Correlates of the Learning Engagement in Mathematics of Grade 10 Science, Technology and Engineering (STE) Students

lito ballesteros larino


The purpose of this study was to determine the factors correlated to the learning engagement in Mathematics of the Grade 10 Science, Technology and Engineering (STE) Students. To determine the learning engagement, the researcher utilized the descriptive-correlational method of research using the modified Mathematics Classroom Engagement Scale developed by Qi-Ping Kong, Ngai-Ying Wong, and Chi-Chung Lam administered to the 35 Grade 10 STE students. Statistical tools such as the mean, standard deviation, and Pearson r were used to answer the problems of the study. Results show that the level of cognitive and affective learning engagement in mathematics of the students was high while their behavioral engagement was only average. Results also reflected that none of the factors is significantly correlated to the cognitive engagement of the students in Mathematics. However, students’ attitude towards mathematics and their self-efficacy in the subject are significantly and moderately correlated to their affective engagement. Moreover, study habits, self-esteem, attitude towards mathematics, self-efficacy, and teachers’ competence are significantly and moderately correlated to the students’ behavioral engagement. On the other hand, all factors except the physical learning environment are significantly correlated to the overall learning engagement in mathematics of the students. The study concluded that the STE students are engaged cognitively and affectively in their mathematics class. Likewise, it is concluded that students who have better study habits, higher self-esteem and self-efficacy, more favorable attitude towards mathematics, and those who have competent teachers have high learning engagement in mathematics.


correlates, learning, learning engagement, mathematics, STE students

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