Abstract
This study explored the relationship between mathematics engagement and academic performance among Junior High School students at Buenavista Integrated School, Zamboanga City, during the 2024-2025 academic year. A descriptive-correlational design was employed, and surveys were administered to assess students' engagement in mathematics and their academic performance. The findings revealed a moderate level of engagement, with students demonstrating significant effort in their learning, but also experiencing occasional boredom during lessons. Despite these engagement levels, statistical analysis showed no significant correlation between engagement and academic performance. This absence of a relationship suggested that other factors, such as the quality of teaching, the classroom environment, and individual student characteristics, may have played a more substantial role in influencing academic outcomes. These results underscored the complexity of academic achievement and highlighted the need for a multifaceted approach to improving student performance in mathematics. Based on the findings, future research should further investigate the intricate dynamics between engagement and academic success, incorporating additional variables and contextual factors to better understand the elements that influence student achievement in mathematics.
