Abstract
Classroom engagement refers to students’ active participation in learning through behavioral actions, emotional involvement, cognitive effort, and social interaction, while attitude toward mathematics describes their beliefs, feelings, and perceptions regarding the subject. This study aimed to assess the levels of classroom engagement and attitudes toward mathematics, as well as determine the relationship between these variables, among 175 junior high school students at Bagacay National High School using a descriptive-correlational research design. Results showed a very high level of cognitive engagement (grand mean = 3.29), with the highest score in seeking alternative solutions when encountering difficulties (M = 3.58); behavioral engagement was high (grand mean = 3.20), marked by strong adherence to instructions (M = 3.50) and perseverance despite challenges (M = 3.31), though active participation in discussions was the lowest (M = 2.85). Social engagement was also high (grand mean = 3.26), with students showing respect and attentiveness to peers (M = 3.59) and willingness to seek teacher assistance (M = 3.39), yet sharing personal ideas remained limited (M = 2.95). Emotional engagement was rated high (grand mean = 2.90), with students reporting anticipation for classes and calmness during lessons (M = 3.08), but confidence in their own mathematical abilities was low (M = 2.66). Overall attitude toward mathematics was positive (grand mean = 2.98); students strongly valued the subject’s importance for future work (M = 3.54) and expressed a desire to improve their skills (M = 3.58), though they lacked confidence in advanced topics and class participation (M = 2.56). Statistical analysis revealed a moderate, positive, and significant correlation between classroom engagement and attitude toward mathematics (Spearman’s rho = 0.469, p < 0.05), confirming that greater engagement is associated with more favorable attitudes toward the subject.