Mathematics teaching styles, classroom management strategies, and students’ academic performance

Artigo2025

Ritchele Borres; Minerva Soco; Mawency Vergel Ortega ORCID; Sarah De La Torre

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Resumo

This study investigated the relationship between teaching styles and classroom management strategies of junior high school mathematics teachers and student academic performance. A descriptive-correlational quantitative design was employed with 324 students from a public secondary night school in Cebu City, Philippines, selected through stratified random sampling. Data were collected using a validated survey questionnaire adapted from the Grasha–Riechmann Teaching Style Inventory (1996) and Tacadena (2021), with students’ first-quarter mathematics grades serving as the performance measure. Pearson product-moment correlation analysis revealed that all five teaching styles (Expert, Formal Authority, Personal Model, Facilitator, Delegator) demonstrated statistically significant but weak positive correlations with achievement, with Formal Authority (r = 0.318) and Expert (r = 0.277) styles showing the strongest relationships. Among classroom management strategies, Planning (r = 0.337), Time Management (r = 0.292), Discipline (r = 0.237), and Students’ Emotional Aspect (r = 0.223) showed significant positive correlations, while Learning Environment did not yield significant relationships. Students demonstrated favorable performance (M = 85.61, SD = 0.80). Findings feature that effective mathematics instruction requires multifaceted approaches integrating structured teaching, strategic planning, efficient time management, emotional support, and consistent discipline. Results support the implementation of a comprehensive action plan addressing identified teacher weaknesses and promoting blended teaching approaches responsive to diverse student needs.

Dados da obra

Tipo: Artigo
Periódico: Pantao (International Journal of the Humanities and Social Sciences), v. 4, n. 4
Ano: 2025 (2025-01-01)
Palavras-chave: classroom management strategies; academic performance; junior high school mathematics; expert teaching style; time management; classroom discipline; learning environment; night school students
DOI: 10.69651/pijhss0404616
ISSN: 3028-0877, 3155-6043
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BORRES, Ritchele et al.. Mathematics teaching styles, classroom management strategies, and students’ academic performance. Pantao (International Journal of the Humanities and Social Sciences), v. 4, n. 4, 2025. DOI: https://doi.org/10.69651/pijhss0404616.

APA

Borres, R., Soco, M., Ortega, M. V., & Torre, S. D. L. (2025). Mathematics teaching styles, classroom management strategies, and students’ academic performance. Pantao (International Journal of the Humanities and Social Sciences), 4(4). https://doi.org/10.69651/pijhss0404616

BibTeX

@article{borres2025,
  author = {Borres, Ritchele and Soco, Minerva and Ortega, Mawency Vergel and Torre, Sarah De La},
  title = {Mathematics teaching styles, classroom management strategies, and students’ academic performance},
  year = {2025},
  journal = {Pantao (International Journal of the Humanities and Social Sciences)},
  volume = {4},
  number = {4},
  doi = {10.69651/pijhss0404616}
}

RIS

TY  - JOUR
AU  - Borres, Ritchele
AU  - Soco, Minerva
AU  - Ortega, Mawency Vergel
AU  - Torre, Sarah De La
TI  - Mathematics teaching styles, classroom management strategies, and students’ academic performance
PY  - 2025
JO  - Pantao (International Journal of the Humanities and Social Sciences)
VL  - 4
IS  - 4
DO  - 10.69651/pijhss0404616
ER  -

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