Adaptive Learning Engagement and Mathematics Achievement in the Junior High School

Abstract

INTRODUCTION

The study was conducted during the School Year 2017-2018 at the Cabarroguis District to assess the adaptive learning engagement and mathematics achievement of the Grade 8 students in the public secondary schools in Cabarroguis, Division of Quirino. The parameters considered in the study include the age, sex, ethnic affiliation, and highest educational attainment of parents. The questionnaire checklist and a teacher-made test were utilized for gathering the data needed in the study from the respondents.

METHODS

The Statistical Package for Social Sciences (SPSS) was used to analyze the gathered data. These data were analyzed using frequency counts and percentages, mean, t-test, ANOVA and Pearson-r to give light to the study on its objectives.

RESULTS

Results of the study revealed that Grade 8 students from the Cabarroguis District are mostly females, they attended school with the normal age, have a mean of 13.75, most are Ilocano and have parents who are college graduates. Respondents agree on the different adaptive learning engagement in learning mathematics such as learning goal orientation, task value, control beliefs for learning, self-efficacy, and self-regulation. Respondents' achievement in mathematics is 37.46 which is described as a beginning level of proficiency. The level of education of the respondents' parents affects their agreement on the statements of the learning goal orientation. The ethnic affiliation of the respondents affects their agreement on the task value and some statements of the control beliefs for learning. The level of agreement on the statements of the control beliefs for learning is affected by the level of education of the parents. The sex and educational attainment of the fathers of the respondents affects their agreement on the self-regulation statements. The age, ethnic affiliation and educational attainment of the mothers do not affect the evaluation on the self-regulation statements.

DISCUSSIONS

Achievement levels of the respondents are not directly influenced by their sex, age, and ethnic affiliation but it is affected by the educational attainment of their parents. Learning engagement, particularly the task value, control belief for learning, and self-efficacy has a positive relationship with the students’ mathematics achievement.