Interactive Teaching Strategies and Learning Engagement: Their Relationship to Academic Achievement in Mathematics in Lamba Yong Municipality

In transformative and engaging pedagogical practices, this study examined the influence of interactive teaching strategies (ITS) on the relationship between Grade 10 students’ learning engagement and academic achievement. A descriptive-correlational research design was employed, targeting secondary school clusters in Lambayong Municipality. A total of 598 students were randomly selected as participants. Data were gathered using a learning engagement survey, a perception scale on Interactive Teaching Strategies, and a 50-item achievement test in Mathematics. Descriptive statistics, specifically the mean and standard deviation, were utilized to determine the levels of students’ learning engagement, perceptions of ITS, and academic performance. Additionally, Pearson correlation analysis was conducted to examine the relationship between students’ learning engagement and academic achievement. The results revealed no significant relationship between students’ perceptions of interactive teaching strategies and their academic achievement. Similarly, the correlation analysis indicated no significant relationship between learning engagement and academic achievement. However, the emotional component of learning engagement demonstrated a slight predictive value for academic performance. Therefore, the ITS employed in this study did not significantly predict higher academic achievement nor substantially enhance students’ emotional, cognitive, and behavioral engagement. It is recommended that interactive teaching strategies be combined with other appropriate pedagogical approaches to effectively enhance academic achievement.