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This study examined how engaged learners are and their academic performance in public secondary schools. It also investigated whether there were any significant differences or relationships among learners grouped by specific demographic and socioeconomic factors. Using a descriptive, comparative, and correlational research design, data were collected from 373 secondary school learners through a validated self-made questionnaire that measured academic, social, and emotional engagement. Learners’ academic performance was assessed based on their official first-quarter grades for the School Year 2025-2026. The analysis included descriptive statistics, Mann-Whitney U tests, and Spearman’s rho. The results indicated that learners exhibited a high level of engagement across academic, social, and emotional domains. They participated actively, interacted positively with peers, and displayed emotional responsiveness in the learning environment. Most demographic groups achieved a Very Satisfactory level of academic performance. Comparative analyses revealed no significant differences in engagement or academic performance when learners were grouped by sex, grade level, or average family monthly income. However, the highest educational attainment of parents and the number of siblings had a substantial impact on learners’ engagement, while average family monthly income significantly affected academic performance. Furthermore, the relational analysis showed no significant relationship between learners’ engagement and their academic performance. These findings suggest that while learner engagement is generally strong, academic performance is influenced by broader contextual, social, and economic conditions. The study emphasizes the need to improve school-based instructional support and implement targeted interventions to address family- and resource-related disparities, thereby promoting equitable educational outcomes in public secondary schools.