The Influence of Teacher-Student Relationships on Mathematics Problem-solving
| Main Authors: | Patac, Louida Penera; Surigao State College of Technology, Patac Jr., Adriano Villarosa; Surigao State College of Technology, Gales, Shiela; Alegria National High School, Surigao del Norte, Philippines |
|---|---|
| Other Authors: | Surigao State College of Technology |
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Universitas Ahmad Dahlan
, 2021
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| Subjects: | |
| Online Access: |
http://journal.uad.ac.id/index.php/IJEME/article/view/19856 http://journal.uad.ac.id/index.php/IJEME/article/view/19856/pdf_68 |
Daftar Isi:
- Literatures revealed that the cognitive and affective components are the factors affecting problem solving. In this article we identified factors considered by the students in learning mathematical problem solving. Using a descriptive phenomenological research we identified the lived experiences of forty-five (45) students in solving a mathematics problem. Following the Colaizzi method for data analysis, four themes emerged: emotions and self- efficacy as affective factors, and group learning activity and teacher- student relationship as social factors. Sixty items from these four themes were further explored in using an Exploratory Factor Analysis (EFA) for a new set of 200 students. These four-factor structures of the students experiences in mathematics problem solving explained 66% of the variance in the pattern of relationships among the items. All four-factor structures had high reliabilities (all at or above Cronbachs α > .904). The study exemplified that teacher- student interaction relationship during learning activities, which is a social factor, provides the highest correlated factor that influences the mathematical performance of the students.