Optimizing Mathematics Learning: The Role of Teaching Strategies and Student’s Interests in Performance

Abstract

This study assessed the teaching strategies, interests, and performance of first-year college students in Mathematics. Hence, this descriptive-correlational study utilized 381 randomly selected first-year college students. In gathering the data, the study used three valid and reliable researcher-made questionnaires. First, the Mathematical Teaching Strategies Inventory assessed the teaching strategies of teachers as perceived by students. Second, the Mathematical Interest Survey examined the level of interest of students in learning Mathematics. Lastly, the Mathematics Achievement Test determined the students' performance. In analyzing the data, frequency, and percentage were used to profile the respondents. Also, means to assess the teaching strategies, interests, and performance in Mathematics. Meanwhile, Pearson r was used to examine the relationships between these three constructs. Hence, results revealed that the extent of utilization of teaching strategies as perceived by the respondents and the students’ interests in Mathematics when taken as a whole and when they were classified according to the demographics were high. In addition, the performance of first-year college students in Mathematics when taken as a whole and when grouped according to the demographics was satisfactory. Finally, significant relationships existed between the utilization of mathematical teaching strategies and students’ interests; the students’ interests and performance. Meanwhile, no significant relationships were noted between the utilization of mathematical teaching strategies and performance. Given all these findings, various teaching strategies and assessments are encouraged like technology integration and real-life application of the subject that may help invite students' interests and improve the performance of first-year college students in Mathematics.