Prediting Mathematics Student S’ Learning Outcomes in Senior Secondary School using Dimensions of Academic Engagement
DOI:
https://doi.org/10.37134/ejsmt.vol11.1.3.2024Keywords:
Academic engagement, Attitude, Learning outcomes, Mathematics, Self efficacyAbstract
Academic engagement is a potential antidote to issues surrounding students’ learning outcomes. It is a multidimensional construct, which comprises of three aspects such as; emotional, cognitive and behavioural engagement. These dimensions are vital to one another and should not be considered in isolation. This paper investigated the dimensions of students’ academic engagement as predictors of male and female self-efficacy in and attitude to Senior Secondary School Mathematics. The study used an ex-post facto correlation approach. 1680 students from Senior Secondary School Two made up the study's sample from the twenty one randomly selected schools in the three Local Government Areas of Remo division of Ogun State. Three instruments were used namely, Mathematics Student Academic Engagement Scale (MSAES) with; Mathematics Attitude Scale (MAS) withand Mathematics Self Efficacy Scale (MSES) with Findings showed a significant contribution in male students’ attitude to Mathematics (F = 149.857, p<0.05) and self-efficacy in Mathematics (F = 146.368, p<0.05). The study revealed that the predictor factors significantly explain the variation in female students' attitudes toward mathematics when they are combined (F = 182.978, p<0.05) and self-efficacy in Mathematics (F = 239.960, p<0.05). This study concluded that cognitive, emotional and behavioural engagements are good predictors of the secondary school mathematics self-efficacy and attitude of male and female students. To increase students' self-efficacy in and attitude toward mathematics, stakeholders in Nigerian education are advised to make sure that students are engaged cognitively, emotionally, and behaviourally.
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