Manuscript Details - IJARW2841

ManuScript Details
Paper Id: IJARW2841
Title: TEACHER-RELATED FACTORS AND STUDENTS’ ACADEMIC PERFORMANCE IN THE MATHEMATICS CLASSROOM
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 5
Pages: 8
Published On: 11/22/2025 5:23:32 AM      (MM/dd/yyyy)
Main Author Details
Name: Dayanara Torres
Institute: Central Mindanao University
Co - Author Details
Author Name Author Institute
Jenyliza T. Ucang Central Mindanao University
Abstract
Research Area: Education
KeyWord: personality traits, teaching skills, instructional material, teacher-related factors, mathematics academic performance
Abstract: This study explored the relationship between teacher-related factors and students’ academic performance at San Andres National High School in Kadingilan, Bukidnon. The teacher-related factors considered were personality traits, teaching skills, and instructional materials — key elements consistently highlighted in educational research as crucial to teacher effectiveness, classroom interaction, instructional delivery, and student engagement. Using a descriptive-correlational design, data were collected from 51 Grade 11 STEM students through a structured Likert-scale questionnaire. The students’ academic performance was determined based on their average grades in General Mathematics and Pre-Calculus during the first semester of the school year 2024–2025. Results showed that teacher-related factors were consistently demonstrated (M = 4.30, SD = 0.31). Among the three variables, personality traits ranked highest, followed by teaching skills and instructional materials. These findings suggest that the way teachers present themselves and build connections with students can influence classroom dynamics and engagement. The students demonstrated a very satisfactory level of academic performance, with an average mean score of 88.98. The correlation between teacher-related factors and students’ academic performance was weak and negative (r = -0.149, p = 0.298), indicating that a slight increase in teacher-related factors corresponds with a slight decline in academic performance. However, this relationship is not statistically significant. These results suggest that although teacher-related factors are generally well-practiced, they may not be the primary contributors to students’ success in mathematics. Future research is recommended to explore additional variables—such as students’ attitudes, motivation, and home environment—to provide a more comprehensive understanding of the factors influencing academic performance.
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IEEE
Dayanara Torres, Jenyliza T. Ucang , "TEACHER-RELATED FACTORS AND STUDENTS’ ACADEMIC PERFORMANCE IN THE MATHEMATICS CLASSROOM", International Journal Of All Research Writings, vol. 7, no. 5, pp. 138-145, 2025.
MLA Dayanara Torres, Jenyliza T. Ucang "TEACHER-RELATED FACTORS AND STUDENTS’ ACADEMIC PERFORMANCE IN THE MATHEMATICS CLASSROOM." International Journal Of All Research Writings, vol 7, no. 5, 2025, pp. 138-145.
APA Dayanara Torres, Jenyliza T. Ucang (2025). TEACHER-RELATED FACTORS AND STUDENTS’ ACADEMIC PERFORMANCE IN THE MATHEMATICS CLASSROOM. International Journal Of All Research Writings, 7(5), 138-145.
TEACHER-RELATED FACTORS AND STUDENTS’ ACADEMIC PERFORMANCE IN THE MATHEMATICS CLASSROOM
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TEACHER-RELATED FACTORS AND STUDENTS’ ACADEMIC PERFORMANCE IN THE MATHEMATICS CLASSROOM

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