Melogine T. Dato-on (Author)

Abstract

This survey-correlational research design was conducted to determine the student-teacher interaction and Mathematics success of Grade 7 students from the selected secondary schools for the school year 2024–2025. The respondents of the study were three hundred nine (309) Grade 7 students, taken from the population of one thousand three hundred sixty-two (1,362), who were randomly selected using stratified sampling. Data needed for this study were gathered using a 50-item researcher-modified student-teacher interaction questionnaire to measure the student-teacher interaction, and a 5-item researcher-made problem-solving Mathematics success test to measure the Mathematics success of the students. The student-teacher interaction questionnaire and Mathematics success test were validated by a panel of experts and three (3) Mathematics teachers of Vicente Andaya Senior National High School. Their suggestions and recommendations were used in the modification of the instruments. The student-teacher interaction questionnaire was then pilot-tested on thirty (30) Grade 7 students who were not included as participants of the study. The result of the pilot testing was used in determining Cronbach’s Alpha, and in the reliability testing and factor analysis of the research instrument using the Statistical Package for Social Science (SPSS) software. The independent variable in this study was the student-teacher interaction, while the dependent variable was the Mathematics success of Grade 7 students. The statistical tools used in data analysis were the frequency count, percentage, mean, standard deviation, ANOVA, and Pearson r. All inferential tests were set at a 0.05 alpha level of significance. The major findings of the study revealed that the level of student-teacher interaction among Grade 7 students was very highly evident, while the level of Mathematics success was moderate. There was no significant difference in Mathematics success among the levels of student-teacher interaction of Grade 7 students. Furthermore, no significant relationship was found between student-teacher interaction and the Mathematics success of Grade 7 students.

Keywords: Student-Teacher Interaction, Mathematics success, Grade 7 students

DOI: http://doi.org/10.69651/PIJHSS0403441

Recommended citation:

Dato-on, M. T. (2025). Student-Teacher Interaction and Mathematics success of Grade 7 students. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4749-4759. http://doi.org/10.69651/PIJHSS0403441

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