Time-on-Task, Classroom Engagement, and Academic Performance in Mathematics of Grade 8 Students

This study investigated the relationship among time-on-task, classroom engagement, and academic performance in Mathematics among Grade 8 students in a public secondary school in Negros Occidental. It employed a quantitative descriptive-correlational research design. The respondents were 144 students chosen from a total population of 225 through stratified sampling and simple random sampling. Data was collected using an adopted questionnaire and the students’ official Mathematics grades. The results showed that the students had a high level of time-on-task and classroom engagement, while their academic performance in Mathematics was very satisfactory. The study also found a strong positive and significant relationship between time-on-task and classroom engagement, as well as a weak but significant relationship between time-on-task and academic performance. However, classroom engagement was not significantly related to academic performance. Based on the findings, the study concluded that time-on-task was more consistently associated with Mathematics performance than classroom engagement. Thus, it is recommended that strategies be strengthened to improve students’ focus, participation, self-regulation, and task completion.

Keywords: Time-on-task, Classroom Engagement, Academic Performance, Mathematics Achievement, Grade 8 students

Mathematics Education

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