Computer Literacy, Learning Engagement and Performance of Students in Mathematics

Abstract

This study determined the levels of computer literacy and learning engagement of 110 Grade 8 students and their relationship with academic performance in Mathematics at a public high school in Negros Occidental during school year 2025–2026. Academic performance was measured using students’ third-quarter grades in General Mathematics. Computer literacy was assessed using an instrument adapted from Bayucca (2020), while learning engagement was measured using a questionnaire adopted from Imran, Khan, and Aslam (2023). Descriptive and inferential statistical methods were employed to analyze the data. Results showed that the respondents demonstrated a moderate level of computer literacy, a high level of learning engagement, and an outstanding level of academic performance. Moreover, no significant relationship was found between computer literacy and academic performance, nor between learning engagement and academic performance. The findings suggest that other factors may have greater influence on students’ mathematics achievement than computer literacy and learning engagement alone.