Instructional Practices and Learner Engagement in Mathematics Education: Experiences of Junior High School Learners
DOI:
https://doi.org/10.55687/ste.v5i3.419Abstract
Learner engagement and instructional practices are essential components of effective mathematics education, particularly in rural secondary school settings where learners encounter diverse academic and socio-economic challenges. This study explored the instructional practices and learner engagement in mathematics education among Junior High School learners at Abuyo National High School. Anchored on Constructivist Learning Theory and Student Engagement Theory, the study employed a descriptive qualitative research design to examine learners’ classroom experiences, participation, instructional interactions, and engagement in mathematics learning activities. Participants included selected Junior High School learners and mathematics teachers. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that collaborative learning activities, contextualized mathematics instruction, supportive teacher facilitation, and interactive classroom practices significantly contribute to learner engagement and conceptual understanding in mathematics education. Learners demonstrated greater confidence and participation when instructional activities were collaborative, practical, and connected to real-life situations. The findings further revealed that positive teacher-learner relationships strengthen learners’ emotional engagement and motivation to participate in mathematical discussions and problem-solving activities. However, mathematics anxiety, conceptual difficulties, insufficient instructional resources, and fear of making mistakes negatively affected classroom engagement and learner participation. The study concludes that meaningful instructional practices and supportive classroom environments significantly contribute to learner engagement and participation in mathematics education within rural secondary school contexts. Strengthening collaborative instruction, contextualized learning experiences, and emotionally supportive classroom environments is recommended to improve mathematics engagement among Junior High School learners.
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