International Journal of Research and Scientific Innovation (IJRSI) | Volume IX, Issue VII, July 2022 | ISSN 2321–2705
Sarah Jean O. Cole & Liezel V. Chan
Prk. Patola Nanyo Panabo City, 8105 Davao Del Norte, Philippines
Abstract: The study determined the mediating effect of understanding mathematics classroom instruction on the relationship between teachers’ teaching styles and student adjustment among 400 second-year college students in the three components cities of Davao Del Norte, Philippines. A quantitative, non-experimental research design with correlational technique was applied. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that the levels of teaching styles of teachers and student adjustment were high and the level of understanding of mathematics classroom instruction is very high. There was a significant relationship between teaching styles of teachers and student adjustment, teaching styles of teachers and understanding mathematics classroom instruction, and understanding mathematics classroom instruction and student adjustment. Furthermore, the result of the medgraph using Sobel z-test of understanding mathematics classroom instruction on the relationship between teaching styles of teachers and student adjustment was significant but partial. Nevertheless, understanding mathematics classroom instruction aided teachers to adapt their teaching styles to help students adjust in a mathematics classroom.
eywords: teaching styles, student adjustment, understanding mathematics classroom instruction, mediation
I. INTRODUCTION
Adjustment problems are cited as the most common issue for first-year students who enter college for the first time (Ababu, Yigzaw, Besene & Alemu, 2018), as it is never easy to find yourself in a new environment with expectations to meet (Stoklosa, 2015). Every year students face different adjustment challenges primarily because of the transition of classes and teachers (Sevinç & Gizir, 2014). The failure to adjust was found to cause mental issues or school refusal, or school dropping out. Furthermore, maladjustment leads to disturbing lifelong impacts on a student’s personality (Lakhani, Chandel & Jain, 2017). Several studies have focused on the adjustment of international students (Brunsting, Zachry & Takeuchi, 2018; Gibbs, 2011; Jackson, Ray & Bybell, 2013; Mesidor & Sly, 2016) as well as its issues not only in primary education (Buyse, Verschueren, Verachtert & Van Damme, 2009) and undergraduate (Woosley & Shepler, 2011; Galatzer-Levy, Burton & Bonanno, 2012) but also in graduate students as focused by Nguyen & Larson (2017). These findings imply the importance of studying student adjustment at all levels. It was