Examining the Drivers and Barriers to Grade 10 Students’ Interest in Learning Mathematics
DOI:
https://doi.org/10.5281/zenodo.20180033Keywords:
classroom environment, interest in math, self-confidence, sense of value, spiral progression approachAbstract
This study examined the drivers and barriers to Grade 10 students’ interest in learning Mathematics. It employed a cross-sectional, descriptive, correlational, predictive, and comparative research design. A total of 260 students from secondary schools in Sibulan Districts 1 and 2, Schools Division of Negros Oriental, were selected as respondents through systematic sampling. Data were collected using a validated questionnaire and were analyzed using mean, Spearman’s rho, Multiple Linear Regression, and the Mann-Whitney U test. The findings revealed that students generally had moderate levels of self-confidence, language proficiency, classroom environment, prior experiences in Mathematics, spiral progression exposure, and parental support, while teachers’ instructional practices and personality were rated high. Although students had moderate perceptions of Mathematics’ value, they showed a high recognition of its importance in real-life applications. Generally, students’ interest in Mathematics was at a moderate level, with lower engagement observed in terms of enjoyment and participation in additional learning activities. Correlation analysis showed that self-confidence, sense of value in real life, teachers’ instruction, teachers’ personality, language proficiency, prior negative experience in Mathematics, classroom environment, spiral progression approach, and parental support were significantly related to students’ interest in Mathematics (p < .05). However, regression analysis revealed that only self-confidence, perceived real-life value of Mathematics, classroom environment, and spiral progression approach significantly predicted students’ interest, all with positive effects. On the other hand, teachers’ instruction, teachers’ personality, language proficiency, prior negative experience in Mathematics, and parental support were found to be non-significant predictors (p > .05). Furthermore, the Mann-Whitney U test indicated no significant differences in students’ perceptions of the influencing factors when grouped according to sex.
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