The Influence of Academic Interest on Mathematics Engagement of Bachelor of Early Childhood Education Students

Abstract

 Academic interest is a critical factor in enhancing student engagement and learning outcomes. This study examined the relationship between academic interest and engagement among second-year Early Childhood Education (ECE) students enrolled in Mathematics in the Modern World at one of the Local Colleges in Region XI, Philippines. Using a non-experimental quantitative research design, specifically correlation and regression analysis, data were collected through a census approach from 106 students. Findings revealed a moderate positive correlation between academic interest and engagement (r = 0.593, p < 0.05), with academic interest accounting for 35.2% of the variance in engagement (R² = 0.352). These results indicate that students with higher academic interest exhibit significantly greater engagement levels in mathematics. Aligned with the Engagement Theory, this study emphasizes the importance of fostering intrinsic motivation and active participation to improve student engagement. The findings suggest that educators should implement strategies to cultivate academic interest and establish supportive learning environments that enhance student outcomes in mathematics education.