School Environment and Learners’ Mathematics Engagement

Author

Joanne Marie G. Echalar


Abstract

 This study determined the school environment and learners’ mathematics engagement in the Districts of Sibalom and San Remigio, Schools Division of Antique, Philippines, during the school year 2025–2026. The respondents were 117 mathematics teachers from the two districts. Data were collected using validated questionnaires on school environment and learners’ mathematics engagement. The study employed a descriptive-correlational research design. The dependent variables considered were school environment and learners’ mathematics engagement, with respondents’ sex, highest educational attainment, length of teaching experience, school size, and school location as independent variables. Statistical tools employed were frequency, percentage, Mann-Whitney U Test, Kruskal-Wallis H Test, and Linear Regression Analysis set at .05 level of significance.  The findings revealed that the school environment was “Very Good,” while learners’ mathematics engagement was “Very Great,” as assessed by the respondents overall and across the different classifications. Significant differences in the assessment of school environment were found according to respondents’ highest educational attainment and length of teaching experience, but no significant differences were observed according to respondents’ sex, school size, and school location. Similarly, significant differences in the extent of learners’ mathematics engagement were found according to respondents’ highest educational attainment and school size, while no significant differences were observed according to respondents’ sex, length of teaching experience, and school location. Finally, school environment significantly influenced learners’ mathematics engagement.


Keywords

school environment, learners’ mathematics engagement



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References


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