This study examined the mathematics engagement of Bachelor of Secondary Education (BSEd) major in Mathematics students at Nueva Vizcaya State University, Bayombong Campus. A descriptive-comparative and correlational research design was employed, involving a total of 46 student-respondents who completed a survey questionnaire. Data were analyzed using descriptive statistics, Mann-Whitney U Test, Kruskal-Wallis Test, and Spearman’s Rho. Findings revealed that students were engaged in mathematics across the behavioral, emotional, and cognitive dimensions. No significant differences in mathematics engagement were observed across age, year level, and socio-economic status; however, male students exhibited significantly higher emotional engagement than their female counterparts. Furthermore, age of the students showed no significant association with their engagement in mathematics. The study recommends that mathematics teachers adopt strategies that sustain student attentiveness, foster confidence in facing challenging tasks, and cultivate positive attitudes toward mathematics learning.

behavioral, cognitive, demographic factors, emotional engagement, student engagement