Structural equation modeling towards academic motivation and percieved research learning of selected high school teachers in teaching mathematics
Cruz, April R.
Structural equation modeling towards academic motivation and percieved research learning of selected high school teachers in teaching mathematics [manuscript] / April R. Cruz. - Balanga City : BPSU, 2017. - 136 leaves ; 28 cm.
Includes bibliographical references.
The researcher used a quantitative - descriptive correlational via structural equation modelling in nature. The general problem of the study explored structural equation modeling towards academic motivations and perceived research learning among selected teachers teaching Mathematics in the secondary schools in Bataan as implication in teaching Mathematics. It was revealed that in the academic motivations, achievement was found out significant in policy making in Mathematics (r=0.233, p<.038), work itself to Mathematics program management (r=0.220, p>.039). Likewise, it was found out that the regression is significant (F (6,136) = 15.607, p<.001), with an R2 of .103. This suggest that research learning has significant effect on the academic motivations of the respondents which was coded as 4.00 (Highly Motivated); 3 (Motivated); 2 (Slightly Motivated); 1 (Not Motivated). This implies that the learning of the respondents is a significant predictor of the academic motivations of the respondents. Thus, teachers need to be academically motivated and driven for them to extend their research learning. The results of the confirmatory factor analysis which were independent variables such as responsibility (.525); achievement (.608); administrative policies (.651); and work itself (.517), are determinant of academic motivations, while research process in Mathematics (.794); Mathematics program management (.677); and policy making in Mathematics subjects (.830) are determinants of the research learning. The figure also shows that Research Learning (.432) is a good predictor of the academic motivations of teachers. This indicates that the model fit was successful which was further supported by the goodness-of-fit test statistics. vii On the effect of teacher respondents' years in service to academic motivation (β = .037, p=.663), and research learning (β = -116, p=.117), it was found out that the regression is not significant. This indicates that years in service is not a significant predictor of the respondent's academic motivation and research learning. Hence, whether teachers are new or seasoned, still they will engage to research learning and integrate it in their classes. This model may serve also as platform to see the integration of perceived research learning such utilization of evidenced-based researches are being met. The proposed model on academic motivations and perceived research learning have developed that the perceived research learning is a good predictor of the academic motivations of teachers. Years of teaching mathematics was not significant in the mathematics teachers' academic motivations and perceived research learning. There is a need for integration of perceived research learning such utilization of evidenced based researches in teaching Mathematics. The proposed model on the academic motivations and perceived research learning of Mathematics teachers should be further tested and evaluated. There is a need to revisit the mechanism on the salary of teachers to maximally pay their expert services. Curriculum guide should be revisited to determine the number of hours and prioritization of learning of students in Mathematics as well as the perusal of teachers. Teachers should continuously provide remediation for struggling learners to improve their Mathematics performance. Teachers should be given enough feedback to sustain their efficiency in teaching Mathematics.
Structural equation modeling towards academic motivation and percieved research learning of selected high school teachers in teaching mathematics [manuscript] / April R. Cruz. - Balanga City : BPSU, 2017. - 136 leaves ; 28 cm.
Includes bibliographical references.
The researcher used a quantitative - descriptive correlational via structural equation modelling in nature. The general problem of the study explored structural equation modeling towards academic motivations and perceived research learning among selected teachers teaching Mathematics in the secondary schools in Bataan as implication in teaching Mathematics. It was revealed that in the academic motivations, achievement was found out significant in policy making in Mathematics (r=0.233, p<.038), work itself to Mathematics program management (r=0.220, p>.039). Likewise, it was found out that the regression is significant (F (6,136) = 15.607, p<.001), with an R2 of .103. This suggest that research learning has significant effect on the academic motivations of the respondents which was coded as 4.00 (Highly Motivated); 3 (Motivated); 2 (Slightly Motivated); 1 (Not Motivated). This implies that the learning of the respondents is a significant predictor of the academic motivations of the respondents. Thus, teachers need to be academically motivated and driven for them to extend their research learning. The results of the confirmatory factor analysis which were independent variables such as responsibility (.525); achievement (.608); administrative policies (.651); and work itself (.517), are determinant of academic motivations, while research process in Mathematics (.794); Mathematics program management (.677); and policy making in Mathematics subjects (.830) are determinants of the research learning. The figure also shows that Research Learning (.432) is a good predictor of the academic motivations of teachers. This indicates that the model fit was successful which was further supported by the goodness-of-fit test statistics. vii On the effect of teacher respondents' years in service to academic motivation (β = .037, p=.663), and research learning (β = -116, p=.117), it was found out that the regression is not significant. This indicates that years in service is not a significant predictor of the respondent's academic motivation and research learning. Hence, whether teachers are new or seasoned, still they will engage to research learning and integrate it in their classes. This model may serve also as platform to see the integration of perceived research learning such utilization of evidenced-based researches are being met. The proposed model on academic motivations and perceived research learning have developed that the perceived research learning is a good predictor of the academic motivations of teachers. Years of teaching mathematics was not significant in the mathematics teachers' academic motivations and perceived research learning. There is a need for integration of perceived research learning such utilization of evidenced based researches in teaching Mathematics. The proposed model on the academic motivations and perceived research learning of Mathematics teachers should be further tested and evaluated. There is a need to revisit the mechanism on the salary of teachers to maximally pay their expert services. Curriculum guide should be revisited to determine the number of hours and prioritization of learning of students in Mathematics as well as the perusal of teachers. Teachers should continuously provide remediation for struggling learners to improve their Mathematics performance. Teachers should be given enough feedback to sustain their efficiency in teaching Mathematics.