A Mediation Analysis on Mathematics Classroom Environment, Motivation, Engagement, And Performance among College Students in a Private Higher Education

Mathematics in the Modern World aims to develop college students' logical reasoning and problem-solving skills; however, many students struggle with its abstract nature. This study investigated whether the mathematics classroom environment influences college students' mathematics performance through the sequential mediation of motivation and engagement, thereby addressing a knowledge gap in the context of Mathematics in the Modern World (MMW) at a private higher education institution. A descriptive, cross-sectional, correlational design was employed, and data were collected from 342 first-year students using stratified random sampling. Descriptive findings revealed that students perceived their classroom environment, motivation, and engagement as high, with extrinsic motivation and behavioral engagement standing out; nevertheless, mathematical performance was only fairly satisfactory. Mediation analyses found that the classroom environment had no significant direct effect on performance and no significant indirect effect through motivation alone. Instead, the serial indirect pathway in which classroom environment influenced motivation, motivation influenced engagement, and engagement affected performance was significant, while the indirect effect of engagement alone was also significant. These findings demonstrate that simply establishing a good learning environment is insufficient; instructors may strategically provide opportunities for students to transform motivational drive into observable engagement. The validated serial mediation model provides a useful framework for instructional interventions in General Education Mathematics courses.

Mathematics Education, Mediation Analysis, Student Engagement, Mathematics Performance, Central Philippines

1. Abalde, G. D., & Oco, R. M. (2023). Factors Associated with Mathematics Performance. Asian Research Journal of Mathematics, 19(6), 45–60. https://doi.org/10.9734/arjom/2023/v19i6665 [Google Scholar] [Crossref]

2. Abu, F. N. (2023). Correlations Between Achievements in Mathematics, Student Characteristics, Classroom Climate, and Self-Efficacy. Journal of Higher Education Theory and Practice, 23(8). [Google Scholar] [Crossref]

3. Ahmed, G., Tayyub, M., & Ismail, R. (2020). Effects of Classroom Environment for Improving Students’ Learning at Secondary Level in Punjab Province, Pakistan. Sci Academique, 1(1), 2–15. https://scienceacademique.com/effects-of-classroom-environment-for-improving-students-learning-at-secondary-level-in-punjab-province-pakistan/ [Google Scholar] [Crossref]

4. Ahmed, N., & Pierre, D. P. (2024). The Role of Classroom Management in Enhancing Learners’ Academic Performance: Teachers’ Experiences. Studies in Learning and Teaching, 5(1), 202–218. https://doi.org/10.46627/silet.v5i1.364 [Google Scholar] [Crossref]

5. Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations. International Education Studies, 9(12), 41. https://doi.org/10.5539/ies.v9n12p41 [Google Scholar] [Crossref]

6. Antao, M. A., Morales, R. S., Ting, V. B., Abdurahman, J. T., & Jalaidi, S. M. (2024). Behavior shift through non-traditional math teaching strategies, integrating real-life transactions for non-math enthusiasts. Environment and Social Psychology, 9(7), 1–16. https://doi.org/10.59429/esp.v9i7.2642 [Google Scholar] [Crossref]

7. Aquino, R. M., Calantas, E. J., & Buen, M. T. (2024). Understanding Stem Learners: Engagement and Success in Mathematics. Antorcha, 10(1). [Google Scholar] [Crossref]

8. Arifin, Suryaningsih, & Arifudin, O. (2024). The Relationship Between Classroom Environment, Teacher Professional Development, And Student Academic Performance In Secondary Education. International Education Trend Issues, 2(2), 58–65. [Google Scholar] [Crossref]

9. Asare, B., Welcome, N. B., & Arthur, Y. D. (2024a). Influence of Parental Involvement and Academic Motivation on Mathematical Achievement: The Role of Students ’ Mathematics Interest. Jurnal Pendidikan Matematika, 1(2019), 295–312. [Google Scholar] [Crossref]

10. Asare, B., Welcome, N. B., & Arthur, Y. D. (2024b). Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. Journal of Pedagogical Sociology and Psychology, 6(2), 30–46. https://doi.org/10.33902/jpsp.202426232 [Google Scholar] [Crossref]

11. Ayre, C., & Scally, A. J. (2015). Critical Values for Lawshe’s Content Validity Ratio : Revisiting the Original Methods of Calculation. December 2013. https://doi.org/10.1177/0748175613513808 [Google Scholar] [Crossref]

12. Baiti, N. H., Devri, A. N., & Arga, K. I. (2024). The Impact of Learning Difficulties on Academic Achievement of Students: Analysis of Causal Factors and Solutions. International Journal of Educational Development, 1(3), 19–26. https://doi.org/10.61132/ijed.v1i2.46 [Google Scholar] [Crossref]

13. Balayo, C. L. P., & Plaza, R. C. O. (2025). Check for Updates Intrinsic Motivation in the Post-Pandemic Education. Journal of Education and Human Development, 2978, 14–22. [Google Scholar] [Crossref]

14. Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244(January), 104177. https://doi.org/10.1016/j.actpsy.2024.104177 [Google Scholar] [Crossref]

15. Bangalan, R. C., & Hipona, J. B. (2020). Mathematics in the Modern World as a Science of Patterns with an Integration of Outcome-Based Teaching-Learning Approaches. Cosmos Journal of Engineering &Technology, 10(2), 17–25. [Google Scholar] [Crossref]

16. Barlow, A., Brown, S., Lutz, B., Pitterson, N., Hunsu, N., & Adesope, O. (2020). Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00220-9 [Google Scholar] [Crossref]

17. Bercades, R. K. D., & Cajandig, A. J. S. (2025). Culturally Driven Game-Based Strategies: A Tool for Developing Students’ 4C’s in Mathematics Education. International Journal of Research and Innovation in Applied Science, X(V). https://doi.org/10.51584/IJRIAS [Google Scholar] [Crossref]

18. Brandisauskiene, A., Buksnyte-Marmiene, L., Cesnaviciene, J., & Jarasiunaite-Fedosejeva, G. (2023). The Relationship Between Teachers’ Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity. SAGE Open, 13(2), 1–16. https://doi.org/10.1177/21582440231181384 [Google Scholar] [Crossref]

19. Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426 [Google Scholar] [Crossref]

20. Carandang, E. S. P., Caguete, R. R., & Balmes, J. M. R. (2024). Attitude and Challenges in Learning Mathematics in the Modern World (MMW): Basis for Intervention Program. International Journal of Material and Mathematical Sciences, 6(3), 85–99. https://doi.org/10.34104/ijmms.024.085099 [Google Scholar] [Crossref]

21. Carbonel, L. G., Bayongan, A., Carino, M., Daguasi, I., Guzman, L., & Viloria, P. (2022). PAQIA: The Relationship between Freshman College Students’ Academic Performance and the Performance Analysis Quadrants, Interest, and Attitudes in Mathematics 11. International Journal of English Literature and Social Sciences, 7(6), 312–318. https://doi.org/10.22161/ijels.76.44 [Google Scholar] [Crossref]

22. Chahal, A., Kadian, R., Yadav, R., & Prakash, C. (2026). Self-efficacy, learning motivation, and academic satisfaction of university students: mediating role of classroom engagement. Journal of Applied Research in Higher Education, 18(1), 238–253. https://doi.org/https://doi.org/10.1108/JARHE-06-2024-0305 [Google Scholar] [Crossref]

23. Chin, W. M., Ahmad, N. A., Ismail, I. A., Alias, S. N., & Asri, A. S. (2025). A Serial Mediation Model on Trait Emotional Intelligence, Basic Psychological Needs, and Academic Motivation as Antecedents of Student Engagement. SAGE Open, September, 1–19. https://doi.org/10.1177/21582440251352752 [Google Scholar] [Crossref]

24. Commission on Higher Education. (2013). General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies. In Commission on Higher Education (pp. 1–29). https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.20-s2013.pdf [Google Scholar] [Crossref]

25. Dalimunthe, H. A., Dewi, I. K., Yunita, Y., Faadhil, F., & Lubis, D. M. G. S. (2024). Building a Supportive Learning Environment: The Role of Psychology in Increasing Student Motivation and Engagement. OPSearch: American Journal of Open Research, 3(4), 934–939. https://doi.org/10.58811/opsearch.v3i4.107 [Google Scholar] [Crossref]

26. Dangi, M. R. M., Shuhidan, S. M., & Noor, R. M. (2025). Students’ Perceptions on Extrinsic Motivation Strategies to Enhance Learning Experience and Fostering Academic Excellence: A Qualitative Study. International Journal of Research and Innovation in Social Science (IJRISS), IX(III). https://doi.org/10.47772/IJRISS [Google Scholar] [Crossref]

27. Daud, A. S., Adnan, N. S. M., Aziz, M. K. N. A., & Embong, Z. (2020). Students ’ Perception towards Mathematics using APOS Theory : A Case Study Students ’ Perception towards Mathematics using APOS Theory : A Case Study. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1529/3/032020 [Google Scholar] [Crossref]

28. Davidovitch, N., & Dorot, R. (2023). The Effect of Motivation for Learning Among High School Students and Undergraduate Students—A Comparative Study. International Education Studies, 16(2), 117. https://doi.org/10.5539/ies.v16n2p117 [Google Scholar] [Crossref]

29. Demo, H., Garzetti, M., Santi, G., & Tarini, G. (2021). Learning mathematics in an inclusive and open environment: An interdisciplinary approach. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050199 [Google Scholar] [Crossref]

30. Edu, N. B. J., Minguez, X. J. B., Dabalos, S. C. D., & Taja-on, E. P. (2025). Untangling the “Why” of Math: Examining Student Perceptions on the Value of Mathematics in the Modern World. Journal of Tertiary Education and Learning, 3(1), 36–43. https://doi.org/10.54536/jtel.v3i1.3399 [Google Scholar] [Crossref]

31. Elastika, R. W., Sukono, & Dewanto, S. P. (2021). Analysis of factors affecting students’ mathematics learning difficulties using sem as information for teaching improvement. International Journal of Instruction, 14(4), 281–300. https://doi.org/10.29333/iji.2021.14417a [Google Scholar] [Crossref]

32. Eltahir, M. E., & Alsalhi, N. R. (2025). Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study. Contemporary Educational Technology, 17(1), 1–18. https://doi.org/10.30935/cedtech/15742 [Google Scholar] [Crossref]

33. Eltayeb, R., Younis, A., Elamin, M., & Al Mostafa, F. A. (2025). Mathematics And its Applications. International Journal of Mathematics And Its Applications, 13(1), 37–45. [Google Scholar] [Crossref]

34. Endocal, K. H. R., & Baraquia, L. G. (2025). Determinants of Achievement Level in Mathematics in the Modern World among College Students. American Journal of Multidisciplinary Research and Innovation, 4(6), 58–71. https://doi.org/10.54536/ajmri.v4i6.6166 [Google Scholar] [Crossref]

35. Feng, M., Wijaya, T. T., Ananda, R., & Du, W. (2025). Exploring factors influencing student satisfaction in mathematics education using PLS-SEM and fuzzy sets FsQCA. Scientific Reports, 15(1), 1–15. https://doi.org/10.1038/s41598-025-14459-1 [Google Scholar] [Crossref]

36. Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S., Uttal, D. H., & Veurink, N. (2021). Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00307-x [Google Scholar] [Crossref]

37. Fraser, B. J. (1998). Classroom Environment Instruments: Development, Validity and Applications. Learning Environments Research, 1, 7–34. https://doi.org/https://doi.org/10.1023/A:1009932514731 [Google Scholar] [Crossref]

38. Gagaramusu, Y. B. M., Hariana, K., Purnamasari, D. I., & Wilade, S. (2026). Building Student Discipline Through Classroom Management Strategies : A Qualitative Study in Indonesian Elementary Schools. Journal of Innovation and Research in Primary Education, 5(1), 1761–1775. [Google Scholar] [Crossref]

39. Gumartifa, A., Syahri, I., Siroj, R. A., Nurrahmi, M., & Yusof, N. (2023). Perception of Teachers Regarding Problem-Based Learning and Traditional Method in the Classroom Learning Innovation Process. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(2), 151–166. https://doi.org/10.23917/ijolae.v5i2.20714 [Google Scholar] [Crossref]

40. Gutierrez Jr., A. C., & Doronio, R. G. (2024). Classroom Social Environment and Student Engagement in Mathematics: A Correlational Study. European Journal of Education Studies, 11(8), 297–317. https://doi.org/10.46827/ejes.v11i8.5471 [Google Scholar] [Crossref]

• Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra
• Numerical Simulation of Fitzhugh-Nagumo Dynamics Using a Finite Difference-Based Method of Lines
• Fixed Point Theorem in Controlled Metric Spaces
• Usage of Moving Average to Heart Rate, Blood Pressure and Blood Sugar
• Exploring Algebraic Topology and Homotopy Theory: Methods, Empirical Data, and Numerical Examples