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Research Article

Upper-Primary Thai Students’ Engagement, English Proficiency, and Mathematics Performance

517 reads
Joseph Durado , Alice Comahig
Psych Educ Multidisc J, 2025, 36 (8), 906-920, DOI: https://doi.org/10.70838/pemj.360806, ISSN 2822-4353
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Abstract

Challenges hindered mathematics performance among upper-primary Thai students in reasoning and problem-solving within bilingual education. This descriptive-correlational study examined the influence of student engagement and English proficiency on mathematics performance and identified key predictors of success. Data were collected through standardized English and mathematics tests and a student engagement survey and analyzed using descriptive statistics, correlation, and regression. Findings revealed that students exhibited high behavioral engagement (M = 4.72, SD = 1.08) but lower affective (M = 3.67, SD = 1.03) and cognitive engagement (M = 3.62, SD = 1.04), indicating active participation but limited deeper conceptual involvement. Most students had intermediate English proficiency (M = 45.45, SD = 27.63), with 35.2% at B2 and 21.76% at B1. Mathematics performance was highest in computation (M = 4.28), followed by reasoning (M = 3.97) and problem-solving (M = 3.78). While student engagement did not significantly influence mathematics performance (p > .05), English proficiency showed a moderate positive correlation (r = .348, p < .05). English proficiency was the strongest predictor (β = .356, p < .05), with student engagement contributing to a lesser extent (β = .171, p < .05). The overall model was significant (R = .387, R² = .150, F = 1.68, p = .000). These findings underscored the need for bilingual instructional support, language scaffolding, and strategies to foster deeper cognitive engagement. The study recommended strengthening English proficiency, integrating student-centered learning, and creating a supportive classroom environment to enhance Mathematics learning outcomes.

Keywords Education behavioral english proficiency cognitive mathematics performance Affective student engagement, descriptive-correlational, Thailand
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Metapaht School — Thailand Metapaht School 1 author Liceo de Cagayan University — Philippines Liceo de Cagayan Univer… 1 author Joseph Durado — corresponding author JD Joseph Durado ✉ Alice Comahig AC Alice Comahig

Readership

518 reads over 18 months.

May 2025 October 2026

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Alice Comahig 0x173EdC…9D3F3D 450,000 (45%)
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Bibliographic Information

Joseph Durado, Alice Comahig, (2025). Upper-Primary Thai Students’ Engagement, English Proficiency, and Mathematics Performance, Psychology and Education: A Multidisciplinary Journal, 36(8): 906-920
Bibtex Citation
@article{joseph_durado2025pemj,
author = {Joseph Durado and Alice Comahig},
title = {Upper-Primary Thai Students’ Engagement, English Proficiency, and Mathematics Performance},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {36},
number = {8},
pages = {906-920},
doi = {10.70838/pemj.360806},
url = {https://scimatic.org/index.php/show_manuscript/5079}
}
APA Citation
Durado, J., Comahig, A., (2025). Upper-Primary Thai Students’ Engagement, English Proficiency, and Mathematics Performance. Psychology and Education: A Multidisciplinary Journal, 36(8), 906-920. https://doi.org/10.70838/pemj.360806

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