Mathematics Performance, Academic well-being, and Educational Aspirations of Junior High School Students

Abstract

Academic well-being is one of several elements that influence students' math learning and performance. This study looked at students' academic well-being in terms of math self-concept, schoolwork engagement, and burnout in relation to their educational aspirations in mathematics. It looked at the connections between the learners' mathematical performance and educational goals, as well as the connections between the learners' academic well-being and those variables. It used a descriptive-correlational study design. The population of grade 10 students from Lawa Integrated School served as the source of the statistics 161 students were gathered using the standard random sampling method (males: 86, females: 75). A survey questionnaire was used to assess the student's academic well-being in terms of math self-concept, schoolwork engagement, and school burnout, educational aspirations, and mathematics achievement to gather data. The mean, standard deviation, frequency, percentage, mean percentage scores, Pearson product-moment, and Spearman rank order correlations were used to examine the collected data. The results showed a robust and statistically significant association between the student's academic success and their arithmetic proficiency. The findings showed a small but statistically significant correlation between the learners' academic well-being and educational aspirations. On the other hand, there was a modest and statistically significant correlation between the learners' academic achievement in mathematics and their aspirations for further education.