TEACHER EMOTIONAL SUPPORT AND PARENTAL EXPECTATION AS PREDICTORS OF STUDENTS’ ATTITUDES TOWARD LEARNING MATHEMATICS

Abstract

This quantitative research, which employed descriptive and correlational designs, aimed to determine whether teacher emotional support and parental expectation predict students attitudes toward learning mathematics. Using the simple random sampling technique, there were 351 Grade 7 students selected as respondents from four public secondary schools in Tagum City Division during the school year 2022-2023. This study used three adapted survey questionnaires to determine the level of teacher emotional support, parental expectation and students attitudes toward learning mathematics. Data were treated using the Mean, Pearson-r, and multiple regression analysis. Findings suggested that teacher emotional support is always manifested, parental expectation is very evident and students attitudes toward learning mathematics is well observed. Moreover, there is significant relationship between teacher emotional support and students attitudes toward learning mathematics. Additionally, there is significant relationship between parental expectation and students attitudes toward learning mathematics. Further, teacher emotional support does not significantly predict students attitudes toward learning mathematics however, parental expectation significantly predicts students attitudes toward learning mathematics. The study implies that factors beyond teacher emotional support and parental expectation may play a significant role in shaping students attitudes toward learning mathematics. KEYWORDS: mathematics education, teacher emotional support, parental expectation, attitudes toward learning, grade 7 students, descriptive and correlational research, regression analysis; Tagum City, Davao del Norte, Philippines