MATHEMATICS TEACHER'S ENGAGEMENT AND STUDENTS' MOTIVATION TO LEARN MATHEMATICS
##plugins.themes.bootstrap3.article.main##
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.
##plugins.themes.bootstrap3.article.details##
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.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
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
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.
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.
Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementaryâ€schoolâ€aged children. Family and consumer sciences research journal, 33(2), 106-120. doi:10.1177/1077727X04269573
Burden, P. R. (2000). Powerful classroom management strategies: Motivating students to learn. California: Corwin Press.
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
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.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed method approaches (4th ed.). Los Angeles: SAGE Publications.
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
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.
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.
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
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
Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves. New York: Penguin.
Gordon, G., & Crabtree, S. (2006). Building engaged schools: Getting the most out of America's classrooms. New York: Gallup Press.
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
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
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.
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
Johnson, L. S. (2008). Relationship of instructional methods to student engagement in two public high schools. American secondary education, 36(2), 69-87.
Jones, R. D. (2008). Strengthening student engagement. New York: International Center for Leadership in Education.
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
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.
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.
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.
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
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
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
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.
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
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
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
National Council for Accreditation of Teacher Education. (2002). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: NCATE.
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.
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.
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
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
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
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
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.
Wagner, R., & Harter, J. K. (2006). 12: The elements of great managing. New York: Gallup Press.
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
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
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.
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