Problem-solving Skills, Psychological Attributes, and Teaching Competence: A Structural Model on Mathematics Performance of Learners
Louie Mae Lemana-Velasco
*
Catalunan Pequeño National High School, Davao City, 8000, Philippines and Davao City National High School, Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Despite the crucial role of mathematics in developing logical and critical thinking, students often struggle with mathematics due to various factors, including problem-solving skills, psychological attributes (self-efficacy and anxiety), and teaching competence. This study aims to develop a structural model that explains how these factors influence mathematics performance among senior high school students. A quantitative research approach was employed using a descriptive-correlational and causal-comparative design. Data were collected through survey questionnaires and achievement tests administered to 517 students from public senior high schools in Davao City. After analyzing five formulated hypothesized models, findings revealed the best-fit structural model 5, which explains that mathematics performance is best predicted by teaching competence and learners’ problem-solving skills as demonstrated in the classroom setting. Furthermore, the study proposes an optimized structural model that can empower educators and policymakers to develop evidence-based and targeted interventions to significantly enhance students’ mathematical proficiency.
Keywords: Mathematics performance, problem-solving skills, psychological attributes, teaching competence, structural equation modeling