Authors

Janice M. Gutierrez*
Pablo Lorenzo National High School
Mandug Davao City, Philippines

Grace O. Aoanan
University of the Immaculate Conception
Davao City, Philippines

Abstract

This study aimed to determine the influence of teaching strategies and satisfaction with mathematics learning materials on the student’s academic achievements in General Mathematics. It utilized the descriptive correlational approach as research design. The respondents of the study were the Senior High School public school students in Davao City. Sets of survey questionnaires were used as instruments to obtain information from the participants. Mean and the standard deviation were utilized to determine the level of teaching strategies, satisfaction with mathematics learning materials, and students’ academic achievements in General Mathematics. Multiple regression analysis was used to identify the variables that best predict students’ academic achievements in General Mathematics. Results of the study revealed that the level of teaching strategies and satisfaction with mathematics learning materials were rated high while and academic achievements in General Mathematics was rated low. Furthermore, teaching strategies was found to be a significant predictor of students’ academic achievements in General Mathematics.

Keywords: Education, teaching strategies, satisfaction, learning materials, academic achievement, correlation, Philippines.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501799

Recommended citation:
Gutierrez, J. M., & Aoanan, G.O. (2026). Teaching strategies and satisfaction with mathematics learning materials as determinants of academic achievement in General Mathematics. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8910-8924. http://doi.org/10.69651/PIJHSS0501799

Read the full text

References

Abramovich, S., Grinshpan, A., & Milligan, D. (2019). Teaching mathematics through concept motivation and action learning. Education Research International. https://doi.org/10.1155/2019/3745406

Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools. International Journal of Social Sciences & Education, 3(3), 795–807. http://ijsse.com/sites/default/files/issues/2013/v3i3/Paper-25.pdf

Anigbo, L. C. (2016). Factors affecting students’ interest in mathematics in secondary schools in Enugu State. International Journal of Education and Evaluation, 2(1), 22–28.

Bandura, A. (1986). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L

Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & others. (2013). Report of the 2012 national survey of science and mathematics education. http://www.nnstoy.org/download/stem/2012%20NSSME%20Full%20Report.pdf

Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170. https://doi.org/10.3102/0162373716670260

Bonne, L., & Johnston, M. (2016). Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity, 20, 17–28. https://doi.org/10.1016/j.tsc.2016.02.001

Brians, C. L., Willnat, L., Manheim, J. B., & Rich, R. C. (2011). Empirical political analysis: Quantitative and qualitative research methods (8th ed.). Longman.

Brown, M., Brown, P., & Bibby, T. (2008). I would rather die: Reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3–18. https://doi.org/10.1080/14794800801915814

Chen, L., Bae, S., Battista, C., Qin, S., Chen, T., Evans, T., & Menon, V. (2018). Positive attitude toward math supports early academic success: Behavioral evidence and neurocognitive mechanisms. Psychological Science, 29(3), 390–402. https://doi.org/10.1177/0956797617735528

Chiu, M. M., & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning and Instruction, 18(4), 321–336. https://doi.org/10.1016/j.learninstruc.2007.06.003

Devlin, K. (2012). Introduction to mathematical thinking. Stanford University. http://www.mat.ufrgs.br/~portosil/curso-Devlin.pdf

Dib, H., & Alnazer, M. (2013). The impact of service quality on student satisfaction and behavioral consequences in higher education services. International Journal of Economy, Management and Social Sciences, 2(6), 285–290.

Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241.

Enu, J., Agyeman, O. K., & Nkum, D. (2015). Factors influencing students’ mathematics performance in selected colleges of education in Ghana. International Journal of Education Learning and Development, 3(3), 68–74.

Hammer, D., Piascik, P., Medina, M., Pittenger, A., Rose, R., Creekmore, F., Soltis, R., Bouldin, A., Schwarz, L., & Steven, S. (2010). Recognition of teaching excellence. American Journal of Pharmaceutical Education, 74, 1–11.

Harvey, S., & Jarrett, L. (2014). A review of the game-based learning literature. Educational Technology Research and Development, 62, 849–865.

Hornstra, L., Mansfield, C., van der Veen, I., Peetsma, T., & Volman, M. (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environments Research, 18, 363–392. https://doi.org/10.1007/s10984-015-9189-y

Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students’ inquiry-based learning performance in social studies courses. Computers & Education, 81, 13–25.

Jackson, M., Jonsson, J. O., & Rudolphi, F. (2012). Ethnic inequality in choice driven education systems: A longitudinal study of performance and choice in England and Sweden. Sociology of Education, 85, 158–178. https://doi.org/10.1177/0038040711427311

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682

Kalaycioglu, D. B. (2015). The influence of socioeconomic status, self-efficacy, and anxiety on mathematics achievement. Educational Sciences: Theory and Practice, 15(5), 1391–1401. https://doi.org/10.12738/estp.2015.5.2731

Macsuga Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 1–11.

Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207–231. https://doi.org/10.29333/iejme/3997

McNabb, D. E. (2008). Research methods in public administration and nonprofit management: Quantitative and qualitative approaches (2nd ed.). M. E. Sharpe.

Mihanović, Z., Batinić, A. B., & Pavičić, J. (2016). The link between students’ satisfaction with faculty, overall satisfaction with student life, and student performance. Review of Innovation and Competitiveness, 2(1), 37–60. https://doi.org/10.32728/ric.2016.21/3

Moore, A. (2017). Factors that cause students to leave before graduation. Carson Newman University.

Mullis, I. V. S. (2013). Profiles of achievement across reading, mathematics, and science at the fourth grade. In M. O. Martin & I. V. S. Mullis (Eds.), TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timsspirls2011/downloads/TP11_Chapter_1.pdf

Okendu, J. N. (2012). The influence of instructional process and supervision on academic performance of secondary school students in Rivers State, Nigeria. Academic Research International, 3(1), 147–151.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.

Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49, 32–45. https://doi.org/10.1016/j.lindif.2016.05.006

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7

Thanh, N., & Viet, N. (2016). How to increase students’ satisfaction at higher education institutions today. Journal of Social Science and Humanities, 2(4), 143–151.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Weimer, M. (2016). Content knowledge as a barrier to teacher development. The Teaching Professor. Magna Publications.

Zwart, D. P., et al. (2017). The effects of digital learning material on students’ mathematics learning in vocational education. Cogent Education. https://doi.org/10.1080/2331186X.2017.1313581