Abstract
This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher’s gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.
Highlights
Abstrak Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang mempengaruhi keterlibatan siswa di kelas matematika
While student engagement has been examined across different disciplines, research determines that the relationship among emotional, organizational, and instructional support and student engagement in mathematics classes covers observation and student and teacher perspectives
The current study looked into how certain factors influence the performance in schools by measuring the factors that influence the student engagement in mathematics classes
Summary
Abstrak Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang mempengaruhi keterlibatan siswa di kelas matematika. Ini mengeksplorasi hubungan antara dukungan emosional, organisasi, dan instruksional dan dampak dari karakteristik guru, seperti pengalaman bertahun-tahun, dan gender, pada keterlibatan siswa. Hasil mengungkapkan interaksi antara jenis kelamin dan pengalaman bertahun-tahun secara signifikan mempengaruhi keterlibatan siswa, yang mendukung guru perempuan. While student engagement has been examined across different disciplines, research determines that the relationship among emotional, organizational, and instructional support and student engagement in mathematics classes covers observation and student and teacher perspectives. Such a study involving a large sample has been a gap in the literature for a long time. American students have a high behavioral and cognitive engagement during elementary education in comparison with their Chinese counterparts (Bear et al, 2018)
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