The Influence of Teacher-Student Relationships on Mathematics Problem-solving

Authors

  • Louida Penera Patac Surigao State College of Technology
  • Adriano Villarosa Patac Jr. Surigao State College of Technology
  • Shiela Gales Alegria National High School, Surigao del Norte, Philippines

DOI:

https://doi.org/10.12928/ijeme.v5i2.19856

Keywords:

Affective skills, Colaizzi, Exploratory factor analysis, Mathematics problem-solving, Social skills

Abstract

Literatures revealed that the cognitive and affective components are the factors affecting problem solving. In this article we identified factors considered by the students in learning mathematical problem solving. Using a descriptive phenomenological research we identified the lived experiences of forty-five (45) students in solving a mathematics problem. Following the Colaizzi method for data analysis, four themes emerged: emotions and self- efficacy as affective factors, and group learning activity and teacher- student relationship as social factors. Sixty items from these four themes were further explored in using an Exploratory Factor Analysis (EFA) for a new set of 200 students. These four-factor structures of the students experiences in mathematics problem solving explained 66% of the variance in the pattern of relationships among the items. All four-factor structures had high reliabilities (all at or above Cronbachs α > .904). The study exemplified that teacher- student interaction relationship during learning activities, which is a social factor, provides the highest correlated factor that influences the mathematical performance of the students.

Author Biographies

Louida Penera Patac, Surigao State College of Technology

I am currently the Dean of College of Arts and Sciences at Surgao State College of Technology

Adriano Villarosa Patac Jr., Surigao State College of Technology

I am currently the Director of Innovation Technology Support Office (ITSO) at Surgao State College of Technology

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Published

2021-09-30

How to Cite

Patac, L. P., Patac Jr., A. V., & Gales, S. (2021). The Influence of Teacher-Student Relationships on Mathematics Problem-solving. International Journal on Emerging Mathematics Education, 5(2), 115–124. https://doi.org/10.12928/ijeme.v5i2.19856

Issue

IJEME, Vol. 5 No. 2, September 2021

Section

Articles

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