Marjorie M. Meneses, Rosalinda Tanguilan
ABSTRACT
Learning engagement plays a vital role in students’ academic development, particularly in mathematics. This study examined junior high school students’ learning engagement in mathematics and its relationship to their higher-order thinking skills (HOTS) within the Philippine basic education context. The participants consisted of 841 students from Grades 7 to 10 enrolled in three public high schools in the Pamplona District. A descriptive–correlational research design was employed, utilizing a learning engagement questionnaire, a higher-order thinking skills assessment, and open-ended questions. Results indicated that students demonstrated a high level of cognitive, affective, and behavioral engagement in mathematics. Significant differences in learning engagement were observed when students were grouped according to gender, year level, and school. However, the majority of students exhibited low levels of higher-order thinking skills, particularly in the domains of evaluation and creation. Further analysis revealed significant relationships between learning engagement and higher-order thinking skills, notably in the areas of application and analysis. Qualitative findings identified several challenges that adversely affected students’ engagement, including difficulties in problem solving, weak foundational mathematical skills, and negative attitudes toward the subject. Based on these findings, a plan of action was proposed to strengthen students’ learning engagement and enhance the development of higher-order thinking skills. The study concludes that while learning engagement is essential, high levels of engagement alone do not necessarily ensure the development of higher order thinking skills, underscoring the need for targeted and intentional instructional strategies in mathematics education.
Keywords: Learning Engagement; Mathematics Education; Higher Order Thinking Skills; Junior High School Students; Philippine Basic Education
https://doi.org/10.57180/sqmo1343