Academic Engagement as a Correlate of Students' Achievement in Senior Secondary School Mathematics in Nigeria

Abstract

This study is on academic engagement as a correlate of students' achievement in Senior Secondary School mathematics in Nigeria. A  descriptive survey research design was employed. Two research questions were asked and answered. The population comprised all  public Senior Secondary School year three (SSS III) students and a total of 2400 were randomly selected from the six Education Districts in  Lagos State, Nigeria. Academic Engagement Scale with a reliability coefficient of 0.81 and Mathematics Achievement Test with a  reliability coefficient of 0.92 were used for data collection. The collected data were analysed using descriptive and inferential statistics of  mean, standard deviation, Pearson's Product Moment Correlation and Multiple Regression analysis at 0.05 level of significance. The  results showed that academic engagement components (cognitive, behavioural and emotional) positively related to Senior Secondary  School students' mathematics achievement; the three components of academic engagement made statistically significant contribution of  6.7% to the prediction of mathematics achievement, where cognitive and emotional engagements were significant positive predictors, behavioural engagement was a significant negative predictor of achievement in mathematics. It is recommended that mathematics  teachers should utilise learner-centered approach in instruction and appropriate instructional pedagogies that will encourage intrinsic  motivation and improve engagement and achievement in mathematics at the senior secondary schools.