Title: Teaching Methods In Mathematics And School Climate On Students' Affective Domain
Authors: EMILY CASTILLO CRUZ
Volume: 9
Issue: 1
Pages: 223-257
Publication Date: 2025/01/28
Abstract:
During the 2019-2020 school year, it ascertained the connection between junior high school students' affective domain in mathematics and school atmosphere. The study's findings, which included 16 math teachers and 612 students as respondents, indicated that the Problem-Solving Method is the approach that teachers most frequently employ while instructing the subject. Both students and teachers who responded strongly agreed that they had an effective teaching strategy when it came to mathematics. Similarly, there was considerable agreement among these groups of respondents thought the school climate was pleasant.The learner responders, on the other hand, concurred that they felt, thought, and acted positively toward mathematics. According to the study's findings, there is no discernible difference between how teachers and students view their respective approaches to teaching mathematics. Students' affective domain in mathematics and the frequency with which teachers employ teaching strategies are significantly correlated. Teaching strategies and students' affective domain in mathematics are significantly correlated. Students' affective domain in mathematics and school climate are significantly correlated.