Motivational Styles and Instructional Practices in Teaching Mathematics: Their Impact on Students’ Learning

Abstract

The main concern of the study is to assess the impact of teachers’ motivational style and instructional practices on students' learning in mathematics. this study has utilized descriptive correlational method of research and the primary data gathering tools instrument was lifted from an educational research project, the third international mathematics and science study - repeat also known as (timss-r) which was sponsored by the international association for the evaluation of education achievement or the so called (iea). the respondents of the study were the 3500 junior high school students and 33 teachers of marcelo h. del pilar national high school. results of the regression revealed that the motivational styles of teachers in terms of autonomy-supportive and controlling produced b coefficients of 2.827 and 2.997. the data could mean that the motivational styles of teachers can directly affect the learning of students in mathematics, which means the better the teachers’ motivational style can yield higher students' learning in mathematics. the obtained f-value of .872 which was found non-significant at .05 alpha indicates that teachers' motivational styles did not form a very significant set of predictors for the students' learning. students with autonomy-supportive teachers, as compared with students in classrooms with controlling teachers, were more likely to stay in school. since motivational styles and instructional practices of teachers positively correlated with students’ learning in mathematics, teachers may continuously motivate and utilize instructional practices that will further improve the achievement of students in mathematics.