Author

Mailanie M. Mactal*
Northeastern College, Santiago City, Philippines

Abstract

This study determined the classroom learning environment and its effect on the Mathematics engagement of Grade 7 and Grade 8 learners in Alicia Vocational School during the School Year 2025–2026. Specifically, it described the respondents’ profile in terms of age, grade level, and sex; assessed the level of classroom learning environment in terms of physical environment, teacher support and interaction, and classroom climate; determined the level of learners’ engagement in Mathematics in terms of behavioral, emotional, and cognitive engagement; examined the significant relationship between classroom learning environment and learners’ engagement in Mathematics; and proposed an intervention program based on the findings. The study employed a descriptive-correlational research design. The respondents consisted of thirty-seven (37) Grade 7 and Grade 8 learners, comprising twenty-two (22) females and fifteen (15) males. Data were gathered using a researcher-made, validated questionnaire. Frequency and percentage were used to describe the respondents’ profile, while weighted mean determined the levels of classroom learning environment and Mathematics engagement. Pearson Product-Moment Correlation Coefficient was utilized to determine the significant relationship between the variables at the 0.05 level of significance. The findings revealed that the majority of the respondents were 15 years old and were enrolled in Grade 8. Both female and male learners strongly agreed that their classroom learning environment was favorable in terms of physical environment, teacher support and interaction, and classroom climate, with classroom climate obtaining the highest ratings. Likewise, learners demonstrated a very high level of Mathematics engagement. Female learners showed the highest level of emotional engagement, while male learners exhibited the highest level of cognitive engagement. Correlation analysis yielded a Pearson correlation coefficient of r = 0.391 and a p-value of 0.811, indicating no significant relationship between classroom learning environment and learners’ engagement in Mathematics when grouped according to sex. Thus, the null hypothesis was accepted. Based on the findings, it is recommended that school administrators and Mathematics teachers sustain positive classroom learning environments through effective classroom management, supportive teacher–student interactions, and engaging instructional strategies. Schools may also implement intervention programs that promote active participation and meaningful learning experiences in Mathematics. Future researchers are encouraged to investigate additional variables, such as learning motivation, self-efficacy, study habits, parental involvement, and academic performance, using larger samples to further explain learners’ engagement in Mathematics.

Keywords: Classroom learning environment, mathematics engagement, behavioral engagement, emotional engagement, cognitive engagement, junior high school learners, descriptive-correlational research.

*Corresponding author / Email: mailani.mactal001@deped.gov.ph

DOI: https://doi.org/10.5281/zenodo.21379398

Recommended citation:
Mactal, M. (2026). Classroom learning environment and its effect on mathematics engagement of Grade 7 and 8 learners in Alicia Vocational School. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1247-1254. https://doi.org/10.5281/zenodo.21379398

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