| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: Harnessing of ICT in education plays an increasingly crucial role in tackling issues related to student engagement and mathematics learning. In spite of increased access to digital tools, there is still a need to critically explore how well ICT is utilized to support Grade 7 learners' learning. This research sought to establish the extent of harnessing of ICT as an instructional approach and its relationship with the level of Grade 7 students’ engagement and Mathematics learning at public secondary school in Division of Bohol, Carcar City, and Cebu Province for school year 2024 to 2025. The researchers implemented a descriptive-correlational design where they collected data using an adopted questionnaire and the advisers’ ratings of students in the Third Quarter Mathematics 7. Two hundred eighty-five were randomly chosen through multistage sampling, combining stratified random sampling in one school and total enumeration in the others. Data analysis involved using methods such as percentage, weighted mean, standard deviation, and the Pearson product-moment correlation coefficient. Results indicated that ICT was regularly used for teaching, and this resulted in high levels of both cognitive and behavioral engagement from the students. While ICT enhances students' engagement in and enriches learning experiences, its impact on Mathematics performance remains limited if used solely. The findings reveal that technology does not automatically lead to any improvement in learning unless combined with instructional approaches that can relate the use of ICT to lesson goals. Students were found to engage and perform acceptably, but meaningful improvement requires effective pedagogy coupled with purposeful ICT integration. It is recommended that teachers design lessons that merge ICT tools with clear objectives to ensure technology supports students' mathematical learning.
Keywords: ICT Integration, Mathematics Engagement, Grade 7 Learners, Technology-Enhanced Instruction, Mathematics Achievement.
Article Info: Received: 15 Oct 2025, Received in revised form: 13 Nov 2025, Accepted: 18 Nov 2025, Available online: 23 Nov 2025
DOI: 10.22161/ijtle.4.6.9
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