Students’ Mathematics Confidence and Engagement

Registration ID: IJNRD_201417

Published ID: IJNRD2307163

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DEBBIE JEAN V. SABUG

mathematics; mathematics confidence; mathematics engagement

This descriptive-correlational study aimed to determine the relationship of mathematics confidence and engagement of Grade-7 students in the public and private high schools of the Division of Antique, Philippines. Specifically, it sought to determine the level of mathematics confidence and engagement of Grade 7 students when taken as an entire group and when they are classified as to sex, type of school, learning style, ICT use and teachers’ teaching style. It also sought to determine if there is a significant difference in the mathematics confidence and engagement of Grade-7 students when they are classified as to sex, type of school, learning style, ICT use and teachers’ teaching style. This study involved 297 randomly selected Grade-7 students of the selected public and private high schools in the Division of Antique. Data on mathematics confidence and engagement were gathered using the questionnaire-checklists devised by the researcher. Other data-gathering instruments used included the standard Learning Style Inventory by Barsch (1994) and Grasha-Riechmann Teaching Style Inventory (1996), and the researcher-made ICT Use Inventory. Statistical tools employed in this study were frequency, percentage, mean, and standard deviation as descriptive statistics. t-test, One-Way ANOVA, and Pearson r set at .05 alpha level were the inferential statistics employed. All statistical computations were processed through Statistical Package for Social Sciences (SPSS) software version 20.0. The results of the study revealed that the Grade 7 students were “moderately confident” and “moderately engaged” about mathematics when they were taken as an entire group and when they were classified according to sex, type of school, learning style, ICT use and teachers’ teaching style. No significant difference existed in the mathematics confidence of Grade-7 students classified according to sex, type of school, learning style, ICT use and teachers’ teaching style. A significant difference was noted in the Grade-7 students’ level of mathematics engagement when they were classified according to ICT use while no significant difference existed in the mathematics engagement of the students classified according to sex, type of school, learning style and teachers’ teaching style. A highly significant positive relationship existed between mathematics confidence and engagement of Grade 7 students.

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DEBBIE JEAN V. SABUG (July-2023). Students’ Mathematics Confidence and Engagement. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 8(7), b565-b580. https://ijnrd.org/papers/IJNRD2307163.pdf

Volume 8 Issue 7, July-2023

Pages : b565-b580

Paper Reg. ID: IJNRD_201417

Published Paper Id: IJNRD2307163

Research Area: Mathematics

Author Type: Foreign Author

Country: Sibalom, Antique, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2307163.pdf

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