Investigating the Impact of Instructional Factors on Linear Function Skills and Academic Engagement

This correlational study investigated the impact of instructional factors on students' skills in linear functions and their academic engagement in mathematics courses in Gatsibo District. Utilizing a quantitative approach, data were collected from 276 secondary school students through a structured questionnaire designed to measure teaching strategies, availability of learning resources, and student motivation. Pearson correlation coefficients were calculated to explore relationships among these variables, revealing a significant positive correlation, particularly with student motivation (r = 0.988), which was the strongest predictor of success in linear function exercises and retention of knowledge. Additionally, effective teaching strategies and heightened student attention were associated with improved engagement indicators. The study highlighted the importance of prioritizing student motivation and positioning engaging instructional strategies to enhance academic performance in linear functions, supporting for targeted interventions to raise deeper understanding and improved outcomes in mathematics education