Dimensions of Students’ Academic Engagement as Predictors of Senior Secondary School Mathematics Achievement
DOI:
https://doi.org/10.37134/jsml.vol12.1.4.2024Keywords:
achievement, heuristic problem-solving, retention, strategiesAbstract
Academic engagement has been a persistent problem and potentially more harmful to the future well-being of the educational system in Nigeria, as students show low turnout in achievement. It is in the light of this, that this study investigated student academic engagement dimensions as predictors of Mathematics achievement in senior secondary school. A descriptive survey research approach was used for the investigation. Sample used in the research comprised 1680 senior secondary school 2 (SS2) offering Mathematics from the twenty one randomly selected schools in the three local government areas of Ogun State's Remo division. The instruments for the collection of data are Mathematics Student Academic Engagement Scale (MSAES) with and Mathematics Achievement Test (MAT) with 0.88. Five hypotheses were developed and put to the test at a significant level. Results indicated that cognitive engagement significantly predicts Mathematics achievement (F = 8.950, p<0.05). The study also revealed that behavioural engagement significantly contribute to the variation in learners' mathematical achievement (F = 17.474, p<0.05), Further more emotional engagement significantly contribute to the variation in learners' mathematical achievement (F = 6.393, p<0.05). Result also revealed that the predictor variables cognitive, behavioural and emotional engagement when taken together significantly contribute to the variance in students’ Mathematics achievement (F = 6.205, p<0.05). This study concluded that Mathematics achievement is well predicted by student's dimension of academic engagement. Hence it is recommended that stakeholders in Nigeria secondary schools should ensure that the students are academically engaged.
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