Mapping Students’ Interest and Commitment to Mathematical Tasks at Various Secondary Education Stages: The Case of Cameroon

Abstract

This study investigates the dynamics of student interest in and commitment to mathematical tasks across different stages of secondary education in Bamenda Municipality. By examining students in the early (Form 1), intermediate (Form 4), and advanced (Form 6) stages, the research aims to understand how interest in and commitment to mathematics tasks evolve throughout secondary school. Using a cross-sectional developmental research design, data were collected from 375 students across five secondary schools using a self-designed questionnaire assessing interest and commitment levels. Statistical analysis, including ANOVA and Pearson correlation, revealed significant differences in both interest and commitment across the educational stages, with high levels at the start, a decline during mid-secondary years, and a partial rebound in advanced stages. A strong positive correlation between interest and commitment was found, suggesting that increased interest is associated with higher commitment to mathematical tasks. The study highlights the need for targeted educational strategies to maintain and enhance student engagement in mathematics. Recommendations include developing interactive and relevant curriculum materials, implementing support programs during critical stages, fostering a growth mindset, and involving parents and communities. The findings emphasize the importance of continuous support and strategic interventions to improve students' mathematical engagement and success.