STUDENT Mathematics Motivation and Learning Environment as Predictors of Student Engagement in Math among Private Catholic Senior High School Students in Davao CITY

Abstract

This study investigated the influence of mathematics motivation and the learning environment on student engagement in mathematics among senior high school students in private Catholic schools in Davao City. Recognizing the importance of engagement to academic success, the study aimed to determine whether students' levels of motivation and the quality of their learning environment are significantly related to and influence their engagement in math classes. A quantitative research design using a descriptive-correlational approach was employed. The respondents were selected through cluster sampling and comprised senior high school students currently enrolled in selected private Catholic institutions. Data were gathered using validated and adapted survey questionnaires designed to measure mathematics motivation, learning environment, and student engagement. The statistical tools used for data analysis included the mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression. Findings revealed that the respondents often demonstrated high levels of mathematics motivation, a positive learning environment, and student engagement in mathematics. The correlation analysis indicated a significant relationship between mathematics motivation and student engagement, as well as between the learning environment and student engagement. Furthermore, the results of the multiple regression analysis showed that both mathematics motivation and the learning environment significantly influence student engagement in math. These findings suggest that students are more likely to engage in mathematics learning when they are motivated and experience a supportive, organized classroom environment.