Richard Aquino | Marcelo Buen | Enrico Calantas |
September 20, 2024
The purpose of this paper was to describe the level of students’ behavioral, emotional, and cognitive indicators of engagement, and to explore their relationship to the math performance of Grade 11 STEM learners. The study employed descriptive correlational research, utilized stratified random sampling (n=200), and surveyed students enrolled in general mathematics during the first and second quarters of the school year 2023-2024. Weighted means were used to analyze student engagement indicators, descriptive statistics for test scores, and Spearman-Rho Correlation to show relationship between two variables. Results showed that there was a weak positive relationship between students’ engagement and their performance in mathematics. In addition, students were ‘highly engaged’ in terms of cognitive engagement and ‘engaged’ in behavioral engagement, while ‘neutral’ based on their emotional engagement. This result suggested that students’ emotions greatly affect behavior and self-regulated learning.