MATHEMATICS TEACHER’S ENGAGEMENT AND STUDENTS’ MOTIVATION TO LEARN MATHEMATICS

Mary Juliet Adapon Doño (1)
Benjamin Baguio Mangila (2*) - [ http://orcid.org/0000-0001-5552-6657 ]


(1) Josefina H. Cerilles State College
(2) Josefina H. Cerilles State College
(*) Corresponding Author


Abstract


Effective teachers are those who are highly engaged and who have an essential role in promoting student motivation and achievement. Thus, this study was conducted to ascertain the engagement of Mathematics teachers and its relation to the learning motivation of students in a state college in the Philippines. It employed the mixed methods, specifically Creswell’s (2014) sequential explanatory approach, with the survey-questionnaire, interview, and focus group discussion as data collection techniques. The findings of the study revealed that teacher’s engagement in Mathematics in terms of “Body Language and Behaviors,” “Consistent Focus,” and “Individual Attention,” were “Very High” while “Rigorous Thinking,” “Meaningfulness of Work,” “Verbal Participation,” “Clarity of Teaching,” “Performance Orientation,” “Interest and Enthusiasm,” and “Confidence,” were only “High.” Meanwhile, students’ motivation to learn Mathematics as to “Relevance,” “Interest,” “Satisfaction,” and “Confidence” were also “High”. The test of hypothesis on significant correlation showed that there was a close association between teacher’s engagement in Mathematics and students’ motivation to learn Mathematics. There was also a corroboration between the quantitative data obtained from the survey and the qualitative data acquired during the interview and focus group discussion. The result further implied that teacher’s high engagement contributes positively to students’ willingness to learn essential concepts and skills in Mathematics.

Keywords


Mathematics; Students’ motivation; Teacher’s engagement

Full Text:

PDF

References


Alnabhan, M., Al-Zegoul, E., & Harwell, M. (2001). Factors related to achievement levels of education students at Mu'tah University. Assessment & Evaluation in Higher Education, 26(6), 593-604. doi:10.1080/02602930120093913

[Article]     [Google Scholar]


Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261-271. doi:10.1037/0022-0663.84.3.261

[Article]     [Google Scholar]


Basikin, B. (2007). Vigor, dedication and absorption: work engagement among secondary school English teachers in Indonesia. Paper presented at the Annual AARE Conference. Fremantle, Perth, Western Australia.

[Google Scholar]


Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

[Article]     [Google Scholar]


Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and consumer sciences research journal, 33(2), 106-120. doi:10.1177/1077727X04269573

[Article]     [Google Scholar]


Burden, P. R. (2000). Powerful classroom management strategies: Motivating students to learn. California: Corwin Press.

[Google Scholar]


Cavallo, A. M., Miller, R. B., & Saunders, G. (2002). Motivation and affect toward learning science among preservice elementary school teachers: Implications for classroom teaching. Journal of Elementary Science Education, 14(2), 25-38. doi:10.1007/BF03173846

[Article]     [Google Scholar]


Coffman, C., & Gonzalez-Molina, G. (2002). Follow this path: How the world’s greatest organizations drive growth by unleashing human potential. New York: Warner Books.

[Google Scholar]


Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed method approaches (4th ed.). Los Angeles: SAGE Publications.

[Google Scholar]


Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and teacher education, 16(5-6), 523-545. doi:10.1016/S0742-051X(00)00015-9

[Article]     [Google Scholar]


Deal, T. E., & Peterson, K. D. (2002). The principal’s role in shaping school culture. Washington, DC: Office of Educational Research and Improvement, U. S. Department of Education.

[Google Scholar]


Dickinson, D. J., & Butt, J. A. (1989). The effects of success and failure on the on-task behavior of high achieving students. Education and Treatment of Children, 12(3), 243-252.

[Article]     [Google Scholar]

 

Elliott, K. M., & Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education policy and management, 24(2), 197-209. doi:10.1080/1360080022000013518

[Article]     [Google Scholar]


Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(4), 343-357. doi:10.1002/(SICI)1098-2736(199704)34:4%3C343::AID-TEA5%3E3.0.CO;2-R

[Article]     [Google Scholar]


Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves. New York: Penguin.

[Google Scholar]


Gordon, G., & Crabtree, S. (2006). Building engaged schools: Getting the most out of America's classrooms. New York: Gallup Press.

[Google Scholar]


Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of educational psychology, 77(6), 631-645. doi:10.1037/0022-0663.77.6.631

[Article]     [Google Scholar]


Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711-735. doi:10.1348/000709910X499084

[Article]     [Google Scholar]


Harter, J. K., Schmidt, F. L., Agrawal, S., Plowman, S. K., & Blue, A. (2020). The relationship between engagement at work and organizational outcomes (10th ed.). Washington, DC: Gallup Poll Consulting University Press.

[Article]     [Google Scholar]


Hutajulu, M., Wijaya, T. T., & Hidayat, W. (2019). The effect of mathematical disposition and learning motivation on problem solving: an analysis. Infinity Journal, 8(2), 229-238. doi:10.22460/infinity.v8i2.p229-238

[Article]     [Google Scholar]


Johnson, L. S. (2008). Relationship of instructional methods to student engagement in two public high schools. American secondary education, 36(2), 69-87.

[Article]     [Google Scholar]


Jones, R. D. (2008). Strengthening student engagement. New York: International Center for Leadership in Education.

[Google Scholar]


Kelly, S. (2007). Classroom discourse and the distribution of student engagement. Social Psychology of Education, 10(3), 331-352. doi:10.1007/s11218-007-9024-0

[Article]     [Google Scholar]


Kirkpatrick, C. L. (2007). To invest, coast or idle: Second-stage teachers enact their job engagement. In American Educational Research Association Annual Conference, 1-32.

[Article]     [Google Scholar]


Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health, 74(7), 262-273.

[Google Scholar]


Krueger, J., & Killham, E. (2005). At work, feeling good matters: Happy employees are better equipped to handle workplace relationships, stress, and change, according to the latest GMJ survey. Gallup Management Journal.

[Google Scholar]


Kuyper, H., van der Werf, M. P. C., & Lubbers, M. J. (2000). Motivation, meta-cognition and self-regulation as predictors of long term educational attainment. Educational Research and Evaluation, 6(3), 181-205. doi:10.1076/1380-3611(200009)6:3;1-A;FT181

[Article]     [Google Scholar]


Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Reading &Writing Quarterly, 19(2), 119-137. doi:10.1080/10573560308223

[Article]     [Google Scholar]


Long, J. F., & Hoy, A. W. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education, 22(3), 303-314. doi:10.1016/j.tate.2005.11.001

[Article]     [Google Scholar]


Louis, K. S., & Smith, B. (1992). Cultivating teacher engagement: Breaking the iron law of social class. In F. M. Newmann (Ed.). Student engagement and achievement in American secondary schools (pp. 119-152). New York: Teachers College Press.

[Article]     [Google Scholar]


Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184. doi:10.3102/00028312037001153

[Article]     [Google Scholar]


McCune, V., & Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. doi:10.1016/j.lindif.2010.11.017

[Article]     [Google Scholar]


Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 30(1), 65-88. doi:10.2307/749630

[Article]     [Google Scholar]


National Council for Accreditation of Teacher Education. (2002). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: NCATE.

[Google Scholar]

 

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.

[Article]     [Google Scholar]


Seifeddine, F. (2014). Predictors of student motivation to succeed in first-year college mathematics: A quantitative analysis. Journal of Educational Thought/Revue de la Pensée Educative, 47(3), 204-235.

[Article]     [Google Scholar]


Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In M. Csikszentmihalyi (Ed.). Applications of flow in human development and education (pp. 475-494). Dordrecht: Springer. doi:10.1007/978-94-017-9094-9_24

[Article]     [Google Scholar]


Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571-581. doi:10.1037/0022-0663.85.4.571

[Article]     [Google Scholar]


Thomas, E. H., & Galambos, N. (2004). What satisfies students? Mining student-opinion data with regression and decision tree analysis. Research in Higher Education, 45(3), 251-269. doi:10.1023/B:RIHE.0000019589.79439.6e

[Article]     [Google Scholar]


Turner, J. C. (1995). The influence of classroom contexts on young children's motivation for literacy. Reading research quarterly, 30(3), 410-441. doi:10.2307/747624

[Article]     [Google Scholar]


Tyler, K. M., & Boelter, C. M. (2008). Linking black middle school students' perceptions of teachers' expectations to academic engagement and efficacy. Negro Educational Review, 59(1/2), 27.

[Article]     [Google Scholar]

 

Wagner, R., & Harter, J. K. (2006). 12: The elements of great managing. New York: Gallup Press.

[Google Scholar]

 

Walker, C. O., & Greene, B. A. (2009). The relations between student motivational beliefs and cognitive engagement in high school. The Journal of Educational Research, 102(6), 463-472. doi:10.3200/JOER.102.6.463-472

[Article]     [Google Scholar]


Wiers-Jenssen, J., Stensaker, B. R., & Grogaard, J. B. (2002). Student satisfaction: Towards an empirical deconstruction of the concept. Quality in higher education, 8(2), 183-195. doi:10.1080/1353832022000004377

[Article]     [Google Scholar]


Willms, J. D., Friesen, S., & Milton, P. (2009). What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement. Toronto: Canadian Education Association.

[Article]     [Google Scholar]


Xiang, P., Bruene, A., & Chen, A. (2005). Research. Journal of teaching in Physical Education, 24(2), 179-197. doi:10.1123/jtpe.24.2.179

[Article]     [Google Scholar]

 




DOI: https://doi.org/10.22460/infinity.v10i2.p285-300

Article Metrics

Abstract view : 533 times
PDF - 243 times

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.