Engaging college students in mathematics remains a
significant challenge but is essential for effective teaching and learning in
higher education, particularly in blended learning environments (combining
face-to-face and online instruction). With the rise of blended learning, which
integrates face-to-face and online modalities, the role of educators in
fostering active participation has become increasingly important. This study
examined the combined effect of perceived teaching performance and critical thinking
skills on the mathematical engagement of Philippine Bachelor of Secondary
Education (BSED) mathematics students. Using a quantitative, non-experimental,
predictive-correlational design, 120 valid cases were obtained through
stratified random sampling. A modified Teacher Effectiveness Performance
Evaluation System Questionnaire was distributed online via Google Forms to
evaluate teachers' teaching performance. Completed responses were collected,
organised, and analysed using appropriate statistical methods in SPSS v.26.
Correlational analysis revealed a very strong positive relationship among
perceived teaching performance, critical thinking skills, and student
engagement. This indicates that students who perceive their instructors as
effective, engaging, and supportive are more likely to actively participate in
learning mathematics. The regression analysis further demonstrated that these
two factors significantly predicted students' engagement in mathematics. These
findings highlight the importance of enhancing instructional quality, promoting
critical thinking activities, and fostering engaging learning environments to
support improved student participation, academic performance, and long-term
success in mathematics. The study concluded that students' engagement in
mathematics is significantly influenced by their perceived teaching performance
of college instructors and their critical thinking skills. Based on these
results, it is recommended that teacher training programs and curriculum
developers integrate strategies that strengthen critical thinking and emphasise
effective teaching practices to maximise student engagement in mathematics.
Author(s) Details
Leonardo Jr. S.
Rulida
Institute of Teacher Education, Davao del Sur State College, Digos City, Philippines.
Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6187
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