NAVIGATING THE INFLUENCE OF TEACHERS ON STUDENTS’ INTEREST IN MATHEMATICS: A PHENOMENOLOGICAL INQUIRY

Mathematics Education

The study delved into students' experiences of how teachers influenced their interest in Mathematics. It utilized a phenomenological qualitative research design. In-depth interviews were used to gather data and information from 12 student informants, who were purposely selected from Grade 7 to Grade 12 at Jose Tuason Jr. Memorial National High School, enrolled in the school year 2022-2023. Findings suggested that teachers influenced students’ interest in Mathematics due to their teaching techniques, expertise, points added for participation, the anticipation of learning, reward systems, self-motivation, activities, and the use of online assessment platforms. Students were grateful, inspired to learn, and hopeful to have the same teacher in the future.Teachers’ techniques to retain and increase students’ interest include hands-on activities, the use of online assessment platforms, peer tutoring, attention-catching phrases, the use of an alarm bell, rating students’ participation, being friendly and approachable, pushing students to lead, asking them to collect papers, supporting students’ activities, and providing encouragement and support. For students to become eager to attend mathematics class, teachers should avoid monotonous activities and be more considerate, approachable, humorous, cool-tempered, and understanding. Hence, teachers’ expertise, techniques, ways of motivation, rapport, and behaviors create a strong influence on students’ interest in Mathematics.

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