Abstract
The study determined the mediating effect of understanding mathematics classroom instruction on the relationship between teachers’ teaching styles and student adjustment among 400 second-year college students in the three components cities of Davao Del Norte, Philippines. A quantitative, non-experimental research design with correlational technique was applied. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that the levels of teaching styles of teachers and student adjustment were high and the level of understanding of mathematics classroom instruction is very high. There was a significant relationship between teaching styles of teachers and student adjustment, teaching styles of teachers and understanding mathematics classroom instruction, and understanding mathematics classroom instruction and student adjustment. Furthermore, the result of the medgraph using Sobel z-test of understanding mathematics classroom instruction on the relationship between teaching styles of teachers and student adjustment was significant but partial. Nevertheless, understanding mathematics classroom instruction aided teachers to adapt their teaching styles to help students adjust in a mathematics classroom.
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