Correlation between the Teaching Performance of DOrSU-MST-Math Graduates and their Students’ Performance in Mathematics

Abstract

Aims: To examine the relationship between the teaching performance of secondary Mathematics teachers who graduated from the Davao Oriental State University’s Master of Science Teaching major in Mathematics (DORSU-MST-Math) program and the academic performance of their students. Study Design:  Descriptive-correlational quantitative research design. Place and Duration of Study: DepEd Schools Division of Davao Oriental and DepEd Schools Division of Mati City, between March and April 2025. Methodology: Twenty-five DOrSU-MST-Mathematics graduate teachers in the DepEd Schools Divisions of Davao Oriental and Mati City (Philippines) participated. For each teacher, 25 students were randomly selected (total N = 625), representing half of the smallest class size among participating teachers. Data were collected via two questionnaires: one in which students rated their teachers’ performance on four indicators (relevance to commitment, knowledge of subject matter, teaching for independent learning, and management of learning), and another comprising standardized mathematics items from the TIMSS 2011 assessment. Results: The results revealed that the teachers’ performance ratings were generally in the “Outstanding” range, and the students’ average TIMSS score (86.24) was classified as “Very Good.” Pearson correlation analysis yielded a weak positive association (r = 0.08) between teachers’ overall performance and students’ performance, which was not statistically significant (p = 0.085). This indicates that no significant relationship was found between teacher performance and student achievement in mathematics. Therefore, caution is warranted in interpreting these findings, and no causal or substantive association should be inferred from the data. Conclusion: This underscores the importance of exploring additional factors that may contribute to student learning outcomes. A more holistic approach to understanding student achievement is recommended, including further investigation into other potential determinants of mathematics performance.