Mathematics Persistence as Influenced by Mathematics Higher-Order Thinking Skills and School Classroom Engagement in Math
DOI:
https://doi.org/10.5281/zenodo.23924696Keywords:
Education, mathematical higher-order thinking skills, school classroom engagement in mathematics, mathematics persistence, descriptive- correlational, PhilippinesAbstract
This study examined the influence of mathematical higher-order thinking skills and school classroom engagement in math on the mathematics persistence of Grade 10 students in selected private schools in Davao City. A quantitative descriptive-correlational research design was employed. Data were gathered using adapted research instruments which were validated by experts and subjected to reliability test. Mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Based on the findings, the level of mathematical higher-order thinking skills was moderate, school classroom engagement in mathematics was high, and mathematics persistence was moderate. Results further revealed that mathematical higher-order thinking skills and school classroom engagement in mathematics were significantly and positively related to mathematics persistence. Moreover, mathematical higher-order thinking skills and school classroom engagement in mathematics were found to be significant predictors of mathematics persistence among Grade 10 students.
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