Abstract
Mathematics is an important subject as a skill and foundation to further learning at the university level. In this regard, the engagement of students in the learning of mathematics is required so that mathematical knowledge and skills can be learned and mastered as much as possible. Previous study showed that student engagement, parental involvement, and peer influence affect mathematics achievement at a university. The purpose of this is to examine the relationship between mathematics achievement, the three aspect of student engagement, parental involvement, and peer influence. Data were collected from a total sample of 284 undergraduate students at a private university in Malaysia. Descriptive statistics and multiple regression analyses were used to analyse the data. Mathematics achievement was positively related to cognitive engagement and affective engagement, while behavioural engagement did not affect their achievement. Parental involvement and peer influence, on the other hand, are negatively related with mathematics achievement. More studies that concentrated on the relationship between parental involvement, peer influence, and student engagement in the future are encouraged to establish students' engagement in mathematics learning that vital to increase their mathematics achievement. A qualitative study should be considered in order to obtain more information from respondents.
Highlights
Student achievement is an indication of students’ learning and mastery outcomes
This study shows that student engagement in mathematics learning is at a moderate level, which agrees with several results from past studies toward students in Malaysia (e.g., Ayub et al, 2017; Salim & Ayub et al, 2017)
On the whole, the finding shows that student engagement and parental involvement can increase mathematics achievement
Summary
Student achievement is an indication of students’ learning and mastery outcomes. To achieve effective learning, the development of student engagement from the affective, behavioral and cognitive aspects must be emphasized (Fredricks et al, 2004). Parental Involvement and Peer Influence In the learning environment, individuals other than teachers that leave an impact on student engagement are peers (Engels et al, 2016; Nguyen et al, 2016; Uzezi & Deya, 2017; Vollet et al, 2017; Witkowski & Cornell, 2015), and parents (Arshad & Shahzadi, 2016; Boonk et al, 2018; Grove et al, 2020; Harper et al, 2012; Lowe & Dotterer, 2017; Svoboda et al, 2016) This is because student engagement is a dynamic process influenced by various social factors (Wang & Eccles, 2012a, 2012b). This study examines the relationship between student achievement, student engagement, parental involvement, and peer influence specializing in mathematics learning. B) Is there any relationship between behaviour engagement, cognitive engagement, affective engagement, parental involvement, and peer influence with mathematics achievement?
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