Student engagement is a multidimensional construct that predicts learning performance. However, student engagement receives limited attention, especially in mathematics. Thus, this study conducts a survey to determine the influence of student engagement on mathematical achievement. Stratified random sampling was employed to select secondary school students (n = 1000). Questionnaires and end-of-year examination grades were collected as data on student engagement and respective mathematics achievement. The findings indicate that there is a significant relationship between cognitive engagement, affective engagement, behavioural engagement, and mathematical achievement. The results of multiple linear regression analysis show that affective engagement is the largest predictor of mathematical achievement (β = 0.743, p < 0.001), followed by behavioural engagement (β = 0.585, p < 0.001), and cognitive engagement (β = −0.375, p < 0.01). This suggests that policymakers should formulate a curriculum that enables the improvement of affective and behavioural engagement. Furthermore, this study recommends that school administrators and teachers plan and implement activities that stimulate such engagement.
Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement’s review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries. Keywords: Mathematics achievement, factors, ASEAN countries, systematic review;
Mathematics is a fundamental subject to science, technology and engineering. Therefore, a good mathematics achievement is required for students to face the future challenges. However, the problem of low mathematics achievement still persists and one of the factors have been found to contribute to this problem that include teacher factors. Previous researchers have linked teacher factors with various elements such as teacher quality, teacher effectiveness, teaching practices, teacher characteristics, Teacher Pedagogical Content Knowledge (TPCK), teacher satisfaction and professional development. However, knowledge of the dominating teacher factors has been very limited in recent five years of research especially in mathematics achievement. Therefore, a systematic review will be conducted to identify the issue. The articles used in this review were accessed from January 2019 to June 2019 using the Scopus database and Clarivate Analytic Journal for Web of Science (WOS). To ensure that this review was done systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyzes (PRISMA) were used. It is found that the dominant of teacher factors that significant relation with student's mathematics achievement is teacher characteristics from dimension of teacher quality. Therefore, the stakeholder needs to emphasize on the teacher characteristics dimension of teacher quality to improve student's mathematics achievement.
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