Teacher Variables, Student Engagement and Academic Performance in the Last Mile Schools

Abstract

This study explored how teacher-related variables influence student engagement and academic performance in mathematics among Grade 9 learners in Last Mile Schools in Glan, Sarangani Province. Recognizing the persistent challenges faced by remote and underserved communities—such as teacher shortages, limited resources, and geographic isolation—the research aimed to understand which instructional practices contribute most significantly to meaningful student learning in mathematics.

The study sought to determine the extent to which teacher variables such as attendance, frequency of quizzes, assignments, and board work affect student engagement and academic performance in mathematics. It also aimed to examine how students’ participation, homework completion, attendance, and attitude toward mathematics are related to their overall academic performance.

Using a descriptive-correlational design, the study involved complete enumeration of mathematics teachers and Grade 9 students from four identified Last Mile Schools. Data were collected through validated survey instruments and academic records, focusing on teacher variables, measures of student engagement, and the General Point Average (GPA) of students in mathematics.

Results revealed that both teachers and students rated instructional practices and engagement as consistently very high. Assignments and board work were particularly influential, with strong positive correlations to student engagement. However, no statistically significant relationship was found between teacher variables and academic performance. This suggests that while instructional behaviors influence engagement, other factors may play a more prominent role in determining academic outcomes.

The study highlights the importance of teacher consistency and interactive strategies in fostering student engagement in mathematics, especially in marginalized school settings. Insights from this research may guide policy makers, school leaders, and educators in designing context-sensitive interventions to improve mathematics education in Last Mile Schools.