Presentation Session I

This research investigates how math self-efficacy influences the learning engagement of 8th-grade students. In this study, math self-efficacy was fostered through the implementation of scaffolding and differentiated instruction. Grounded in Constructivist Learning Theory and a student-centered approach, the research highlights the numerous advantages of empowering learners within the classroom. The literature review supports a positive correlation between scaffolding, differentiated instruction, and math self-efficacy. Furthermore, existing research identifies a strong relationship between efficacy, engagement, and overall mathematical performance. This action research clarifies how specific teaching strategies support student confidence, which in turn drives engagement and improves learning outcomes. Ultimately, the findings confirm a significant correlation between a student’s self-efficacy and their active engagement in mathematics.