Teachers’ Pedagogical Approaches, Motivation, and Time Management as Determinants of Mathematics Achievement among Malaysian Secondary School Students

This study examines the extent to which teachers’ pedagogical approaches, instructional-level suitability, motivational strategies, and classroom time management influence students’ mathematics achievement in Malaysian secondary schools. Employing a quantitative research design, data were collected through a structured questionnaire administered to 591 Form 4 and Form 5 students across six schools in Masjid Tanah, Melaka. The data were analyzed using SPSS version 27, incorporating descriptive and correlational analyses to determine the strength and significance of the relationships among variables. Findings revealed statistically significant positive correlations between all teacher-related factors and students’ mathematics achievement, with coefficients ranging from r = 0.237 to r = 0.488 (p < 0.01). Among students from Sekolah Menengah Agama (SMA), teacher delivery methods (r = 0.488), instructional-level suitability (r = 0.422), and motivational strategies (r = 0.449) demonstrated moderate associations with mathematical proficiency. In contrast, these relationships were weaker yet significant among students from Sekolah Menengah Kebangsaan (SMK) (r = 0.237–0.278). Teaching time management exhibited weak but positive relationships in both contexts. These outcomes underscore the crucial role of teachers in enhancing mathematical understanding through effective pedagogical delivery, alignment of instructional content with students’ cognitive readiness, and sustained motivational engagement. The study provides empirical insights that reinforce the objectives of the Malaysia Education Blueprint (2013–2025) and contribute to the realization of Sustainable Development Goal 4, which emphasizes inclusive and equitable quality education.

Teacher pedagogical approaches

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