A Structural Model of Mathematics Performance as Influenced by Students’ Engagement with Technology to Students’ Motivation

The aim of this study is to investigate a model that manifests the interrelatedness of the domains of engagement of students to technology to the domains of motivation in learning mathematics towards performance in mathematics employing Structural Equation Modeling (SEM). It sought to describe the level of students’ engagement with technology and level of motivation in learning mathematics in terms of their dimensions. It consisted of 348 grade 10 students from 18 public secondary schools of the Department of Education Northern Nueva Vizcaya, Philippines. The instruments consisted of two adapted research survey questionnaires which include Students’ Engagement with Technology and Mathematics Motivation Scale. Results revealed that students had high level of motivation in learning mathematics in self efficacy, intrinsic, extrinsic, and utility and high level of engagement in learning mathematics in cognitive, behavioral, evaluation and social domains. Through SEM, an obtained model demonstrated an acceptable fit where the CMIN/DF, is less than the threshold value of 3. Thus, a significant interrelatedness of intrinsic, utility and extrinsic domains of motivation to the performance in mathematics with the mediating effect of the domains of technology engagement exists. The social and cognitive domains of technology engagement directly influence mathematics performance while evaluative indirectly influence performance with the mediation of intrinsic and extrinsic domains. Behavioral domain of technology engagement had a nonlinear dynamics to the four domains of motivation and eventually to performance of mathematics. In addition, self-efficacy had a nonlinear influence to performance even with the effect of technology engagement.