The Mediating Effect of Study Skills on the Relationship Between Mathematical Beliefs and Teaching Method of Secondary School Teachers

Abstract

The study investigated how study skills mediated the relationship between teachers' mathematical beliefs and teaching methods. It employed a survey method and a descriptive correlational design. Using a stratified random sampling technique, 306 teachers from public secondary schools in Davao Region were chosen as study participants. The data were gathered using a standardized instrument. Further, mean, standard deviation, Pearson's Moment-Product Correlation and path analysis were used to analyze the data collected to achieve the study objectives. The study's findings showed that although teaching methods, mathematical belief and study skills all had distinct mean scores, they all fell within the high descriptive threshold. It was also discovered that a strong correlation exists between study skills, teaching methods and mathematical beliefs. Conversely, study skills partially mediate the association between mathematical ideas and teaching methods. The researcher recommends that schools may conduct activities that enhance the study skills of teachers; hence improving their teaching method.