Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

Abstract

A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.

College Students’ Engagement in Mathematics in the Modern World: The Influential Role of Perceived Teaching Performance of Instructors and Critical Thinking Skills in a Blended Learning Environment

“…This underscores the importance of fostering cognitive engagement strategies, such as encouraging goal setting and promoting critical thinking, to deepen students' understanding and proficiency in mathematics within a blended learning environment. The findings correspond to those observed in earlier studies wherein students demonstrate high cognitive engagement in mathematics learning (Joshi et al, 2022).…”

“…The engagement of college students in Mathematics in the Modern World poses a significant challenge despite its crucial role in quality teaching and learning in higher education. Joshi et al (2022) emphasize the ongoing issue of student engagement in mathematics across different countries. The difficult circumstances brought about by the COVID-19 pandemic worsened this challenge, disrupting students' routines and ways of life (Abbas et al, 2021;Abbas et al, 2022).…”

“…The difficult circumstances brought about by the COVID-19 pandemic worsened this challenge, disrupting students' routines and ways of life (Abbas et al, 2021;Abbas et al, 2022). Lehtinen et al (2017) underscore the importance of engagement in mathematics learning, yet the COVID-19 situation further complicated efforts to foster student engagement in the learning process (Joshi et al, 2022). Xia et al (2022) further emphasize the complexity of student engagement in mathematics education, highlighting its multifaceted nature.…”

Student Engagement and Academic Achievement in Learning Calculus

“…Participant ratings indicated a high level of student engagement with the overall mean of 3.49. These results are consistent with the study of Joshi et al [22] , which found that affective engagement obtained the highest mean rating among students. ISSN Table 7 presents the frequency and percentage distribution of participants' academic performance in Calculus I.…”

The Mediating Effect of Math Resilience on the Relationship Between Math Self-Efficacy and Student Engagement in Mathematics

“…The lack of student engagement has been identified as a problem in many classrooms worldwide (Urias, 2022). In mathematics classes, engaging students has been an ongoing problem (Joshi et al, 2022). The engagement of students is an essential factor in understanding how students behave during the teaching-learning process (Delfino, 2019).…”