Moderating Effect of Resiliency on the Relationship Between Quality of Teaching and Problem-Solving Skills
DOI:
https://doi.org/10.54536/ari.v4i2.6427Keywords:
Mathematic education, Philippines, Problem-solving skills, Resiliency, Teaching qualityAbstract
This study explores the relationship between teaching quality and students’ problem-solving skills, particularly whether resiliency moderates this association. Data from 379 students were gathered using validated tools assessing teaching quality, problem-solving abilities, and resiliency under a quantitative research design. Statistical tools were used to examine the data, including correlation analysis, Spearman-rho, and regression analysis. Results showed a weak but important positive link between teaching quality and problem-solving skills, suggesting that although good teaching improves problem-solving skills, other influencing factors could also be involved. Regression analysis demonstrated that resiliency does not change this correlation, implying that while resilience is a necessary quality, it does not change the effect of teaching quality on students' problem-solving abilities. These results highlight the need to improve teaching methods in light of other important factors that could support students' cognitive growth. Future studies should investigate more factors influencing problem-solving ability to grasp this intricate interaction better.
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