A Structural Model of Attitudes Toward Mathematics as Estimated by Teaching Strategies, Learning Styles, and Motivation of Senior High School Students

Abstract

This study examined the relationships among teaching strategies, learning styles, motivation and attitudes of students toward mathematics. Using a quantitative research design, Structural Equation Modeling (SEM) was employed to determine the levels of these variables and develop a structural model explaining their interrelationships. It was conducted among 380 grade 11 students from selected private senior high school institutions in Region XI, Philippines. Descriptive statistics revealed that teaching strategies were practiced at a high level, with teacher-centered strategies more prevalent than student-centered approaches. Learning styles were also rated as high, with visual style being the most preferred, followed by kinesthetic and auditory styles. Students’ motivation in learning mathematics was rated as moderate, with intrinsic value, self-regulation, and utility value rated high, while self-efficacy was moderate and test anxiety remained a concern. Students’ attitudes toward mathematics were also moderate, implying that although they generally value mathematics and exert effort in learning it, limited confidence and test anxiety may hinder stronger positive attitudes. Correlation analysis showed that teaching strategies and motivation had positive correlation with students’ attitudes toward mathematics, while learning styles showed a negative relationship, suggesting that different learning styles may influence students’ attitudes toward mathematics differently, depending on how they engage and perceive mathematical information. Moreover, the best-fit model demonstrated that motivation plays a dominant role in forming students’ attitude toward mathematics, followed by learning styles. On the other hand, teaching strategies can indirectly influence student’s attitudes by fostering motivation and learning styles.