TEACHER Competence, Mathematics Motivation, and Learning Strategies of Senior High SCHOOL

Abstract

The purpose of this study is to determine the influence of teacher competence and mathematics motivation on the learning strategies of Grade 12 senior high school students of Prosperidad, Agusan del Sur. The study utilized adapted research instruments to assess the levels of teacher competence, mathematics motivation, and learning strategies. The study utilized correlation and multiple regression analysis to identify significant relationships and the combined influence of predictors on learning strategies. Results revealed that students perceived high levels of teacher competence, mathematics motivation, and learning strategies. Significant positive relationships were found between teacher competence and learning strategies and between mathematics motivation and learning strategies. However, regression analysis indicated that only mathematics motivation significantly influenced learning, whereas teacher competence had a minimal impact. The findings revealed that mathematics motivation is the only significant predictor of students’ strategic learning behaviors compared to perceived teacher competence.