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Midterm

The study by Keith A. Madrilejos investigates the relationships among teaching quality, self-efficacy, motivation, interest, and persistence in mathematics education among high school students. Findings reveal strong connections between these factors, while also highlighting gaps in understanding non-cognitive influences and the effects of digital learning environments. The study emphasizes the need for innovative teaching methods and technology integration to improve student engagement and performance in mathematics.

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71 views2 pages

Midterm

The study by Keith A. Madrilejos investigates the relationships among teaching quality, self-efficacy, motivation, interest, and persistence in mathematics education among high school students. Findings reveal strong connections between these factors, while also highlighting gaps in understanding non-cognitive influences and the effects of digital learning environments. The study emphasizes the need for innovative teaching methods and technology integration to improve student engagement and performance in mathematics.

Uploaded by

ailenelumandaz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Course & Section: BSEd- 3 Math

Title
Structural Equation Model of Students'
Interest, Motivation, Self-Efficacy,
Persistence, and Perceived Teaching Quality
in Mathematics

Author/s
Keith A. Madrilejos

Publication & Publication Date


Published in the Journal of
Interdisciplinary Perspectives, Volume 3,
Issue 3, March 2025.

Objective/s of the study


The primary objective of the study was to
examine the relationships among teaching
quality, self-efficacy, motivation, interest, and
persistence in mathematics education among
high school students.

Methodology
(For Methodology (instruments with Instrument: The researcher adapted and
reliability and validity indices). Measures, contextualized several scales specifically for
tests must be described as to purpose , etc. high school students and mathematics
and check for appropriateness for use learning: the Self-Efficacy Scale, Motivation
(Subjects, Participants, Informants). Does the Scale, Persistence Scale, Teaching Quality
methodology fit the study? Scale, and Student Interest Scale.

Reliability and Validity: The scales


showed good validity with a content validity
index of 0.850. Confirmatory Factor Analysis
resulted in the removal of several items to
maintain high reliability and validity.

Participants: The study involved 325 public


high school students from selected schools in
Pasig City and Marikina City.

Appropriateness: The methodology, using


Covariance-Based Structural Equation
Modeling (CB-SEM), was suitable for theory
testing and examining the relationships
among the variables, aligning well with the
objectives of the study.
Findings and gaps of the study
(What are the findings or gaps in the study The findings indicate strong relationships
that needs to be addressed?) between perceived teaching quality, self-
efficacy, motivation, and student persistence
in mathematics. However, gaps exist in
exploring non-cognitive factors affecting
learning, and future research should address
these areas for a more comprehensive
understanding of student performance. The
study also suggests the need for further
investigation into the impact of digital
learning environments on student
engagement.

Conclusion
The study confirms a structural equation
model that illustrates how self-efficacy,
motivation, interest, and perceived teaching
quality interrelate, providing insights into
enhancing engagement and performance in
mathematics among high school students. It
emphasizes the need for educational
institutions to adopt innovative teaching
methods and integrate technology to engage
students effectively.

Implication of the study to education


(What is/are the implication of the study to The study underscores the importance of
education?) teaching quality, self-efficacy, and motivation
in enhancing students' academic performance
in mathematics. It suggests that educational
institutions should prioritize professional
development for teachers to adopt innovative
teaching methods that effectively engage
students. Additionally, integrating digital tools
and gamification could further enhance
student persistence and interest in learning.

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