An Investigation of Learning Engagement and Self-Interest Among Students in Learning Mathematics

This study investigated the levels of learning engagement and self-interest in mathematics among male and female first-year Bachelor of Industrial Technology students. Results revealed that male students exhibited significantly higher learning engagement than female students, particularly in areas such as attentiveness during lessons, timely submission of assignments, effort to understand mathematical concepts, and feeling challenged in class. Female students demonstrated moderate engagement across these indicators, with slightly lower mean scores. Both genders showed comparable high engagement in seeking help when facing difficulties. Regarding self-interest, male students reported higher interest in mathematics, rating the subject as interesting and relevant to real-world contexts, whereas female students expressed moderate but positive attitudes. Both groups shared average motivation and enjoyment levels, with no significant gender difference in self-interest scores. Statistical analysis confirmed a significant difference in engagement (p = 0.043) but not in self-interest (p = 0.070) between males and females. These findings highlight a gender gap in behavioral and cognitive engagement in mathematics, while intrinsic interest remains similar. The study suggests the need for targeted pedagogical strategies to enhance female students’ engagement, fostering inclusivity and improving learning outcomes in mathematics education.