Effects of Mathematics Teaching Styles on Students’ Performance: Moderations of Gender, School Type, Location, and Ability Group DOI Open Access
Bishnu Khanal, Shashidhar Belbase, Binod Dhakal

et al.

European Journal of Mathematics and Science Education, Journal Year: 2025, Volume and Issue: 6(1), P. 33 - 49

Published: March 12, 2025

Global concern surrounds students' mathematics learning, development, and achievement. Scholarly discussions have explored various factors influencing performance. However, more information is needed to understand the impact of teaching styles on student outcomes in developing contexts like Nepal. This study examines moderators their influence To achieve this, Teachers' Teaching Style Questionnaire (TTSQ) collected quantitative data from 469 grade nine students across 14 high schools Kathmandu, Lalitpur, Bhaktapur districts Confirmatory factor analysis, path moderation analysis were performed examine effects achievement mathematics. Key findings indicate that styles, such as consideration openness, are not significant predictors achievement, but rigid can predict style was negative School type influenced relationship between performance considerate teaching, favoring private schools. location mathematics, rural Likewise, urban had a effect teacher openness performance, positive relationship. Furthermore, low high-ability moderated with ability Student moderations moderate students. The concludes by emphasizing importance training for Nepal similar contexts.

Language: Английский

Effects of Mathematics Teaching Styles on Students’ Performance: Moderations of Gender, School Type, Location, and Ability Group DOI Open Access
Bishnu Khanal, Shashidhar Belbase, Binod Dhakal

et al.

European Journal of Mathematics and Science Education, Journal Year: 2025, Volume and Issue: 6(1), P. 33 - 49

Published: March 12, 2025

Global concern surrounds students' mathematics learning, development, and achievement. Scholarly discussions have explored various factors influencing performance. However, more information is needed to understand the impact of teaching styles on student outcomes in developing contexts like Nepal. This study examines moderators their influence To achieve this, Teachers' Teaching Style Questionnaire (TTSQ) collected quantitative data from 469 grade nine students across 14 high schools Kathmandu, Lalitpur, Bhaktapur districts Confirmatory factor analysis, path moderation analysis were performed examine effects achievement mathematics. Key findings indicate that styles, such as consideration openness, are not significant predictors achievement, but rigid can predict style was negative School type influenced relationship between performance considerate teaching, favoring private schools. location mathematics, rural Likewise, urban had a effect teacher openness performance, positive relationship. Furthermore, low high-ability moderated with ability Student moderations moderate students. The concludes by emphasizing importance training for Nepal similar contexts.

Language: Английский

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