The Impact of Effective Teaching Practices and Student Engagement on Grade 10 Students’ Mathematics Performance

Abstract

This study explored the connection between teaching effectiveness, student engagement, and the academic performance of Grade Ten students in Mathematics at Don Vicente Rama Memorial National High School during the school year twenty twenty-four to twenty twenty-five. A correlational research design was used to examine how these variables are related within actual classroom settings. Teaching effectiveness was assessed through indicators such as clarity of explanations, provision of feedback, use of interactive strategies, and the creation of a supportive learning environment. Student engagement was examined across behavioral, cognitive, and emotional aspects, while academic performance was evaluated based on the students’ Mathematics grades. Data were gathered using a structured survey and analyzed through descriptive and inferential statistics to identify patterns and relationships. Findings revealed that teaching effectiveness was perceived at an excellent level, showing that teachers consistently applied high-quality instructional practices. Student engagement was rated as high, with particularly strong responses in active participation, asking questions, and enjoying interactive lessons. The academic performance of the students was also commendable, with the majority reaching outstanding and very satisfactory levels. Results further indicated a moderate positive relationship between teaching effectiveness and academic performance and a weak but meaningful link between student engagement and academic performance. These outcomes highlight the importance of maintaining effective, student-centered teaching strategies and fostering engaging classroom experiences to enhance motivation, active participation, and achievement in Mathematics.