What factors influence secondary students' active participation in mathematics classrooms: A theory of planned behavior perspective

Abstract

Active Student Participation (ASP) is important for academic success and increased motivation in educational processes. This is because the mathematics outcomes can be significantly improved when students engage actively in the learning process. However, limited studies have been conducted on the factors influencing ASP in mathematics classrooms and strategies for enhancement despite the benefits. Therefore, this study applied Theory of Planned Behavior (TPB) to examine the affective, perceived behavioral control (PBC), and subjective norm (SN) dimensions influencing active learning among secondary school students in mathematics classrooms. Data from 435 participants were analyzed using Structural Equation Modeling (SEM) to identify key influencing factors. The results showed that enjoyment and teacher belief were the most significant factors. This emphasized the importance of fostering an enjoyable learning environment as well as strong and positive belief in teachers to enhance significant student engagement and ASP in learning mathematics. The implications of this study were substantial, providing actionable insights for educators, school administrators, and policymakers on promoting active learning strategies. Moreover, the understanding of the critical roles associated with enjoyment and teacher belief could assist stakeholders in providing better support for effective teaching practices considered conducive to improving educational outcomes in mathematics.

Keywords

• Student engagement
• Mathematics classrooms
• Student participation
• Secondary school student
• Enjoyment