This descriptive-correlational study investigated the levels of engagement, excitement, and academic performance of 32 Grade 12 STEM students in a mathematics classroom utilizing educational technology. Using a researcher-developed 5-point Likert scale and students’ final mathematics grades, both descriptive and inferential statistical analyses were conducted. Results showed that students demonstrated high emotional and behavioral involvement, with mean scores of 3.65 for excitement (Enthusiastic) and 3.78 for engagement (Invested). Their average academic performance was 90.73, classified as Outstanding. Spearman’s rank-order correlation analysis revealed a weak and statistically non-significant relationship between engagement and academic performance. In contrast, excitement showed a moderate, statistically significant positive correlation with academic performance, suggesting that emotional enthusiasm is more strongly associated with achievement in technology-enhanced learning environments than behavioral engagement alone. These findings highlight that while students may be actively involved, their emotional experiences—such as curiosity and enjoyment—may be more predictive of academic outcomes. The results support Flow Theory and align with prior research emphasizing the importance of emotional engagement in fostering focus and motivation. Based on these insights, the study recommends designing emotionally engaging digital learning experiences, training teachers to foster excitement in classrooms, and utilizing emotional indicators like excitement as markers of learning readiness. Additionally, it suggests further research on other factors affecting academic performance beyond behavioral engagement. Overall, the study underscores the pivotal role of emotional engagement in maximizing the academic benefits of educational technology in mathematics instruction.
Calapao et al. (Wed,) studied this question.
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