Upper-Primary Thai Students’ Engagement, English Proficiency, and Mathematics Performance

Mathematics perform Challenges hindered mathematics performance among upper-primary Thai students in reasoning and problem-solving within bilingual education. This descriptive-correlational study examined the influence of student engagement and English proficiency on mathematics performance and identified key predictors of success. Data were collected through standardized English and mathematics tests and a student engagement survey and analyzed using descriptive statistics, correlation, and regression. Findings revealed that students exhibited high behavioral engagement (M = 4.72, SD = 1.08) but lower affective (M = 3.67, SD = 1.03) and cognitive engagement (M = 3.62, SD = 1.04), indicating active participation but limited deeper conceptual involvement. Most students had intermediate English proficiency (M = 45.45, SD = 27.63), with 35.2% at B2 and 21.76% at B1. Mathematics performance was highest in computation (M = 4.28), followed by reasoning (M = 3.97) and problem-solving (M = 3.78). While student engagement did not significantly influence mathematics performance (p > .05), English proficiency showed a moderate positive correlation (r = .348, p < .05). English proficiency was the strongest predictor (β = .356, p < .05), with student engagement contributing to a lesser extent (β = .171, p < .05). The overall model was significant (R = .387, R² = .150, F = 1.68, p = .000). These findings underscored the need for bilingual instructional support, language scaffolding, and strategies to foster deeper cognitive engagement. The study recommended strengthening English proficiency, integrating student-centered learning, and creating a supportive classroom environment to enhance Mathematics learning outcomes. ance among upper-primary Thai students was hindered by challenges in reasoning and problem-solving within bilingual education. This descriptive-correlational study examined the influence of student engagement and English proficiency on mathematics performance and identified key predictors of success. Data were collected through standardized English and mathematics tests and a student engagement survey, with analyses including descriptive statistics, correlation, and regression. Findings revealed that students exhibited high behavioral engagement but lower cognitive and affective engagement, indicating active participation but limited deeper conceptual involvement. Additionally, most students had intermediate English proficiency (B1-B2), while a significant proportion remained at basic levels (Pre-A1 to A2), and few reached advanced proficiency (C1). Mathematics performance varied, with students excelling in computational tasks but struggling with reasoning and problem-solving, particularly in English-mediated contexts. While student engagement did not significantly influence mathematics performance, English proficiency showed a moderate positive relationship with mathematical performance. Regression analysis identified English proficiency as the strongest predictor, with student engagement playing a secondary role. These findings underscored the need for bilingual instructional support, language scaffolding, and strategies to foster deeper cognitive engagement. The study recommended strengthening English proficiency, integrating student-centered learning, and creating a supportive classroom environment to enhance Mathematics learning outcomes.