Development and Psychometric Validation of a Multidimensional Mathematics Engagement Scale for Nigerian Secondary School Students

This study recognizes the crucial influence of student engagement on academic achievement, especially in mathematics, and addresses the need for a reliable, valid measurement tool. It therefore focused on the development and validation of a Mathematics Learners' Engagement Scale tailored to the Nigerian secondary school context. It employed a survey approach using a total of 540 students selected from 9 local government areas in all three senatorial districts of a Nigerian state. The scale was adapted from established engagement scales. After pilot testing, exploratory factor analysis with varimax rotation identified five distinct engagement dimensions: Affective, Interest, Behavioural, Cognitive, and Social Engagement, corresponding to students’ emotional responses, subject interest, active participation, use of cognitive strategies, and social interaction, respectively. Reliability analysis demonstrated strong internal consistency, with Cronbach’s alpha values above .70 for all factors. Discriminant validity using the square root of average variance extracted (AVE) confirmed two components exceeding the .50 threshold. The results confirmed that Nigerian students demonstrate similar engagement dimensions consistent with international studies, emphasizing the importance of cognitive and affective engagement in mathematics learning. This validated Mathematics Learners' Engagement Scale provides a valuable tool for educators and researchers to assess and improve student engagement, which may ultimately enhance mathematics outcomes of secondary school students in Nigeria and other comparable settings.