The focus of every pedagogical development is to enhance a greater percentage of students’ engagement in mathematics education. Students interest in getting fully involved in mathematical lessons could be influenced by their emotional dispositions possess...
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The focus of every pedagogical development is to enhance a greater percentage of students’ engagement in mathematics education. Students interest in getting fully involved in mathematical lessons could be influenced by their emotional dispositions possess to appreciate their total commitment to lesson engagement in relation to their academic performance. The study used a cross-sectional quantitative survey design to study the influence of Emotional Dispositional Empathy on Mathematical Engagement (mathematical performance) among Atiwa Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three clustered SHS to take part in the study. The methodology used for the study was the descriptive research design purported to investigate the research questions along the magnitude of qualitative analyses using the Pearson independent chi-square test statistics. The study’s hypothetical test of students’ emotional empathy (SEE) is indepe
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