Teachers’ Instructional Practices vis-à-vis Students’ Interest in Learning Mathematics

Abstract

The study explores the correlation between teaching practices and student's interest in learning mathematics among Grade 10 students of Guihulngan National High School—Hilaitan. It utilizes a survey with a sample size of 134 students distributed across five sections. The study focused on teachers' instructional practices regarding classroom management, social-emotional support, instructional quality, and students' cognitive engagement as independent variables. The dependent variables were students' overall interest in mathematics and their confidence level in mathematical problems. Results indicated that teachers' instructional practices were rated as effective, with an average mean of 2.88 on classroom management, social-emotional support, instructional quality, and cognitive engagement. Students expressed "confidence" in their problem-solving abilities, with an average mean of 2.86, and exhibited a "high" level of interest in learning mathematics, with an average mean of 2.93. Positive correlations were found between teachers' instructional practices and students' confidence level and learning interest in mathematics. Classroom management (r = 0.532) and instructional quality (r = 0.420) showed moderate correlations with students' confidence levels in Mathematical problems. In contrast, instructional quality (r

= 0.653) had the highest correlation with students' learning interest in mathematics. Classroom management

(r = 0.466), social-emotional support (r = 0.377), and cognitive engagement (r = 0.371) also contributed positively. The study underscores the critical role of effective teaching methods in fostering students' mathematical interest, contributing to improved academic performance and positive attitudes toward the subject where educators can create a positive learning environment that promotes success in Mathematics and makes the learning process enjoyable. Teachers can always develop a better teaching strategy, especially regarding their instructional quality. As per the findings of this study, it has the highest correlation with the students' learning interests. These results highlight the importance of thorough and efficient teaching approaches in increasing students’ confidence and interest in mathematics, which enhances their academic achievement and fosters a more positive attitude toward the subject.