Teaching Practices and Parental Support: Predictors of Students’ Learning Interest toward Mathematics
DOI:
https://doi.org/10.64612/ijiv.v1i4.30Keywords:
education, Mathematics, engagementAbstract
This study investigated the relationship between teaching practices and parental support and their combined influence on students’ interest in learning mathematics. Conducted among first-year college students enrolled in "Mathematics in the Modern World" at Monkayo College of Arts, Sciences, and Technology (MonCAST), the research employs a quantitative, non-experimental design using validated survey instruments. Results reveal that effective teaching practices, particularly those emphasizing facilitation and student autonomy, and strong parental involvement significantly enhance students’ emotional engagement, perceived value, and understanding of mathematics. The findings underscore the importance of collaborative efforts between educators and parents in fostering mathematical interest and academic success. Recommendations include teacher training programs focusing on adaptive instructional strategies and community initiatives promoting parental involvement in education.
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