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The main objective of this study was to determine the relationship between learners’ level of engagement and teachers’ frequency of use of the activities and strategies, and an intervention was crafted based on the findings. The study used a mixed method and employed a descriptive-correlational design, while a survey questionnaire, a researcher-based survey questionnaire, and interview guide questions were adopted as research tools. It involved respondents composed of thirty-six (36) Grade 5 teachers from all elementary schools in the Jose Panganiban East and West District. The study's findings revealed that emotional engagement was the highest level among learners in Mathematics 5, with a weighted mean of 3.11. Further, the strategies and activities that were always used were brainstorming, with a weighted mean of 3.48, and inquiry-based learning, with a weighted mean of 3.38. There was no significant relationship between the level of engagement in behavioral and emotional with the teachers’ strategies and activities; however, cognitive engagement has significant correlations with inquiry-based learning (r =-34*, p< 0.05). The most challenging experiences for teachers were non-mastery of the four fundamental operations and difficulty solving problems. To enhance learners’ engagement in Mathematics 5, the researcher developed a resource package comprising modified, detailed lesson plans, interactive activities, a pamphlet with educational videos, and outdoor math games. Based on the findings, it was concluded that teachers may do a lot to encourage learners to engage in behavioral, cognitive, and emotional engagement.
Sabado et al. (Fri,) studied this question.