Dimensions of Students' Academic Engagement as Predictors of Senior Secondary School Mathematics Achievement (original) (raw)

Academic Engagement as a predictor of Mathematics Achievement Among Senior Secondary School Students in Ogun State

AJSTME, 2023

This study investigated student academic engagement as predictors of male and female Mathematics achievement in senior secondary school. A correlation research design of ex-post facto type was used. Sample used comprised 1680 (SS2) students offering from the twenty one randomly selected schools in the three local government areas of Ogun State's Remo division, Nigeria. The instruments are validated and give Mathematics Student Academic Engagement Scale (MSAES) with 0.776  r and Mathematics Achievement Test (MAT) with  r 0.88. Two hypotheses were formulated and analyzed using multiple regression analysis. Results revealed no significant contribution of the predictor variables in male students' achievement in Mathematics. Meanwhile the study revealed that the predictor variables significantly contribute to the variance in female students' achievement in Mathematics. This study concluded that Mathematics achievement is well predicted by student's academic engagement. Hence it is recommended that stakeholders in Nigeria secondary schools should ensure that the students are academically engaged.

Learning engagement as a predictor of performance in mathematics among Nigerian senior secondary school students

International journal of innovation in science and mathematics education, 2024

Learning engagement is a multifactorial paradigm that predicts content achievement. Yet, learning engagement is rarely assessed in conjunction with mathematics. Therefore, this study explored a survey of learning engagement as a predictor of students' performance in mathematics. A stratified random sampling technique was used to choose a sample of 1200 senior secondary school students from 40 senior secondary schools across the six education districts of Lagos state in Nigeria. A valid and reliable Mathematics Engagement Questionnaire (MEQ, Cronbach alpha=0.81) was used in collecting primary data related to learning engagement while secondary data related to end-of-year examination grades were collected from school records and were used to measure performance in mathematics. The results showed that there were significant associations among behavioural, affective and cognitive engagement, and performance in mathematics. In addition, affective engagement was the greatest contributor to variance in performance in mathematics (β=0.935, p<0.001), and this was trailed by behavioural engagement (β=0.722, p<0.001), and the least contributor to performance in mathematics was cognitive engagement (β=-0.521, p<0.01). It is the suggestion of this study that stakeholders in mathematics education should articulate policies and curricula that allow the development of cognitive, behavioural and affective engagement in order to increase and sustain students' performance in mathematics.

Confirmatory Factor Analysis of Student Mathematics Engagement Scale Among Senior Secondary School Students in Ekiti State, Nigeria

2020

This study validated student mathematics engagement scale (SMES) among secondary school 2 students in Ekiti State, Nigeria. The study adopted a survey design. Multi-stage sampling procedure was used to select a sample of 1600 SS2 students from 32 schools in Ekiti State, Nigeria. Confirmatory Factor Analysis (CFA) was used in the validation of a robust student mathematics engagement scale to measure students’ engagement in mathematics. Six factors, comprising 45 student mathematics engagement items (SMEI) were reduced to 37 items through CFA. Dimensionality analysis of CFA showed that the 37 items distinctly loaded on six factors and denoted sub-scales. These factors were: Personal Agency Engagement, Positive Affective Engagement, Negative Affective Engagement, Positive Behavioural Engagement, Negative Behavioural Engagement and Cognitive Engagement. The composite reliabilities of each of the sub-scales of the SMES ranged from 0.66 to 0.90. A robust 6-dimensional Students Mathematics...

Students Engagement Variables as Correlates of Academic Achievement in Economics in Senior Secondary Schools in Anambra State, Nigeria

International Journal of Science and Research (IJSR), 2016

Evidence of poor academic achievement of senior secondary school students abounds in literature and can be seen in the rate of failure of students in the national examinations organised by WAEC, NECO and JAMB. Achievement is likely to be enhanced if students are engaged. Student engagement, which is the students' psychological investment in an effort directed towards learning, understanding or mastering the knowledge, skills or crafts that academic work is intended to promote, has been identified as one of the few factors that consistently and positively influence educational outcomes for adolescents. The more engaged a student is, the better he performs at school. The purpose of this study was to compare the levels of engagement of students with their cognitive (academic) achievement in Economics in secondary schools in Anambra State. Guided by three research questions and three hypotheses, the study adopted a correlation Survey Design. The population for the study comprised 4,937 students of senior secondary schools in Anambra State. Out of this, a sample size of 200 students in 10 boys' schools and 10 girls' schools was taken. The Student Engagement Questionnaire (SEQ), measuring the three engagement types and as well as Economics Achievement Test (EAT) were used for data collection. The reliability index was determined using Factor Analysis. Data were collected and analyzed using aggregate scores and mean to answer the research questions and the regression analysis to test the hypotheses at 0.05 level of significance. The findings showed among others that there is a high engagement among senior secondary school students in the state. Since the three engagement types had mean scores above 2.50, it is therefore concluded that the more engaged a student is, the better he/she achieves in school. Out of the three engagement types measured, the students reported moderate in cognitive but high in behavioural and emotional engagements. One can therefore conclude that moderate engagement may be sufficient for a good academic achievement. It was thus recommended among others that a campaign which focuses on the importance of school and the consequences of disengagement from school be carried out regularly by the government agencies and other stakeholders in education. If students can be made to see the link between working hard at school and being successful in life, engagement levels will be significantly raised and academic achievement be greatly enhanced.

Classroom Engagement and Mathematics Achievement of Senior and Junior High School Students

2017

The purpose of present study was intended to clarify the prediction of classroom engagement on mathematics achievement of senior and junior high school students. A correlational study design was applied with involving a total sample of 368 students (134 junior high school students and 234 senior high school students). Data were collected from Classroom Engagement Inventory and document of students’ mathematics achievement and analyzed using moderator analysis technique. The results indicated that only disengagement negatively predicted mathematics achievement, whereas affective engagement, behavior engagement, and cognitive engagement did not significantly predict mathematics achievement. Furthermore, senior high school with lowest level of disengagement has the best opportunity to attain highest mathematics achievement. Discussion of these findings were intended to clarify strengthen and weakness of grading practices in high school.

STUDENTS' ENGAGEMENT IN RELATIONSHIP TO ACADEMIC PERFORMANCE

The study is conceptual in nature and also the objectives of the study were to assess the relationships between students' engagement and academic performance. The study examines the extent to which students' engagement is associated with experimental and traditional measures of academic performance. The significance of the study is to explore possible strategies for improving school teachers' motivation. Many measures of students' engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. Students' performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. It is suggested that school administrators and teachers plan for a more conducive atmosphere and meaningful learning activities. Different age groups and genders among students need to be addressed differently to create a better learning environment in accordance with their emotional, psychological and cognitive development. In a developing country such as Nigeria, Students' engagement in school activities is a major factor in determining students' success in education, hence, the teachers need to undergo teacher training courses to obtain the necessary skill to dynamically engage students in classroom activities..

Student Engagement in Mathematics: Development of Instrument and Validation of Construct (1

Universal education has aggravated the problems of students' disengagement in learning, highlighting in particular, a greater range of motivations to learn and wider diversification in students' interests. Students' engagement with curriculum has become a crucial element in classroom learning. How we cultivate their involvement in the curriculum may be seen as being far more important than the epistemological consideration in the design of the school curriculum. Though aspects of behavioural, affective and cognitive engagements have been revealed in literature, we are still in need of a validated instrument that measures student engagement for further research. In the present study, an instrument of student engagement in the subject area of mathematics was developed through grounded research. Its validity was established by statistical methods

School and Student Factors and Their Influence on Affective Mathematics Engagement

Journal of ethnic and cultural studies, 2023

This study examined the student-level (i.e., gender, home language, and immigration status) and school-level (i.e., school economic disadvantage status) variability of the students' affective mathematics engagement. It was hypothesized that there is a school effect that contributes toward explaining differences in affective mathematics engagement besides the student-level differences. For the sake of the nested structure of the data in Trends in International Mathematics and Science Study (TIMSS), we used the Hierarchical Linear Modeling (HLM) methodology. There were 10,221 students from 246 schools in the study. The results of this study explained 5.3% of variance in students' affective mathematics engagement by school-mean economic disadvantage status, where students' demographic factors explained 1.2%. The present study contributed to a better understanding of the opportunity to learn variables at the student-and school-level in students' affective mathematics engagement.

Parental Engagement and Pupils’ Attitude: Its Relationship to Mathematics VI Performance

International Journal of Research Publications

This study aimed to determine the parental engagement, pupils' attitude and academic performance in Mathematics of Southwest II-District Elementary School, Cagayan de Oro City, this School Year 2022-2023. Specifically, this paper sought to do the following: the extent of parental engagement in terms of home engagement; and school engagement; the extent of pupils' attitude towards mathematics in terms of mathematical value; and mathematics enjoyment; to find out the level of pupils' performance in mathematics as measured by their second quarter grade; and to determine the significant relationship between the pupils' performance and parental engagement and pupils' attitude. Questionnaire checklist was the main tool used in generating the necessary data of the study. Correlational design was used in the study. Mean, standard deviation, and Pearson Coefficient of Correlation were the statistical treatment employed in interpreting the data. The parents were highly engaged at home and at school on the academic undertakings of their child. The pupils had a very high positive attitude towards mathematics and their overall performance was satisfactory. Parental engagement and mathematical value as construct of attitude had no significant association with the pupils performance in mathematics. On the other hand, mathematical enjoyment as construct to attitude was statistically associated with their performance in mathematics.

Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education

School Psychology International, 2017

The Best Practice in Mathematics Education project was funded by the Australian Office of the Chief Scientist, to examine promotion of students’ learning, engagement and aspirations in this core learning domain. We draw upon cross-sectional survey data from 551 students in grades three to nine to examine how students’ mathematics engagement relates to key dimensions of their learning climate (mastery or performance focused classrooms), teacher enthusiasm, and school caring. Engagement is known to be associated with positive school outcomes and influenced by environmental factors. Less known is whether, and the extent to which, students have different profiles of engagement across component dimensions (Fredricks, Blumenfeld, & Paris, 2004); and, how profiles may differ according to experienced environment dimensions. We first develop profiles of adolescents’ behavioral, emotional, and cognitive engagement using multilevel latent class analysis, educing three profiles of ‘engaged’, ‘c...