College Students’ Engagement in Mathematics in the Modern World: The Influential Role of Perceived Teaching Performance of Instructors and Critical Thinking Skills in a Blended Learning Environment

Abstract

The study aimed to investigate the combined influence of perceived teaching performance and critical thinking skills on engagement in mathematics among college students in Mathematics in the Modern World. The quantitative non-experimental research approach was employed utilizing a predictive-correlation approach. The research conducted was responded to by 101 college students who were officially enrolled in Mathematics in the Modern World general education course in one of the private Catholic higher educational institutions in Davao City. The research used the adapted, modified, pilot-tested and validated tool to gauge the level of the perceived teaching performance of instructors and critical thinking skills of college students on their level of engagement with mathematics. The data were analyzed using the mean, Pearson (r), and the Multiple Regression Analysis. As a result, significant correlations were found between the perceived teaching performance and engagement of students in mathematics, and also between critical thinking skills and engagement of students in mathematics. Further, the regression analysis unveiled the combined influence of the perceived teaching performance and critical thinking skills on student engagement in mathematics.