Abstract

This study examined how 30 Grade 11 HUMSS students at Bestlink College of the Philippines, Millionaires Village Campus, perceived the role of textbook design, activities, visuals, and accessibility in engagement and academic performance during school year 2025–2026. The study was labeled descriptive-qualitative and used cluster sampling. A survey questionnaire gathered students’ experiences with textbook access, classroom participation, lesson comprehension, and examination preparation. Students reported that clear design, activities, visuals, and access to textbooks supported participation, focus, lesson understanding, review, and study habits. Limited textbook availability was identified as a barrier. The findings support ensuring equitable access to clear and relevant textbooks. However, the study should be presented as an assessment of student perceptions rather than evidence that textbooks caused higher academic performance. The design, analysis, and outcome measures require clarification.