Investigating the Impact of Instructional Factors on Linear Function Skills and Academic Engagement
DOI:
https://doi.org/10.46328/Keywords:
Academic Engagement, Correlational Study, Instructional Factors, Linear Function SkillsAbstract
This correlational study investigated the impact of instructional factors on students' skills in linear functions and their academic engagement in mathematics courses in Gatsibo District. Utilizing a quantitative approach, data were collected from 276 secondary school students through a structured questionnaire designed to measure teaching strategies, availability of learning resources, and student motivation. Pearson correlation coefficients were calculated to explore relationships among these variables, revealing a significant positive correlation, particularly with student motivation (r = 0.988), which was the strongest predictor of success in linear function exercises and retention of knowledge. Additionally, effective teaching strategies and heightened student attention were associated with improved engagement indicators. The study highlighted the importance of prioritizing student motivation and positioning engaging instructional strategies to enhance academic performance in linear functions, supporting for targeted interventions to raise deeper understanding and improved outcomes in mathematics education
References
Niyibizi, O. (2025). Investigating the impact of instructional factors on linear function skills and academic engagement. International Journal of Studies in Education and Science (IJSES), 6(3), 315-324. https://doi.org/10.46328/ijses.2211
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Studies in Education and Science
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Studies in Education and Science (IJSES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
