Mark P. Janubas^1,, Laila S. Lomibao¹

This meta-analysis examined the relationship between student engagement and mathematics achievement among nontraditional students, a population often balancing academic demands with work and family responsibilities. A systematic search of academic databases yielded 7,826 articles, from which four studies met the inclusion criteria. While only one study directly measured mathematics achievement, the others assessed academic achievement through GPA, which served as a proxy in the absence of mathematics achievement-specific data. Using a random-effects model and Fisher r-to-z transformed correlation coefficients, the overall effect size was found to be statistically significant (r = 0.42, p = .007), indicating a moderate positive association between engagement and mathematics achievement. Engagement dimensions included behavioral, cognitive, and emotional aspects. Substantial heterogeneity was detected (I² = 92.86%), suggesting meaningful variation in study contexts, engagement measures, and sample characteristics. No publication bias or influential outliers were identified. Findings highlight the importance of fostering student engagement to support mathematics achievement or academic achievement in general among nontraditional learners. While the limited number of mathematics-specific studies presents a constraint, the results suggest that engagement – including constructs like math self-efficacy – can positively influence achievement. Further research is needed to directly investigate how different engagement types affect mathematics achievement of nontraditional students.

meta-analysis, student engagement, mathematics achievement, nontraditional students, academic achievement