Classroom Engagement and Attitudes towards Mathematics among Junior High School Students
DOI:
https://doi.org/10.67903/ijroms0238Keywords:
Attitude towards Mathematics, Classroom Engagement, Cognitive Engagement, Emotional Engagement, Junior High School StudentsAbstract
Classroom engagement refers to students’ active participation in learning through behavioral actions, emotional involvement, cognitive effort, and social interaction, while attitude toward mathematics describes their beliefs, feelings, and perceptions regarding the subject. This study aimed to assess the levels of classroom engagement and attitudes toward mathematics, as well as determine the relationship between these variables, among 175 junior high school students at Bagacay National High School using a descriptive-correlational research design. Results showed a very high level of cognitive engagement (grand mean = 3.29), with the highest score in seeking alternative solutions when encountering difficulties (M = 3.58); behavioral engagement was high (grand mean = 3.20), marked by strong adherence to instructions (M = 3.50) and perseverance despite challenges (M = 3.31), though active participation in discussions was the lowest (M = 2.85). Social engagement was also high (grand mean = 3.26), with students showing respect and attentiveness to peers (M = 3.59) and willingness to seek teacher assistance (M = 3.39), yet sharing personal ideas remained limited (M = 2.95). Emotional engagement was rated high (grand mean = 2.90), with students reporting anticipation for classes and calmness during lessons (M = 3.08), but confidence in their own mathematical abilities was low (M = 2.66). Overall attitude toward mathematics was positive (grand mean = 2.98); students strongly valued the subject’s importance for future work (M = 3.54) and expressed a desire to improve their skills (M = 3.58), though they lacked confidence in advanced topics and class participation (M = 2.56). Statistical analysis revealed a moderate, positive, and significant correlation between classroom engagement and attitude toward mathematics (Spearman’s rho = 0.469, p < 0.05), confirming that greater engagement is associated with more favorable attitudes toward the subject.
References
Anabo, R. O. (2023). Correlates of mathematics performance of Grade 9 learners in secondary schools division of Eastern Samar amidst pandemic. EPRA International Journal of Multidisciplinary Research, 9(6), 1–10. https://doi.org/10.36713/epra2023
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307
Boaler, J. (2022). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching (2nd ed.). Jossey-Bass.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8
Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, study habits, and academic performance of junior high school students in mathematics. International Electronic Journal of Mathematics Education, 14(3), 547–561. https://doi.org/10.29333/iejme/5768
Chen, L., Bae, S. R., Battista, C., Qin, S., Chen, T., Evans, T. M., et al. (2018). Positive attitude toward math supports early academic success: Behavioral evidence and neurocognitive mechanisms. Psychological Science, 29(3), 390–402. https://doi.org/10.1177/0956797617735528
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gherasim, L. R., Butnaru, S., & Mairean, C. (2013). Classroom environment, achievement goals and maths performance: Gender differences. Educational Studies, 39(1), 1–12. https://doi.org/10.1080/03055698.2012.663480
Guijarmo, A. C. (2022). Barriers in teaching-learning mathematics in rural senior high schools: Bases for instructional improvement plan [Doctoral dissertation, West Visayas State University]. WVSU Institutional Repository and Electronic Dissertations and Theses PLUS.
Hwang, S., & Son, T. (2021). Students' attitude toward mathematics and its relationship with mathematics achievement. Journal of Education and e-Learning Research, 8(3), 272–280. https://files.eric.ed.gov/fulltext/EJ1313916.pdf
Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1–10. https://doi.org/10.1016/j.tate.2017.08.017
Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12, 672610. https://doi.org/10.3389/fpsyg.2021.672610
Martina, M., et al. (2021). The influence of student engagement on mathematical achievement among secondary school students. Mathematics, 10(1), 41. https://doi.org/10.3390/math10010041
Mladenovici, V., Ilie, M. D., Maricuțoiu, L. P., & Iancu, D. E. (2022). Approaches to teaching in higher education: The perspective of network analysis using the revised approaches to teaching inventory. Higher Education, 84, 255–277. https://doi.org/10.1007/s10734-021-00766-9
Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459–496. https://doi.org/10.3102/0034654319843494
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing. https://doi.org/10.1787/b35a14e5-en
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
P. Balacuit, I. C., B. Nabua, E., & G. Saludares, J. R. (2025). Examining conceptual understanding and engagement in mathematics students. Indonesian Journal of Mathematics Education, 8(1), 1–15.
Papageorgiou, E., Wong, J., Liu, Q., Khalil, M., & Cabo, A. (2025). A systematic review on student engagement in undergraduate mathematics: Conceptualization, measurement, and learning outcomes. Educational Psychology Review, 37, Article 66. https://doi.org/10.1007/s10648-025-10046-y
Reschly, A. L., & Christenson, S. L. (Eds.). (2012). Handbook of research on student engagement. Springer. https://doi.org/10.1007/978-1-4614-2018-7
Reschly, A. L., & Christenson, S. L. (2022). Jingle-jangle revisited: History and further evolution of the student engagement construct. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement (pp. 3–24). Springer. https://doi.org/10.1007/978-3-031-07853-8_1
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Wang, M. T., Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children's engagement in learning. American Psychologist, 74(9), 1086–1102. https://doi.org/10.1037/amp0000522
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
