Learners’ Engagement and Classroom Management Strategies in Mathematics of First Congressional District of Batangas Province

Abstract

Learner engagement in Mathematics remains a persistent concern in Philippine secondary schools, where classroom management, resource limitations, and students’ varied affective responses influence participation and learning. This study examined the relationship between teachers’ classroom management strategies and their assessment of learners’ cognitive, emotional, and behavioral engagement in Mathematics in the First Congressional District of Batangas.

Using a descriptive–correlational design, data were gathered from Junior High School Mathematics teachers through a validated researcher-made Likert-type questionnaire. Findings showed that learners were assessed as moderately engaged across cognitive  emotional , and behavioral  dimensions. Teachers reported a moderate extent of using routines and procedures and behavior management  while promoting a positive environment  and maintaining teacher–student relationships were practiced to a great extent.

Pearson’s r indicated a highly significant positive relationship between engagement and all four management strategy domains, with r-values ranging from .380 to .492 and  across all dimensions. Teachers also agreed that they encountered challenges in implementing classroom management strategies, including student behavior issues, limited resources, and time constraints.

These results suggest that while teachers employ management strategies consistently, contextual barriers limit their full effectiveness. Strengthening professional development, providing school-level support systems, and adopting proactive and relationally grounded management approaches may enhance learner engagement and improve classroom experiences in Mathematics.