Improving Math Engagement: Understanding Student and Teacher Perspectives Through Daryl Bem’s Self-Perception Theory

The research investigates high school students’ views on mathematics to understand factors behind negative attitudes and design specific interventions to enhance mathematical engagement and performance. The researchers applied a qualitative inquiry method to conduct in-depth interviews with 25 students and 8 mathematics teachers at JAPeR Memorial High School. This research follows Daryl Bem’s Self-Perception Theory, which suggests students who perceive themselves poorly in math struggle with learning and motivation. The research identified key themes that shape student perceptions about mathematics, which consist of the subject’s perceived difficulty level and teaching approaches, along with gender learning gaps, math anxiety, and its perceived lack of relevance. Students who experienced complex and abstract teaching methods at high speeds found it difficult to understand, while students receiving family support and interactive teaching showed better engagement and attitudes. The study discovered that math anxiety interrupts cognitive processing, which results in increased disengagement. The study recommends educational interventions that improve teaching methods through real-world math applications and offer comprehensive emotional and academic support to boost student engagement.