THE RELATIONSHIP BETWEEN SITUATIONAL INTEREST AND ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN MATHEMATICS

Understanding students’ interests is essential to enhancing engagement and achievement in mathematics. This study focused on the relationship between situational interest and academic performance in mathematics among Grade 9 learners at Apyao National High School. Situational interest was measured in terms of the use of technology and interest in mathematics using a 25-item Likert scale questionnaire adapted from Thompson (2014). Academic performance data were collected and analyzed alongside interest measures using mean, standard deviation, Pearson r correlation, and multiple linear regression. Findings revealed that students had an average level of situational interest in technology and a high level of interest in mathematics. Both factors were found to have a significant relationship with academic performance. The study concludes that students’ situational interest, particularly their interest in math and the use of technology, greatly affects their academic outcomes. Therefore, it is recommended that educators integrate technology in teaching and promote a positive attitude toward mathematics by employing engaging and varied instructional strategies.