Manipulative-based Instruction, Academic Motivation, and Learning Engagement of Students in Mathematics

This study investigated the relationship between students’ perception of manipulative-based instruction, academic motivation, and learning engagement among Grade 7 students in Mathematics in a public high school in Negros Occidental during the School Year 2025–2026. A quantitative, non-experimental research design using a descriptive-correlational approach was employed. A total of 192 students were selected through simple random sampling using lottery method. Data were collected using a validated and reliable survey questionnaire. Academic motivation was measured in terms of intrinsic motivation, extrinsic motivation, and amotivation, while learning engagement included behavioral, emotional, and cognitive dimensions. Findings revealed that students demonstrated a very high level of perception of manipulative-based instruction, academic motivation, and learning engagement. Significant relationships were found between perception of manipulative-based instruction and both academic motivation and learning engagement. The study concludes that students' perceptions of manipulative-based instruction are positively associated with their academic motivation and learning engagement in Mathematics.

Manipulative-Based Instruction, Academic Motivation, Learning Engagement, Mathematics Education, Grade 7 Students

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