Boosting Mathematics Engagement Through Task-Based Strategies for Grade 7 Learners

Abstract

This study investigated how the different task-based strategies can boost Mathematics engagement among Grade 7 learners. Specifically, the three approaches involve Self-directed Task, Rotated Task, and Sequence task were implemented and examined if these have an impact on the learners’ engagement and with their academic performance in Mathematics. The study was anchored in the theories of Constructivism, scaffolding, and other learning theories, such as collaborative and self-directed theories, emphasizing active participation and meaningful learning experiences.

The study used descriptive and experimental designs, involving Grade 7 Canary learners as participants in the school year 2025-2026, who were exposed to three task-based strategies. A formative assessment, in the form of a teacher-made quiz, was also used to measure learners' performance. An engagement survey question was also included to determine learners' engagement for each strategy type. The data analysis used a weighted mean, a t-test, and Analysis of variance (ANOVA).

Based on the findings, learners who were exposed to task-based strategies demonstrated significant improvements in both engagement and academic performance. The Rotated Task Strategy produced the highest level of engagement. The Sequence Strategy followed it; the Self-directed Strategy also had a positive impact; however, to enhance learners' confidence, particularly in problem-solving, additional scaffolding is needed. In addition, the learners' mean scores across the three strategies showed significant differences. This indicates that the three types of Task-based strategies influence learners' engagement and performance. The study also revealed significant differences in the mean scores of Grade 7 learners when grouped by the types of task-based tasks used for the two learning competencies. Meanwhile, no significant differences were found in the mean scores of the Grade 7 learners when grouped by the types of Task-based strategies used in the third learning competency. Between engagement and the performance of Grade 7 learners in task-based strategies, there was a weak but positive relationship between engagement and mathematics performance.

The study concludes that using task-based strategies can effectively enhance engagement among Grade 7 learners in mathematics. It is recommended that varied task-based approaches promote active participation and improve learners' academic performance. It is therefore suggested that teachers integrate diverse task-based strategies in mathematics instruction to address learners' varying needs and strengthen meaningful engagement in the educational process.