Uncovering Engagement in General Mathematics of the Grade 11 Students of Mabilbila Integrated School

Abstract

Student engagement is a crucial determinant of enhanced learning outcomes in General Mathematics; nevertheless, engagement levels among public senior high school students fluctuate due to disparities in academic background, learning styles, and availability to educational resources. This study examined the correlation between students' profiles and their engagement levels in General Mathematics among Grade 11 students at Mabilbila Integrated School during the 2025–2026 academic year. The research utilized a descriptive correlational design with a questionnaire produced by the researcher. All 83 Grade 11 students from the STEM and GAS courses participated via total enumeration. The profiles of students were characterized by strand, academic grade, preferred learning style, and the accessibility of learning resources at home. Engagement was analyzed across motivational, social, behavioral, and cognitive aspects. Data were examined utilizing frequency, percentage, mean, descriptive interpretation, and Spearman’s rank correlation coefficient. The results indicated that the majority of respondents were affiliated with the GAS strand, achieved satisfactory to outstanding academic grades, favored the Reading and Writing learning style, and reported restricted to adequate learning resources. Overall participation in General Mathematics was substantial, with behavioral engagement identified as the predominant dimension. Significant positive connections were identified between academic grade and all engagement aspects, as well as between availability of learning materials and engagement. In contrast, strand and preferred learning style exhibited negative associations with participation. These findings imply that improving access to learning resources and recognizing students’ learning profiles may assist enhance engagement and academic achievement in General Mathematics.