Teacher’s Pedagogical Approach and Learning Comprehension In Mathematics

Abstract

The researchers aimed to determine the relationship between teacher’s pedagogical approach and learning comprehension in mathematics among grade 12 senior high school students of UM Panabo College. The independent variable in the study was teacher’s pedagogical approach. The indicators of teacher’s pedagogical approach were students’ perception of learning from online discussion, online discussion motivation and enjoyment and instructor role. On the other hand, the dependent variable of this study was learning comprehension in mathematics. The indicators of learning comprehension in mathematics were Effortful math, Useful math, Math persistence, Math confidence, Understand math concept, Word problem and Non-prescription math. The researchers used a quantitative non-experimental correlation method, and statistical tools used were, Mean and Pearson Product Moment Correlation Coefficient (r). The result of the computation is r- value is 0.624** not less than 0.05. Moreover, the null hypothesis was rejected. In other words, there is significant relationship between teacher’s pedagogical approach and learning comprehension in mathematics among grade 12 senior high school students. It implies that teacher’s pedagogical approach has evident impacts on learning comprehension in mathematics. In other words, teacher’s pedagogical approach could affect the learning comprehension in mathematics among grade 12 senior high school students of UM Panabo College.

Keywords: Teacher’s pedagogical approach, Leaning Comprehension in Mathematics