ACADEMIC ENGAGEMENT AS PREDICTOR OF MATHEMATICS SELF-EFFICACY AND ACHIEVEMENT OF PRE-SERVICE TEACHERS IN TERTIARY INSTITUTIONS IN OGUN STATE
Abstract
This study investigated academic engagement as a predictor of mathematics. self-efficacy and achievement of pre-service teachers in Ogun State, Nigeria. This study employed a survey. research design. The sample comprised five tertiary institutions, which include public colleges and universities in Ogun State. A total of 500 Mathematics pre-service teachers were sampled using simple random sampling techniques. Data gathered was analyzed with the use of inferential statistics of Pearson Moment Correlation Coefficient and Multiple regression analysis to answer the stated research questions at the 0.05 level of significance. Four research questions guided the study. Three Instruments were used for data collection. These instruments are pre-service. Teacher Academic Engagement Scale (PTAES) with a reliability of 0.86, Mathematics Achievement Test (MAT) with a reliability of 0.88 and Mathematics Self-efficacy scale with a reliability of 0.75, respectively. Result of findings revealed a statistically significant positive relationship among academic engagement (behavioral, emotional, and cognitive engagement) in relation to pre-service teachers’ self-efficacy and mathematics achievement, respectively. The result of the findings also showed that academic engagement of pre-service teachers has a substantial impact on their academic achievement and also their self-efficacy. It was recommended. among others, that pre-service teachers should be encouraged to engage in self-reflection through feedback sessions to strengthen their self-efficacy and achievement.
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