Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic

Abstract

A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.

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