Mathematics Self-Efficacy Sources and Mathematics Engagement among Secondary School Students in Nyimbwa Sub-County, Luweero District

Abstract

Mathematics engagement occurs when the student engages in the activity that is directed towards doing mathematics, learning mathematics, completing mathematics tasks and participating in school mathematics. This study aimed at establishing the relationship between Mathematics Self-Efficacy Sources and engagement among secondary school students in Nyimbwa Sub-county in Luweero District, Uganda. It specifically intended to examine the relationship between mastery experience and mathematical engagement of students, determine the relationship between vicarious experience and mathematical engagement of students, establish the relationship between verbal persuasion and mathematical engagement of students and examine the relationship between physiological state and mathematical engagement of students. The study adopted a cross-sectional correlational research design. A sample of 240 respondents participated in the study. Data were collected from primary sources. Questionnaires and interview guides were used to collect data. Data were analyzed using descriptive statistics and Pearson correlation to determine the relationship between different variables. Findings revealed that mastery experience relates to mathematics engagement among secondary school students, vicarious experience relates negatively to mathematical engagement among secondary school students, verbal persuasion relates positively with mathematics engagement among secondary school students and that physiological state relate with mathematical engagement among secondary school students in Nyimbwa Sub-county in Luweero District. The study recommends that Government needs to educate and sensitize the mathematics teachers to cater for their students’ wellbeing, carry out effective teaching to enable them have mastery experience in order to get engaged in mathematics and excel in their academics.