direction of the relationship between the respondents’ level of

engagement in Mathematics classes and their mastery level of Mathematics

learning competencies.
2
6 ∑ di
ρ=1− 2
n(n −1)

where:

 ρ (rho) = Spearman's rank correlation coefficient.

 Σ = The summation symbol, meaning "sum of".

 dᵢ = The difference between the ranks of the corresponding

variables (X and Y) for each data pair.

 dᵢ² = The square of the difference in ranks for each pair.

 n = The total number of data pairs or observations.

 Jamovi (Statistical Software) – This was used to encode data, compute

statistics, generate tables/graphs, and ensure accurate interpretation.

 This section presents the tables used for data interpretation, providing a clear and

organized way to summarize the responses collected from the questionnaire. These

tables will be utilized by the researchers to analyze and determine the relationship

between the respondents’ level of engagement in Mathematics classes and their

mastery of Mathematics learning competencies. By systematically presenting the data,

the tables allow for easier comparison across different variables, identification of

patterns or trends, and accurate statistical analysis, ensuring that the study’s findings

are clearly supported by the evidence.

Table 1.
Standard Deviation Interpretation Table
Score Interpretation

1 or higher Heterogeneous. This indicates that the

respondents’ answers are widely spread
out across the possible range of
responses. There is a high degree of
variation, meaning that students had
diverse opinions or experiences
regarding the item being measured. Such
results suggest differences in perception,
understanding, or behavior among the
participants.
less than 1 Homogeneous. This indicates that the
respondents’ answers are clustered
closely together, showing a low degree
of variation. Most students provided
similar responses, which suggests a
general agreement or shared experience
among the participants regarding the
item being measured.

Table 2.
Spearman’s Rank Correlation Coefficient Interpretation Table
 Score Interpretation

0 No correlation

± 0.01 to ±0.20 Very low correlation

±0.21 to ±0.40 Slight correlation

± 0.41to ±0.70 Moderate correlation

±0.71 to ± 0.90 High correlation

± 0.91 to ± 0.99 Very high correlation

± 1.00 Perfect correlation

Table 3:

Level Of Student’s Engagement During Math Discussions

Score Verbal Range Descriptive Interpretation

Description
The student very frequently demonstrates
engagement during mathematics discussions.
Engagement behaviors are consistently
observed in almost all lessons. The student
5 Very High 4.21 – 5.00
actively participates, responds thoughtfully to
questions, contributes ideas, and shows high
involvement in teacher-led interactions.
The student often demonstrates engagement
during mathematics discussions. Engagement
4 High 3.41 – 4.20 behaviors are observed in most lessons. The
student participates willingly, answers
questions when prompted, and interacts
meaningfully in teacher-driven activities.
The student sometimes demonstrates
engagement during mathematics discussions.
3 Moderate 2.61 – 3.40 Engagement behaviors are observed in some
lessons. The student participates occasionally,
responds when asked, and shows moderate
involvement in teacher-led discussions.
The student rarely demonstrates engagement
during mathematics discussions. Engagement
 2 Low 1.81 – 2.60 behaviors are observed in few lessons. The
student participates minimally, responds only
when prompted, and shows limited
involvement in teacher-guided interactions.
The student very rarely demonstrates
engagement during mathematics discussions.
1 Very Low 1.00 – 1.80 Engagement behaviors are observed in almost
no lessons. The student seldom participates,
rarely responds, and shows minimal
involvement in teacher-led activities.

Table 4:

Students’ Mastery Level on the Mathematics Competencies From 1st – 3rd Quarter

Verbal
Score Descriptio Range Descriptive Rating
n
(Mastery
Level)
I understand this skill extremely well. I can do it
on my own correctly, and I rarely or never make
5 Excellent 4.21 – 5.00 mistakes. I feel confident every time I answer
problems involving this skill. Even when the
question becomes harder, I can still apply what I
learned without needing help. This means I have
mastered the lesson very well.
I understand the skill and can usually perform it
correctly. Sometimes I might make small
4 Very Good 3.41 – 4.20 mistakes, but overall, I know what to do. I am
comfortable solving problems related to this
lesson, although I may still need a little more
practice to improve my accuracy. I have a strong
understanding, just not perfect yet.
I understand the skill somewhat, but not
completely. I can answer some questions
3 Good 2.61 – 3.40 correctly, but I still need guidance from a
teacher, classmate, or notes to make sure I am
 doing it properly. I am not fully confident yet.
With more practice, I can improve, but right
now my understanding is only in the middle
level.
I have difficulty understanding this skill. Even if
I try, I often make mistakes and usually need
2 Poor 1.81 – 2.60 help to answer the questions correctly. I am not
confident, and I get confused with the steps or
the concepts. I need more practice, more
explanation, and more support to improve my
skills in this lesson.
I do not understand this skill at all. I cannot
answer questions about it correctly, even with
1 Very Poor 1.00 – 1.80 guidance. I feel lost, confused, or unsure about
how to start. I need a lot of help, review, and
practice to learn this lesson. My understanding
is very low at this point.

Ethical Considerations

The study strictly adhered to established ethical standards to ensure the

protection of the rights, welfare, and dignity of all participants throughout the research

process.

Prior to data collection, informed consent was obtained from the respondents

after the nature, purpose, and procedures of the study were clearly explained. The

students were assured that their participation was entirely voluntary. They were also

informed of their right to decline participation or withdraw from the study at any time

without facing any consequences.

Moreover, the confidentiality and anonymity of the respondents were

safeguarded, as no personal identifying information was collected or disclosed in any

research document. All gathered information was handled with honesty and was used

solely for educational purposes in the conduct of the study.

 Additionally, after the analysis of the data was completed, the physical

documents were disposed of in an environmentally responsible manner, reflecting the

researchers’ commitment to conducting the study ethically.

In conclusion, by adhering to these ethical principles, the study was conducted

responsibly, respectfully, and with integrity. The careful observance of informed

consent, voluntary participation, confidentiality, and proper data management

strengthened the credibility of the study while protecting the participants’ rights and

well-being throughout the entire research process.

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

(yeeyy!!)