Classroom Management of Teachers, Social-Emotional Competence, and Mathematics Learning Strategies of Students

Abstract

Most secondary school students struggle to understand basic mathematical ideas and one potential reason for this problem is the failure to use appropriate strategies in learning mathematics. This study aimed to determine the influence of the classroom management of mathematics teachers and social-emotional competence on mathematics learning strategies of Grade 10 students. The study used adapted questionnaires. The descriptive correlation method was utilized in the research. Data were gathered from Grade 10 students at three selected public schools in Buhangin District, Davao City. These data were analyzed using the mean, standard deviation, and linear regression analysis. Both the two independent variables, classroom management of mathematics teachers and social-emotional competence, yielded a significant relationship to the mathematics learning strategies of students. Moreover, the mathematics learning strategies of Grade 10 students were influenced by the classroom management of mathematics teachers and the social-emotional competence of students.