| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Keywords: ICT Integration, Mathematics Engagement, Grade 7 Learners, Technology-Enhanced Instruction, Mathematics Achievement.
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 Buenavista I District public secondary school in Bohol Division for school year 2024 to 2025. The researchers employed a descriptive-correlational quantitative research methodology and utilized an adopted questionnaire to gather data on the third-quarter mathematics grades of Grade 7 students. 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.
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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