A Comparative Study of Motivation for Learning and Cognitive Engagement in Mathematics Class Among Thai Lower Secondary Students

Abstract

Purpose: The purpose of this study was to determine whether there was a significant difference in both motivation for learning
and cognitive engagement in Mathematics class among Grade 7, Grade 8, and Grade 9 students at the Demonstration School of
Ramkhamhaeng University, Bangkok. Research design, data and methodology: A quantitative comparative research design
was employed on 31 students from Grade 7, 14 students from Grade 8, and 21 students from Grade 9 enrolled in Mathematics
classes in the English Program during the academic year 2021-2022 at the target school. For the data collection, the Mathematics
 motivated Strategies for Learning Questionnaire and the Student Engagement in Mathematics Classroom Scale were used.
Results: The overall level of motivation for learning in Mathematics class held by Grades 7 and 9 students, was found to be
slightly high, whereas it was found to be moderate for Grade 8 students at the target school. The overall level of cognitive
engagement in Mathematics class held by Grades 7, 8, and 9 students, was moderate. Moreover, it was found that there was no
significant difference in either motivation for learning or cognitive engagement in Mathematics class among Grade 7, Grade 8
and Grade 9 students at the target school. Conclusions: The results indicate that being enrolled in either Grade 7, 8, or 9 at the
target school appears to not have a statistical effect on the students’ motivation for learning mathematics and cognitive
engagement in Mathematics class.