Classroom Engagement and Mathematics Achievement in Senior and Junior High School Students

The purpose of present study was intended to clarify the prediction of classroom engagement on mathematics achievement of senior and junior high school students. A correlational study design was applied with involving a total sample of 368 students (134 junior high school students and 234 senior high school students). Data were collected from Classroom Engagement Inventory and document of students' mathematics achievement and analyzed using moderator analysis technique. The results indicated that only disengagement negatively predicted mathematics achievement, whereas affective engagement, behavior engagement, and cognitive engagement did not significantly predict mathematics achievement. Furthermore, senior high school with lowest level of disengagement has the best opportunity to attain highest mathematics achievement. Discussion of these findings were intended to clarify strengthen and weakness of grading practices in high school.