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Intervening Effect of Teacher-Quality on the Relationship between Student Attitude and Academic Outcomes in Mathematics

Reynaldo O. Cuizon, Aisha Ghazi Haider


Low academic outcomes in Mathematics remain a prevailing issue in education. Such are caused among others by negative student attitude towards the course. With this, educational institutions are challenged to transform disappointing teachers into teacher-quality. After all, teachers are considered a factor of learning. Nonetheless, does teacher-quality affect the relationship between student attitude and academic outcomes in Mathematics? Using descriptive-correlation, non-experimental, cross sectional, and retrospective types of research; hierarchical regression statistical technique; and stratified, purposive and intact group samplings respectively in the selection of respondent batch, subjects, and individual respondent samples, this study asserts that teacher-quality has an intervening effect in the relationship between student attitude and academic outcomes in Mathematics. Thus, teacher-factor theory is affirmed based on the ascertained difference in the individual predictive power and significance of correlation with the criterion variable (student academic outcomes) in favour teacher-quality, and on the difference in the strength of correlation and degree of influence in favour of the second model. Nevertheless, only 10.1% influence of teacher-factor is determined. Hence, verification of the degree of influence of environment and student factors is suggested. Further, internalization and promotion of teacher-factor theory; provision of opportunities for teacher-quality enhancement; and investigation of the causes of academic performance using other variables not covered in this study are recommended.

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