Personal disposition and teacher related factors towards performance in mathematics

Abstract

This study aimed to investigate the correlation between personal disposition and teacher related factors, towards performance in mathematics among grade 10 students at Hagonoy National High School. A quantitative-descriptive correlational study was conducted on a total of 191 students participating in the study, responding to a questionnaire assessing their personal disposition and teacher-related factors. The results showed a significant positive correlation between personal disposition, particularly in terms of interest and study habits, and mathematics performance. However, no significant relationship was found between teacher-related factors (personality traits, teaching skills, institutional materials) and mathematics performance. This suggests that while teacher related factors may not directly correlate with mathematics performance, there exists a positive correlation between personal disposition and mathematics performance. Enhancing students' personal disposition towards mathematics is crucial for improving academic performance. Additionally, the lack of significant correlation with teacher-related factors implies that other variables or factors beyond teachers' characteristics and classroom practices may play a more influential role in determining students' academic performance in mathematics. Therefore, a comprehensive understanding of these factors is essential for improving mathematics education beyond traditional measures of teacher quality and classroom effectiveness.