E-ISSN 2654-5497 Journal On Education

P-ISSN 2655-1365 Volume 02, No. 01, Desember 2019, hal. 213-227

THE CORELATION OF STUDENTS’ MATHEMATICS LEARNING

ENGAGEMENT ON THEIR ACADEMIC PERFORMANCE IN JUNIOR
HIGH SCHOOL

Zhang Li Jie, Zhou Ying , Mo Zong Zhao

Guangxi Normal University, Guilin, China
[email protected]

Abstract
In this study, 312 junior high school students are tested on their mathematics learning engagement and
achievement. This research will also find out the connection between the students’ mathematics learning
engagement with their mathematics academic performance. The results of this research show that junior high
school students’ mathematics learning engagement is closely related to their mathematics academic performance
in which cognitive engagement has the highest correlation and emotional engagement has the lowest correlation
with students’ mathematics academic performance. The result also shows that when there is a higher mathematics
academic achievement, the mathematics learning engagement will also be higher. This research also shows that
gender factor doesn’t really affects the students’ mathematics learning engagement but their geographic factor
does affect the learning engagement.
Keywords: Learning engagement,Academic performance,Mathematics

Learning engagement refers to the intensity of students' behavior involvement and the quality of
emotional experience when they start and perform learning activities（Qiao S，2010）. There are 3
important indicators that is used to measure the degree of students’ learning engagement which are the
students’ cognitive, emotional and behavioral engagement. Over the years, students’ learning
engagement has attracted the attention of scholars both at home and abroad, not only because it can
affect academic performance（Wang, M.-T., & Holcombe, R.，2010）, but also because it is a value-
added process（Chi X，2017）, which can help students to have a more positive learning experiences,
such as higher self-efficacy（Liao Y，2011）, positive academic emotions and correct learning
values（Liu Z，2019）, so as to further promote the improvement of students' academic performance
and individual development, and provide a new perspective for improving the quality of education
(Hutajulu, Wijaya, & Hidayat, 2019; Kulsum, Hidayat, Wijaya, Kumala, & Univerity, 2019).
People gradually turn their attention to the specific field of learning engagement. Exploring the
specific field of learning engagement has a theoretical and practical significance for promoting teaching
and learning（Cai X，2015）. Mathematics is an important field that has also been a concern (Dini,
Wijaya, & Sugandi, 2018; Wijaya, Ying, & Purnama, 2020). Students' mathematics learning
engagement refers to students' cognitive, emotional and behavioral engagement in the process of
mathematics learning（Zhou Y, 2010）. Mathematics learning engagement is a key indicator to
measure students' academic quality, which is of great significance in gender difference analysis to
improve individual mathematics academic performance（Fredricks, J. A., Hofkens, T., Wang, M.-T.,
Mortenson, E., & Scott, P. ，2017）. According to the theory of self-determination, students generate

213
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mathematics learning motivation based on their own needs (Chi X，2017). While both internal and
external motivation will be further transformed into the external behavior of mathematics learning
engagement. Students then improve their academic performance by establishing achievement
goals（Chi X，2017）, to promote the influence of mathematics learning engagement on academic
performance to become a self-determined behavior. The higher the individual's engagement, the greater
the growth of their mathematics achievement and classroom participation which has a great impact on
the growth of students' achievement（Robinson, K., & Mueller, A. S.，2014）.
For a long time, subject stereotype has existed in people's mind, such as boys are better at science,
girls are more inclined to liberal arts, etc. This inevitably causes the study of gender subject stereotype.
In the mathematics subject, learning engagement generally appears in mathematics textbooks, teachers'
attitudes and students' peer groups（Yuan L，2011）. Some scholars put out their suggestion to
eliminate the subject stereotype which has achieved some improvement. But in addition to external
factors, learning subjects will also use the subject stereotype to enhance their motivation or avoid
learning tasks. For girls, the reflection of mathematics depends on their beliefs and whether they
understand the content to succeed in this field. When the learning is difficult, they often show frustration
and give up. While for boys, they think they have the ability to adhere to and have in-depth learning
strategies（Fredricks, J. A., Hofkens, T., Wang, M.-T., Mortenson, E., & Scott, P. ，2017）. At the
moment, the explanation on this matter are divided into two views where in some believe that because
men and women have different talents, therefore their mathematical ability can also difference. They
believe that men have a better mathematical ability compared to women. While some other believe that
the difference is mainly due to the gender role socialization where there is some social influence（Wang
X，2015）. Due to these different views, a further research should be done on the gender stereotype
on mathematics learning engagement.
Various studies show that there is an inseparable relationship between mathematics learning
engagement and academic performance（Sciarra, D T & Seirup, H J.，2008；Robinson, K., & Mueller,
A. S. ，2014）. Most studies only focus on the relationship between the antecedent variables and the
consequence variables (including external and internal factors), and are limited to the analysis of the
prediction effect of mathematics learning engagement on academic performance under the influence of
other factors. It is believed that the research on the relationship between mathematics learning
engagement and academic performance needs to be more in depth which is why this research explores
more deeply on the topic of relationship between mathematics learning engagement and the academic
performance. Not only that, this research will also explore the impact on the students’ academic
performance after improving and refining the learning engagement so that it would be more favorable
for the students.
The Corelation Of Students’ Mathematics Learning Engagement On Their Academic Performance In Junior High School,
Zhang Li Jie, Zhou Ying , Mo Zong Zhao 215

METHOD
Participant and Procedure
The sample of this research are 343 junior high school students from the 1st and 2nd grade from a
junior high school in Guangxi. The sampling method that will be use is questionnaire. After explaining
the research, the subjects were tested at the same time. After they answered the questionnaire, there
were only 339 questionnaires answered but the valid rate is 98.8%. After sorting out the valid
questionnaires, there were only 312 valid ones and it is 91.0% effective. From the 312 students, 154 of
them are boys and 158 others are girls with a percentage of 49.4% and 50.6% respectively.
Tools
SPSS 22.0 software will be use to analyze the research data including the reliability test, correlation
analysis, regression analysis and independent sample t-test. Based on Liu rude’s （Liu R D , Zhen R ,
Ding Y , et al，2018）, Xie Ting’s（Xie T，2018）, etc., research, the mathematics learning
engagement scale for junior high school students has been compiled for this research. There were 38
questions in the questionnaire that use a scale. The questions use the Likert’s 5-point scoring method in
which 1 is for “very inconsistent” and 5 is for “very consistent”. The higher the score, the higher students’
mathematics learning engagement would be. The internal consistency coefficients of behavioral
engagement, emotional engagement and cognitive engagement are 0.948, 0.863 and 0.924 respectively,
and the Cronbach coefficient of test data is 0.969, which indicates that the reliability of the scale is high.
Mathematics academic achievement can be divided into 2 factor which are broad thinking and
narrow thinking. This research will focus on the narrow thinking of mathematics academic achievement.
There is one question about this that use a scale for student to evaluate their mathematics academic
performance. The question uses a five-point scoring method where 1 means “very bad”, 2 means “bad”,
3 means “average”, 4 means “good” and 5 means “very good” (Qin, Zhou, & Tanu, 2019). The higher
the score, the better the academic performance of the students.
RESULTS
Correlation analysis
From table 1 we can see that there is a significant correlation between mathematics academic
performance and various dimensions of mathematics learning engagement (P<0.001), and the
correlation coefficients are 0.486, 0.457 and 0.491 respectively. It shows that there is a close
relationship between mathematics learning engagement and mathematics academic performance, and
mathematics academic performance has a significant positive correlation with behavioral engagement,
emotional engagement and cognitive engagement, among which the correlation with cognitive
engagement is the largest, and the correlation with emotional engagement is the smallest.
Table 1.
The correlation analysis of junior high school students' mathematics learning engagement and
mathematics academic achievement
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mathematics
behavioral emotional cognitive
learning
engagement engagement engagement
engagement
Pearson
1 .486** .475** .491**
mathematics Correlation
academic Sig.(2-
.000 .000 .000
performance tailed)
N 312 312 312 312
**. Correlation is significant at the 0.01 level (2-tailed).
Regression analysis
Take junior high school students' mathematics learning engagement as the independent variable and
mathematics academic performance as the dependent variable for regression analysis, the results are
shown in Table 2. It can be seen from table 2 that the correlation coefficient between mathematics
learning engagement and mathematics academic performance is 0.521, and the determination
coefficient is 0.271 (P<0.001), that is, the explanatory variable of mathematics learning engagement to
mathematics academic performance has reached 27.1%, indicating that 27.1% of the change in
mathematics academic performance is caused by learning engagement.
Table 2
Regression analysis of junior high school students' mathematics learning engagement and
mathematics academic achievement
Change Statistics
R Adjusted R Std. Error of the Durbin-
R R Square F Sig. F
Square Square Estimate df1 df2 Watson
Change Change Change
.521a .271 .269 .9742 .271 115.377 1 310 .000 1.080

As shown in Table 3, the test model of ANOVA, F(1310)=115.377, P<0.001, indicating that the
regression model is significant, the fitting effect is good, and the equation has certain representativeness.
Table 4 shows the regression coefficient and the significance level of each coefficient. The coefficient
of independent variable mathematical learning engagement is 0.701 (P<0.001), the constant is 0.337,
not significant (P=0.065>0.05), but Table 3 shows that the whole regression equation is significant and
the constant is not the key observation variable in the study, so it can be retained. Then the equation of
regression equation model is: y=0.701x+0.337. This shows that junior high school students'
mathematics learning engagement has a predictive effect on mathematics academic performance, and
it has a direct effect.
Table 3.
ANOVA test model
The Corelation Of Students’ Mathematics Learning Engagement On Their Academic Performance In Junior High School,
Zhang Li Jie, Zhou Ying , Mo Zong Zhao 217

Model Sum of Squares df Mean Square F Sig.

Regression 109.492 1 109.492 115.377 .000b
1 Residual 294.188 310 .949
Total 403.679 311

Table 4.
Regression coefficient and significance level of each coefficient
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) .337 .182 1.852 .065
1 mathematics learning
.701 .065 .521 10.741 .000
engagement

The independent sample t-test of mathematics academic performance in high and low groups
It can be seen from table 5 that the significant (sig = 0.279 > 0.05) indicates the homogeneity
of variance. Select the row of "assumed homogeneity of variance" as the test result. At this time, SIG =
0.000 < 0.05, so there is a significant difference in mathematics academic performance in the high and
low groups of mathematics learning engagement. The average value of junior high school students'
mathematics learning engagement is 2.655, and the standard deviation is 0.846, which is in the middle
level as a whole. The average value of mathematics academic performance of the high group is 3, and
the average value of the low group is 2, indicating that the high group is higher than the low group. It
can be seen from Figure 1 that students with higher mathematics academic performance have higher
mathematics learning engagement level, but students with "good" mathematics academic performance
have lower learning engagement, which may be caused by limited sample size or lack of
representativeness, or may be related to genetic factors（Rimfeld Kaili，Kovas Yulia，Dale Philip &
Plomin Robert，2016）.
Table 5.
The independent sample t-test of junior high school students' mathematics academic performance in
high and low groups
Levene's Test for
Equality of t-test for Equality of Means
Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. t df
tailed) Difference Difference Difference
Lower Upper
Equal
variances 1.177 .279 9.941 166 .000 1.4524 .1461 1.1639 1.7408
mathematics
assumed
academic
Equal
performance
variances not 9.941 162.064 .000 1.4524 .1461 1.1639 1.7409
assumed
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Figure 1The relationship between mathematics academic achievement and mathematics learning
engagement

Single variable analysis of junior high school students' mathematics learning engagement
The scores of junior high school students' mathematics learning engagement (the average of the
scores of three dimensions of cognitive engagement, emotional engagement and behavioral
engagement) were analyzed by 2 (gender) × 2 (location) single variable (Two factor analysis of
variance).The results showed that the main effect of gender was not significant, F=0.805, P= .370 >
0.05, and the partial ETA square was 0.003, so there was no significant difference in gender in
mathematics learning engagement; the main effect of local landowners is significant, F=15.711,
P=0.000<0.001, and the partial ETA square is 0.049, indicating that there is a significant difference in
the level of mathematics learning engagement between rural and urban junior high school students. As
shown in Figure 2, the level of mathematics learning engagement of urban students is significantly
higher than that of rural students; the interaction effect of gender and location is not significant,
F=0.090, P=0.764>0.05, partial ETA square is 0.000, indicating that is there is no interaction between
gender and location in mathematics learning engagement.
The scores of junior high school students' mathematics learning engagement (the average of the
scores of three dimensions of cognitive engagement, emotional engagement and behavioral
engagement) were analyzed by 2 (gender) × 2 (location) single variable (Two factor analysis of
variance).The results shows that the effect of gender difference was not significant, F=0.805, P= .370
> 0.05, and the partial ETA square was 0.003, so there was no significant difference in gender in
mathematics learning engagement; the main effect of local landowners is significant, F=15.711,
P=0.000<0.001, and the partial ETA square is 0.049, indicating that there is a significant difference in
the level of mathematics learning engagement between rural and urban junior high school students. As
shown in Figure 2, the level of mathematics learning engagement of urban students is significantly
higher than that of rural students; the interaction effect of gender and location is not significant,
The Corelation Of Students’ Mathematics Learning Engagement On Their Academic Performance In Junior High School,
Zhang Li Jie, Zhou Ying , Mo Zong Zhao 219

F=0.090, P=0.764>0.05, partial ETA square is 0.000, indicating that is there is no interaction between
gender and location in mathematics learning engagement.
Table 6.
The test of intersubjectivity effect
Type III Sum Partial Eta
Source df Mean Square F Sig.
of Squares Squared
Gender .552 1 .552 .805 .370 .003
Location 10.770 1 10.770 15.711 .000 .049
Gender *
.062 1 .062 .090 .764 .000
Location

Figure 2 Level chart of mathematics learning engagement in different places

Discussion
The results show that junior high school students' mathematics learning engagement is closely
related to mathematics academic performance, among which cognitive engagement is the most related
to mathematics academic performance, and emotional engagement is the least. This is consistent with
the research results of Yu Rongrong（Yu R，2019）. School life is an educational activity based on
the teaching of students' basic knowledge. Homework, academic examination, classroom learning and
parents' educational expectation lead to the increase of students' learning time, and the acquisition of
mathematical knowledge expands the mathematical cognitive engagement to a certain extent. The
higher the level of students' cognitive engagement, the greater their efforts to master mathematics
knowledge, and the higher their mathematics scores. Research shows that students who can actively
communicate with teachers and classmates in the learning process can perform better in academic
performance（Fincham F D，Hokoda A，& Sanders R，1989.
220 Journal On Education, Volume 02, No. 01, Desember 2019, hal.213-227

There are many reasons for the low emotional engagement. The researchers of emotional
engagement think that learning engagement is essentially students' emotional engagement to learning
activities, and both positive and negative emotional experience need to be concerned. From the
perspective of lifelong learning, it is also equally important for their future learning and development
to let students obtain positive emotional experience in learning and learn to learn and love learning.
Some studies have shown that even if students have deep cognitive engagement and lack of emotional
engagement, their behavioral engagement will be unstable and hard to last, which is also one of the
main reasons for students' insufficient classroom participation（Huang X，2006）. However, the lack
of students' participation in the classroom is inseparable from teachers' classroom management, which
can significantly affect students' mathematics performance. When the teacher can carry on the effective
classroom management and the student abides by the classroom order, students can participate in the
classroom study and the discussion positively and complete the teacher's teaching goal well, which will
make them have the good mathematics result. On the contrary, if teachers can't effectively maintain the
classroom order, allocate classroom time and deal with classroom emergencies, their teaching tasks
can't be completed effectively, and students can't study at ease, which will eventually affect students'
learning effect. Junior high school stage has always been the most concerned period of compulsory
education stage, which is the key period for the development of students' emotional attitude and the
golden period for the cultivation of students' good behavior habits.
Mathematics is an important medium to achieve this goal, which needs reasonable guidance for
students. Therefore, we should pay attention to the emotional development of students while
maintaining their cognitive engagement in mathematics learning. By observing the emotional
experience of students in the process of learning mathematics, we can enhance their sense of belonging
and identity, arouse their affirmation of mathematical value, and establish a correct mathematical view.
The research found that junior high school students' mathematics learning engagement has a direct
impact on mathematics academic performance and can significantly predict academic performance.
This is consistent with the research of Wei Jun and Connell（Wang L, et al, 2014；Connell J.P.,
Spencer M.B. & Aber J.L，1994）. There is a strong correlation between learning engagement and
academic performance（Skinner E A，& Belmon M J.，1993）. Specifically, in terms of cognitive
engagement, deep-seated engagement and reflection habits determine the level of test scores. The more
deep-seated engagement and reflection habits, the higher the students' math scores; in terms of
behavioral engagement, concentration in class and after-school research are important factors affecting
math academic performance; emotionally, a strong interest in learning and a strong sense of success is
the key to driving students to invest in learning so as to get a better math score situation（Le X，2011
）. From this perspective, learning engagement has a positive impact on academic performance（
Skinner E.A., Wellborn J.G.，& Connell J.P.，1990）, and learning engagement can predict students'
academic performance（Skinner E A，& Chi U．，2012.
The Corelation Of Students’ Mathematics Learning Engagement On Their Academic Performance In Junior High School,
Zhang Li Jie, Zhou Ying , Mo Zong Zhao 221

How to make full use of external resources to promote the generation of students' internal
motivation and then affect their learning engagement to improve their mathematics academic
performance has become a concern of scholars. According to Xie Ting's research, the school
mathematics learning atmosphere, mathematics teachers, students' self-efficacy and subject stereotype
are closely related to students' learning engagement and academic performance. In the process of
mathematics teaching, we should pay attention to stimulate students' interest in mathematics learning
and improve their sense of self-efficacy. Only when students believe that they can achieve the expected
learning goals through their efforts, can they have the determination and motivation to overcome
difficulties in front of them（Xie T，2018. According to the development stage environment theory,
when an individual is in a stage environment where the basic psychological needs match the
opportunities provided by the environment, they can obtain the optimal development（Eccles，J.S．
，Midgley，C，Wigneld，A．，Buchman，C.M．，Reuman，D．，Flanagan，C，＆ Mac Iver
，D．，1993）. Therefore, family and teachers are very important to the development of students'
mathematics academic performance. When parents often express their hope that their children can
compete for the top and receive a higher level of education by language or action, their children are
more likely to firmly believe in learning and pay more attention to learning（Wang L, et al，2018）.
In practical education, teachers' emotional support and independent support for students are equally
important. The quality of emotional support reflects the quality of the relationship between teachers and
students. A good relationship between teachers and students is one of the important conditions to
promote students' academic self-efficacy, investment, efforts and academic achievements. In terms of
independent support, students should be informed of the importance of learning. Only when students
understand the importance of learning for whom, can they fundamentally stimulate their internal
motivation for learning.
The research shows that there are significant differences between the high and low groups in
mathematics academic performance, and the average level of mathematics academic performance in
the high group is significantly higher than that in the low group. It is also found in the study that students
with high learning engagement have higher academic performance, and will get higher scores in
standardized tests（Skinner E A，& Belmon M J.1993）.But junior high school students' mathematics
learning engagement tends to be more progressive than their academic performance, which indicates
that there is a certain gap between junior high school students' mathematics learning engagement and
mathematics learning achievement. This shows that there is still a certain gap between junior high
school students' mathematics learning engagement and mathematics learning achievement, and further
explains that junior high school students' mathematics learning engagement is not fully reflected in their
learning achievement（Xie T，2018）. So whether low mathematics academic performance means
that students keep low learning engagement is not always true. In actual teaching, there is often such a
phenomenon: a student works hard to learn mathematics and pays time and energy for it, but his
222 Journal On Education, Volume 02, No. 01, Desember 2019, hal.213-227

mathematics academic performance is not ideal. There are many reasons for this, such as improper
learning methods, low learning efficiency, etc. These are all popular terms, and the essence of the
problem is not really found. Research shows that students' basic psychological needs are closely related
to their learning engagement and academic performance（Carmona-Halty Marcos, Schaufeli Wilmar
B, Llorens Susana，& Salanova Marisa，2019）. When their basic psychological needs are not met,
they will promote people to find those who can meet the needs, and then generate behavioral motivation.
According to the theory of self-determination, people have three basic psychological needs (autonomy,
ability and relationship). Only when people's needs are met, can people's motivation be more
internalized, make behavior more self-determination, and lead to greater behavioral engagement and
better performance（Qiao X，2006.
Reflected in mathematics education, when students' mathematics academic performance is not
improved, students may have incorrect attribution, such as ascribing academic failure to low ability（
Jiang S et al，2019）, students fail to meet their ability needs, they will change the status quo by
prolonging learning time, mechanical memory formula and other ways. In the long run, students will
have low self-efficacy and self-evaluation. This negative cognitive model will make individuals lose
interest in mathematics and get tired of academic tasks. Therefore, in mathematics teaching, we should
try our best to meet the basic psychological needs of students, pay attention to the students' academic
emotions in the process of learning mathematics, and promote the level of mathematics learning
engagement by helping them to correctly attribute, so as to further improve their mathematics academic
performance.
The results show that junior high school students' mathematics learning engagement is less
affected by gender factors. This is consistent with the research of Zhou Yan and Tan Dingliang（Zhou
Y，2010）. Mathematics, as one of the most important courses in middle school, has been widely
concerned by teachers and parents, but the stereotype of gender is always deeply engraved in people's
hearts. Under the influence of stereotype, people generally think that boys' mathematics learning ability
is better than girls'（Fu H et al，2018）, and in junior high school, with the increase of grade, this
stereotype will become stronger and stronger（Song S，2015）. Gender stereotype is not only the
object's prejudice to the subject, but also exists in the subject. Some boys think that they have greater
advantages than girls in mathematics learning, which will make their potential in mathematics learning
more and better play. Some girls think that mathematics is not their advantage. When they encounter
difficulties in mathematics, they will use the excuse of "they are not good at" and so on loss of learning
motivation. When the stereotype of mathematical gender is activated, the score of girls' mathematics
examination is lower than that of no activation, and this kind of influence has a long-term nature. It will
increase girls' mathematics anxiety, reduce girls' mathematics self-confidence, and also affect girls'
mathematics attitude, mathematics engagement, mathematics motivation and mathematics
The Corelation Of Students’ Mathematics Learning Engagement On Their Academic Performance In Junior High School,
Zhang Li Jie, Zhou Ying , Mo Zong Zhao 223

identification, etc., thus forming a vicious circle. The stereotype of mathematical gender will lead to no
mathematics score good, bad math scores further strengthen the stereotype of math gender（Wang X
，2015）. In mathematics class, teachers will give more opportunities to boys to exchange and interact,
and boys can get more opportunities to participate in mathematics class. However, there is no gender
difference in junior high school students' mathematics learning engagement, which shows that girls'
mathematics learning engagement in their spare time is more than boys'. In the process of education,
teachers should guide boys to encourage girls to participate in mathematical discussions in class,
stimulate girls' intrinsic motivation to learn mathematics, reduce their escape psychology when facing
mathematical challenges, and gradually build up their confidence in mathematics. In addition, teachers
should guide girls to more urge boys to complete mathematical learning tasks after class. Based on the
satisfaction of relationship needs, we should establish a gender complementary system in class, give
full play to the advantages of boys and girls, and learn from each other.
The engagement level of rural mathematics learning is lower than that of urban, and the
achievement of urban mathematics learning is higher than that of rural. This is consistent with Xie
Ting's study（Xie T，2018）. This may be related to the environment in which the students live. First
of all, most of the left behind children in rural areas are working outside. As many fathers work outside
and their mothers take care of them at home, the students are lack of fatherly love for a long time. Their
psychological problems are gradually formed and violations such as being late, fighting and so on occur
from time to time. The students even feel tired of learning. Most of the left behind children's learning
achievements are concentrated below the middle level（Xu M，2020）. Secondly, the higher the
socio-economic status of the family, the higher the education level, the better the parents will get the
resources, and the parents will "invest" these resources to their children （Bi X, et al，2018 ）.
Compared with the rural areas, the urban areas have more abundant resources, complete educational
materials and relatively wide information sources. Parents will pay more attention to their children and
prepare for their future education. Finally, the school infrastructure in the town is perfect, which can
create a better school atmosphere for students. The higher the school atmosphere is, the stronger the
social adaptability is（Yang F et al，2019）, which is conducive to students' better investment in
mathematics learning.

CONCLUSION
Junior high school students' mathematics learning engagement is closely related to mathematics
academic performance, among which cognitive engagement is the most related to mathematics
academic performance, and emotional engagement is the least. Junior high school students' mathematics
learning engagement has a direct impact on mathematics academic performance and can significantly
predict academic performance.
There are significant differences between the high group and the low group in mathematics
224 Journal On Education, Volume 02, No. 01, Desember 2019, hal.213-227

academic performance, and the average level of mathematics academic performance in the high group
is significantly higher than that in the low group. The higher the academic achievement of mathematics
is, the higher the engagement of mathematics learning is.
Junior high school students' mathematics learning engagement is less affected by gender factors,
and the level of rural mathematics learning engagement is lower than that of urban.

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