scholarly journals The Influence of Student Engagement on Mathematical Achievement among Secondary School Students

Mathematics ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Martina Maamin ◽  
Siti Mistima Maat ◽  
Zanaton H. Iksan
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Secondary School Students ◽  
Linear Regression Analysis ◽  
Cognitive Engagement ◽  
Mathematical Achievement ◽  
Learning Performance ◽  
Affective Engagement ◽  
School Students ◽  
Behavioural Engagement

Student engagement is a multidimensional construct that predicts learning performance. However, student engagement receives limited attention, especially in mathematics. Thus, this study conducts a survey to determine the influence of student engagement on mathematical achievement. Stratified random sampling was employed to select secondary school students (n = 1000). Questionnaires and end-of-year examination grades were collected as data on student engagement and respective mathematics achievement. The findings indicate that there is a significant relationship between cognitive engagement, affective engagement, behavioural engagement, and mathematical achievement. The results of multiple linear regression analysis show that affective engagement is the largest predictor of mathematical achievement (β = 0.743, p < 0.001), followed by behavioural engagement (β = 0.585, p < 0.001), and cognitive engagement (β = −0.375, p < 0.01). This suggests that policymakers should formulate a curriculum that enables the improvement of affective and behavioural engagement. Furthermore, this study recommends that school administrators and teachers plan and implement activities that stimulate such engagement.

scholarly journals Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

2021 ◽  
Vol 13 (21) ◽  
pp. 11714
Author(s):  
Agne Brandisauskiene ◽  
Loreta Buksnyte-Marmiene ◽  
Jurate Cesnaviciene ◽  
Ausra Daugirdiene ◽  
Egle Kemeryte-Ivanauskiene ◽  
...  
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Secondary School Students ◽  
Short Form ◽  
Research Work ◽  
Well Being ◽  
School Students ◽  
Environment Variables ◽  
Significant Difference ◽  
Behavioural Engagement

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.

scholarly journals Relationship between Cognitive Engagement and Academic Achievement among Kenyan Secondary School Students

2018 ◽  
Vol 9 (2) ◽  
pp. 61-72
Author(s):  
Erick Wara ◽  
Peter Jo Aloka ◽  
Benson Charles Odongo
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Theoretical Perspective ◽  
Cognitive Engagement ◽  
Target Population ◽  
Behavioural Therapy ◽  
School Students ◽  
Correlation And Regression Analysis ◽  
Cognitive Behavioural

AbstractThe purpose of this study was to investigate the relationship between student cognitive engagement and academic achievement of secondary school students of Manga Sub County, Nyamira County, Kenya. The study was hinged on the Self Determination theoretical perspective. The mixed methods approach was employed, and within it, the concurrent triangulation design was adopted. From the target population of 1750 form four students, 35 Principals and 35 Guidance and Counselling teachers, 312 students (out of 316 expected), 11 Principals and 11 Guidance and counselling teachers were randomly sampled for the study. Questionnaires were used to collect data from the students, while interview schedules were used to collect data from Principals and Guidance and Counselling teachers. The validity of the research instruments was determined by experts from the department of Psychology and Educational Foundations of Jaramogi Oginga Odinga University of Science and Technology. Reliability was ascertained by the internal consistency method using Cronbach’s alpha, and a reliability coefficient of r above 0.7 was obtained for the questionnaire. Inferential statistics from quantitative data were analyzed using Pearson’s Product correlation and regression analysis with the aid of the statistical package for social sciences (SPSS) version 22. Qualitative data from interviews were analyzed thematically. The study revealed that cognitive engagement was a significant predictor of academic achievement among secondary school students studied (r=.376, N=312, p =.01. The study recommended that school based teacher counsellors should utilize cognitive behavioural therapy techniques during counselling sessions with students in school in order to enhance cognitive engagement.

Increasing Student Engagement During Questioning Strategy Sessions

1984 ◽  
Vol 77 (6) ◽  
pp. 470
Author(s):  
James S. Cangelosi
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Secondary School Students ◽  
Department Of Education ◽  
School Students ◽  
Florida Department

An alarming proportion of secondary school students are unable to apply mathematical principles that they have memorized to the solutions of realistic problems (Florida Department of Education 1978).

scholarly journals MATHEMATICS ANXIETY AND CHOICE OF SUBJECT AMONG JUNIOR SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 527-532
Author(s):  
Pius P. Agashi ◽  
◽  
Sunday G. Adeniyi ◽  
Keyword(s):  
Secondary School ◽  
Mathematics Anxiety ◽  
Secondary School Students ◽  
Math Anxiety ◽  
Linear Regression Analysis ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Subject Choice ◽  
Practical Implications

Mathematics anxiety has been found to negatively impact students academic performance, and the trend is pervasive in our society. The purpose of this study was to determine whether math anxiety will predict students choice of subject. A total of one hundred and sixty-six junior secondary school students participated in the study. The Maths Anxiety Scale (MAS) was used to measure the respondents level of math anxiety. Their subject choice was indicated in the demographic section. The linear regression analysis conducted on the data revealed that math anxiety positively and statistically predicted students choice of subject. The findings and practical implications of the study are discussed.

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