International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Learners’ Interest and Engagement in Mathematical Activities

Author(s) Femmy Z. Reginio
Country Philippines
Abstract This study examined learners’ interest and engagement in mathematical activities and their relationship to academic performance in the Schools Division of Antique during the year 2025. Utilizing a descriptive–correlational research design, the study aimed to determine the levels of learners’ interest, engagement, and performance in mathematics and to establish whether significant relationships exist among these variables. The respondents consisted of 203 learners selected through total enumeration, ensuring comprehensive representation of the target population. Data were gathered using a validated questionnaire that measured learners’ interest in mathematics, engagement in mathematical activities, and academic performance outcomes. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were employed to determine the levels of interest, engagement, and performance, while the Pearson Product-Moment Correlation was used to analyze the relationships among the variables. The results revealed that learners demonstrated a high level of interest in mathematics and a moderate to high level of engagement in mathematical activities. Academic performance in mathematics was likewise found to be moderate to high. Significant positive relationships were observed between learners’ interest and engagement, interest and performance, and engagement and performance. These findings indicate that learners who exhibit higher interest and active engagement in mathematical activities tend to achieve better academic outcomes. The study highlights the importance of fostering both intrinsic motivation and meaningful participation to enhance learners’ achievement in mathematics.
Keywords learners’ interest, engagement, mathematical activities, academic performance, mathematics education
Field Sociology > Education
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-02-27
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.67439
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