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Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning

Artigo2026

Reynaldo Jr. Rivera ORCID

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Resumo

This study explored the strategies employed by mathematics teachers in assessing and grading students’ affective learning within the Philippine basic education context. Using an exploratory qualitative research design, data were gathered from mathematics teachers enrolled in the Master of Arts in Teaching major in Mathematics Teaching program at Marikina Polytechnic College through an online qualitative survey questionnaire. Responses were analyzed using a three-tiered thematic analysis, which identified three major themes: teachers’ understanding of affective learning, their assessment tools and grading practices, and the challenges they encountered in ensuring fairness and consistency. Findings revealed that teachers recognize the importance of the affective domain—particularly motivation, perseverance, and collaboration—but assess it primarily through informal observation, participation marks, and self-developed rubrics. Affective grading was found to be highly subjective due to the absence of standardized tools, institutional guidance, and adequate time for systematic observation. The study concludes that objectively and separately grading the affective domain remains vague within existing systems, as affective learning resists quantification and standardization. It calls for collaboration between basic and higher education institutions to develop research-based frameworks, teacher training programs, and policy reforms that promote equitable, holistic, and values-driven assessment practices in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
Diversitas Journal, v. 11, n. 2
Editora
Universidade Estadual de Alagoas
Ano
2026
Idioma
en
Palavras-chave
Affective Learning; Mathematics Education; Assessment Practices; Qualitative Research; Holistic Evaluation; Teacher Perceptions
Temas
Avaliação, Formação de Professores de Matemática, Tecnologias Digitais
DOI
10.48017/dj.v11i2.3666
ISSN
2525-5215
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
RIVERA, Reynaldo Jr.. Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning. Diversitas Journal, v. 11, n. 2, 2026. DOI: https://doi.org/10.48017/dj.v11i2.3666.

APA

Rivera, R. J. (2026). Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning. Diversitas Journal, 11(2). https://doi.org/10.48017/dj.v11i2.3666

BibTeX
@article{rivera2026,
  author = {Rivera, Reynaldo Jr.},
  title = {Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning},
  year = {2026},
  journal = {Diversitas Journal},
  volume = {11},
  number = {2},
  publisher = {Universidade Estadual de Alagoas},
  doi = {10.48017/dj.v11i2.3666},
  language = {en}
}
RIS
TY  - JOUR
AU  - Rivera, Reynaldo Jr.
TI  - Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning
PY  - 2026
JO  - Diversitas Journal
VL  - 11
IS  - 2
DO  - 10.48017/dj.v11i2.3666
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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