Insights into Student Engagement in Statistics Courses

Student engagement is widely recognized as a critical factor in academic success, particularly in courses such as statistics that are often perceived as challenging. The focus of this research is to discover how students' cognitive, affective, behavioural, and learning approach in higher education institutions affect their engagement in statistics courses. The participants in this study were students enrolled in the statistical course from non-statistical major academic programs at Universiti Teknologi MARA, Cawangan Terengganu and Universiti Teknologi MARA, Cawangan Pahang. A structured questionnaire consisting of 34 items was completed by 116 students. The data was analysed by using descriptive statistics, correlation and regression analysis. Consequently, all the factors under investigation showed substantial relationships with the participants' involvement in the statistics course. The regression findings emphasize that the learning approach demonstrates the greatest impact on students’ engagement in statistics, underscoring the importance of cultivating effective and reflective learning strategies. The findings of this study are expected to provide deeper insights into how students in non-statistical major programs engage with statistics learning, the factors that enhance or hinder their engagement, and the role of motivation and emotions in shaping their academic confidence and achievement. The results will contribute to the development of teaching practices that promote active learning, reduce statistics anxiety, and strengthen students’ ability to apply statistical knowledge in both academic and real-life contexts.

Students’ Statistics Engagement, Cognitive, Affective, Behavioral

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