RELATIONSHIP BETWEEN PRE-SERVICE MATHEMATICS TEACHERS' COGNITIVE ENGAGEMENT AND ACADEMIC ACHIEVEMENT IN COLLEGES OF EDUCATION, KANO STATE, NIGERIA

The study was designed to investigate the relationship between cognitive engagement and academic achievement of pre-service Mathematics teachers in colleges of education in Kano state. The study was guided by three research objectives with corresponding research questions and one null hypothesis was tested in the study. Correlational research design was employed in the research. The population of the study were NCE II pre-service Mathematics teachers. The entire NCE II were the sample size of the study which were one-hundred and fifty-five (155). Two instruments were used for data collection namely NCE II academic proforma, pre-service Mathematics teachers’ cognitive engagement questionnaire (PMTCEQ). Face and construct validity were conducted for the PMTCEQ. The reliability coefficient was 0.95 using Cronbach’s alpha method. The data collected were analyzed using frequency, percentage, mean, standard deviation, Pearson correlation and simple linear regression analysis. All the analysis was carried out using SPSS version 26. Based on the analysis it is found that the pre-service Mathematics teachers’ academic achievement and cognitive engagement is low respectively. It is concluded that cognitive engagement is not predictor of the academic achievement of the pre-service Mathematics teachers.