PPT-UDZ-001A-UZ-nihmanbenzonMAED-Academic-1_121403 (1).pptx

it is a thesis presentation of our own works.

1. MATHEMATICS ACHIEVEMENT, CRITICAL THINKING, AND STUDENT ENGAGEMENT ON ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS IN THE NORTH DISTRICT OF ISABELA CITY SCHOOLS DIVISION NIHMAN A. BENZON Researcher

2. Statement of the Problem This study addressed the need to understand the factors influencing the academic performance of Grade 10 students in the North District of Isabela City Schools Division. Concerns regarding the state of mathematics education in this district, specifically the levels of mathematics achievement, critical thinking skills, and student engagement, were investigated. The study sought determine the extent to which these factors individually and collectively contributed to student success. Specifically, this study sought to investigate these concerns through the following research questions: 1. What are the level of Grade 10 students in the North District of Isabela City Schools Division in terms of, 1.1 Mathematics achievements 1.2 Critical thinking 1.3 Student engagement

3. Statement of the Problem 2. What is the academic performance of Grade 10 students in the North District of Isabela City Schools Division? 3. Is there a significant difference between mathematics achievement, critical thinking skills, and student engagement in terms of their demographic profile? 4. Is there a significant relationship between mathematics achievement, critical thinking skills, and student engagement and the academic performance of Grade 10 students in the North District? 5. On the basis of the findings, what recommendations can be made to improve mathematics instruction and enhance student outcomes in the North District?

4. Conclusions 1. Grade 10 students in the North District of Isabela City Schools Division demonstrated a high level of student engagement, indicating that they are motivated, attentive, and actively involved in mathematics learning. However, their levels of mathematics achievement and critical thinking skills were at an average level. This suggests that while students are willing participants in their learning environment, further support is needed to enhance their conceptual understanding and analytical reasoning.

5. Conclusions 2. The academic performance of the students was generally within the satisfactory to very satisfactory levels. This shows that students are achieving acceptable levels of competence in mathematics, though a relatively small number reached outstanding levels and some were rated fairly satisfactory.

6. Conclusions 3. The study found no significant differences in mathematics achievement, critical thinking skills, and student engagement when students were grouped according to their sex, school, or age. This finding suggests that these demographic factors do not significantly influence students’ levels of engagement, cognitive skills, or mathematics performance, implying consistent instructional experiences across groups.

7. Conclusions 4. There was a significant and positive relationship among mathematics achievement, critical thinking skills, student engagement, and academic performance. Moreover, critical thinking and student engagement were identified as significant predictors of academic performance. This means that students who think critically and are highly engaged tend to perform better in their academic work, highlighting the importance of fostering both motivation and cognitive development in the classroom.

8. Recommendations For the Department of Education (DepEd) It is recommended that the DepEd provide continuous professional development for teachers focused on integrating critical thinking strategies and student engagement into the mathematics curriculum. These trainings should be evidence-based and support pedagogical innovations that help students connect content to real-life situations while building their reasoning skills.

9. Recommendations For the School Principals School leaders are encouraged to prioritize programs and interventions that foster a learning environment supportive of critical thinking and engagement. This includes reviewing instructional supervision practices, offering peer mentoring among teachers, and allocating resources for interactive instructional materials and technologies.

10. Recommendations For the Teachers Teachers should implement teaching strategies that foster higher-order thinking and maintain high student engagement. These strategies may include collaborative learning, inquiry-based instruction, real-world problem-solving tasks, and differentiated instruction to meet diverse learner needs.

11. Recommendations For the Students Students are encouraged to take active roles in their learning by participating in class discussions, collaborating with peers, and reflecting on their problem-solving processes. Engaging fully in these opportunities will enhance both their understanding and performance in mathematics.

12. Recommendations For the Parents Parents should support their children’s learning by fostering study habits at home, encouraging curiosity, and communicating regularly with teachers. Understanding the importance of critical thinking and engagement will allow parents to more effectively advocate for a supportive academic environment.

13. Recommendations For the Future Researchers It is recommended that future researchers explore experimental and longitudinal studies to assess the impact of specific engagement and critical thinking strategies on mathematics achievement. Replicating this study in other dis tricts or grade levels may also provide further insights into broader applications.

14. Thank you!