Internal-External Learning Factors and Student Engagement in Mathematics Grade 7

 Student engagement in mathematics is a crucial determinant of academic success, particularly in junior high school, where foundational skills are established. This quantitative descriptive-correlational study examined the relationship between internal and external learning factors and mathematics engagement of Grade 7 students in selected secondary schools in Tacurong City. Findings revealed that while students exhibited relatively high levels of motivation and responded positively to teaching methods, study habits and peer influence were only moderately observed. This indicates that many students lack consistent independent study routines and seldom engage in collaborative learning with classmates. In terms of engagement, students demonstrated moderate overall levels, with behavioral and cognitive engagement classified as “Merely Engaged,” reflecting inconsistent participation, attention, and limited use of problem-solving strategies. Emotional engagement, however, was higher, suggesting students enjoy learning mathematics and experience positive feelings when solving problems. Correlation analysis further showed that study habits had the strongest positive relationship with mathematics engagement, whereas motivation, teaching methods, and peer influence exhibited inconsistent or negligible correlations. Collectively, internal and external learning factors had minimal predictive effect on overall engagement. These findings highlight the need for a balanced approach to enhancing mathematics learning, emphasizing the cultivation of disciplined study practices and supportive peer collaboration alongside motivation and effective teaching. Interventions that strengthen self-regulated learning behaviors and promote active participation are critical to translating students’ positive attitudes into consistent academic performance and problem-solving proficiency.