Mathematical Satisfaction and Attitude towards Mathematics as Predictors of Student Engagement among Senior High School Students

Abstract

This study investigates mathematical satisfaction and attitudes towards mathematics as determinants of student engagement among senior high school students. This research employed quantitative, non-experimental correlational methodology. This study encompassed 300 senior high school students from Panabo City, Davao del Norte. The target sample size was obtained using Slovin's formula. Furthermore, a stratified random sampling technique has been used to ensure a representative sample. Results indicate a high level of mathematical satisfaction (M = 3.73, SD = 1.10), attitude towards mathematics (M = 3.52, SD = 1.30), and student engagement in mathematics (M = 3.90, SD = 1.11). The result also reveals a strong, significant relationship between student engagement and both mathematical satisfaction (r = .905, p < .001) and attitude toward mathematics (r = .837, p < .001).  Moreover, regression analysis indicates that mathematical satisfaction (B = 0.694, t = 9.963, p < .001) and attitude towards mathematics (B = 0.260, t = 3.868, p < .001) are both predictors of student engagement, explaining 84% of the variance (R2 =0.84). The findings aligned with the anchored theory, Self Determination Theory, which posits that when these needs are satisfied in a mathematics classroom, learners can develop positive attitudes and improve their satisfaction with mathematics, which results in greater engagement. Increasing student satisfaction and creating a positive attitude are essential for enhancing student engagement and achievement. These findings emphasize that both mathematical satisfaction and attitude toward mathematics play significant roles in predicting student engagement.