Ehrol C. Bayed
Engaging students is crucial for improving learning outcomes, especially in math, where the abstract nature of the subject often poses challenges. This study looked into how learning orientation can predict students' engagement in math, focusing on behavioral, emotional, and cognitive aspects. Aimed to evaluate students' learning orientation and engagement levels in math and see if learning orientation significantly influences different engagement dimensions. This study used a quantitative correlational research design, employing Partial Least Squares Structural Equation Modeling (PLS-SEM) to explore the relationships among variables. the participants were 601 undergraduates taking math courses at Kalinga State University. Data were gathered through a structured questionnaire that assessed learning orientation and the three engagement dimensions: behavioral, affective, and cognitive. The findings showed that students generally have a high level of learning orientation and engagement in math. The structural model analysis revealed that learning orientation significantly predicts behavioral and affective engagement. This suggests that students with a strong motivation to learn are more likely to actively participate in math activities and develop positive feelings toward the subject. However, learning orientation didn't significantly predict cognitive engagement. These results highlight the importance of nurturing students' learning orientation to boost participation and emotional involvement in math learning. The study suggests that educators should adopt teaching strategies that enhance motivation, active learning, and meaningful experiences to strengthen student engagement in math.