Raising engagement in Junior secondary Mathematics

An abridged version of my Dissertation done in 2016 for my Masters of Professional Studies degree was selected for publication by the Mathematical Association in the UK which caters specifically for secondary and college teachers of Mathematics.

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In a nutshell, this study hoped to provide results that would lead to an improvement in engagement when working in an online junior secondary mathematics environment and to provide further evidence on the effects on engagement when working collaboratively in junior secondary mathematics.

The relevance of the contextual task played a vital role in student engagement. Learners had to search online for relevant information to complement the already-existing content, while the rest of the tasks only provided the context and students had to build the resources around it. 

Considering all the evidence of the data collected, collaborative learning resulted in overall higher levels of engagement in comparison to engagement when learning was done independently. It could be said from the results of the study that the relevance of the learning, active participation as well as opportunities for collaboration, raised student engagement in junior secondary mathematics.