Authors

Ritchele B. Borres*
Cebu Technological University
Cebu City, Cebu, Philippines
Email: ritcheleberjame9@gmail.com

Minerva C. Soco
Cebu Technological University
Cebu City, Cebu, Philippines

Milagrosa G. Ortega
Cebu Technological University
Cebu City, Cebu, Philippines

Sarah P. De La Torre
Cebu Technological University
Cebu City, Cebu, Philippines

Abstract

This study investigated the relationship between teaching styles and classroom management strategies of junior high school mathematics teachers and student academic performance. A descriptive-correlational quantitative design was employed with 324 students from a public secondary night school in Cebu City, Philippines, selected through stratified random sampling. Data were collected using a validated survey questionnaire adapted from the Grasha–Riechmann Teaching Style Inventory (1996) and Tacadena (2021), with students’ first-quarter mathematics grades serving as the performance measure. Pearson product-moment correlation analysis revealed that all five teaching styles (Expert, Formal Authority, Personal Model, Facilitator, Delegator) demonstrated statistically significant but weak positive correlations with achievement, with Formal Authority (r = 0.318) and Expert (r = 0.277) styles showing the strongest relationships. Among classroom management strategies, Planning (r = 0.337), Time Management (r = 0.292), Discipline (r = 0.237), and Students’ Emotional Aspect (r = 0.223) showed significant positive correlations, while Learning Environment did not yield significant relationships. Students demonstrated favorable performance (M = 85.61, SD = 0.80). Findings feature that effective mathematics instruction requires multifaceted approaches integrating structured teaching, strategic planning, efficient time management, emotional support, and consistent discipline. Results support the implementation of a comprehensive action plan addressing identified teacher weaknesses and promoting blended teaching approaches responsive to diverse student needs.

Keywords: Teaching mathematics, teaching styles, classroom management, mathematics achievement, descriptive-correlational design, Cebu City, Philippines

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404616

Recommended citation:

Borres, R. B., Soco, M. C., Ortega, M. G., & De La Torre, S. P. (2025). Mathematics teaching styles, classroom management strategies, and students’ academic performance. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6700-6726. http://doi.org/10.69651/PIJHSS0404616

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