Teachers’ Enthusiasm and Instructional Support Towards Learners’ Mathematics Performance: Basis for Strategic Plan
DOI:
https://doi.org/10.67167/vertex.675Keywords:
enthusiasm, instructional support, Mathematics performance, teachers, learnersAbstract
This study examined the extent of teachers' enthusiasm and instructional support and their influence on learners' mathematics performance in selected private secondary schools within the City of Kabankalan during the School Year 2018-2019. The primary objective was to determine whether teachers' enthusiasm—measured through variables such as expressiveness, passion, attitude, and engagement—and instructional strategies significantly impacted students' achievement in mathematics. The research employed a descriptive-correlational design, utilizing self-developed questionnaires to gather data on teachers' attitudes and instructional support, and secondary data from report cards assessed learners' mathematics performance. The instruments were carefully designed to measure teachers' enthusiasm and instructional strategies. Data analysis involved descriptive statistics to outline general tendencies and correlation tests, such as Pearson's r and Spearman's Rho, to explore relationships among variables. Results showed that teachers generally exhibited high to very high levels of enthusiasm, especially in attitude and engagement, fostering a positive classroom atmosphere. Instructional support strategies, including guided practice, differentiated instruction, feedback, and active engagement, were rated as high or very high. However, despite these positive ratings, the data revealed no significant direct relationships between these variables and students' mathematics achievement. Specifically, teacher enthusiasm variables did not significantly correlate with learners' academic performance. These findings suggested that while enthusiasm and instructional support motivated students and created engaging environments, they did not automatically lead to higher academic achievement. The study highlighted that other factor, such as students' cognitive abilities, external support systems, and overall quality of instruction, likely had a greater impact on performance. It recommended ongoing professional development, varied instructional methods, and consideration of additional variables to enhance student outcomes.
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