Influence of Perceived Teacher Support and Basic Psychological Need Satisfaction on Senior High School Students’ Engagement in Mathematics

Abstract

This study aimed to examine the influence of teacher support and basic needs satisfaction on student engagement in mathematics within the Kasena-Nankana Municipal. The research sought to answer questions on student perceptions of teacher support, the state of basic needs satisfaction, and the level of engagement in learning mathematics. The hypotheses tested the relationships between perceived teacher support, basic needs satisfaction, and student engagement. A descriptive correlational design was used, involving 301 Senior High School (SHS) students randomly sampled across six schools with a population of 1384 students. Data was collected through questionnaires and analysed using simple linear regression and descriptive statistics (means and standard deviations). The findings revealed that students generally perceive teacher support positively and show moderate satisfaction with their autonomy, competence, and relatedness needs. Engagement levels were moderate to high, with teacher support playing a crucial role in enhancing this engagement. Both teacher support and basic needs satisfaction were significantly related to higher student engagement, with teacher support having a stronger impact. The study concluded that consistent and effective teaching methods, especially those integrating technology and addressing diverse needs, are essential for boosting student engagement. Recommendations include the implementation of blended learning strategies, professional development for teachers, and fostering a student-centered learning environment that supports autonomy, relatedness, and competence.