The Moderating Influence of Perceived Teachers’ Effectiveness on the Mathematical Performance of Economically Diverse Students

Jocelyn Nacion Orogo; Anna Loretta Romulo

doi:10.36948/ijfmr.2026.v08i02.70955

The Moderating Influence of Perceived Teachers’ Effectiveness on the Mathematical Performance of Economically Diverse Students

Author(s)	Ms. Jocelyn Nacion Orogo, Dr. Anna Loretta Romulo
Country	Philippines
Abstract	This study examined the moderating influence of perceived teachers’ effectiveness on the mathematical performance of economically diverse Grade 11 students in selected public senior high schools in the Division of Camarines Sur during the first semester of School Year 2025–2026. The research was grounded on the premise that instructional quality, as perceived by students, may influence academic outcomes and potentially moderate the effects of socio-economic differences on mathematics achievement. A descriptive–correlational research design was employed involving 699 Grade 11 students selected through stratified random sampling from five public senior high schools representing the five congressional districts of Camarines Sur. Data were gathered using a validated researcher-made questionnaire measuring perceived teachers’ effectiveness in terms of learning objectives, learning content, learning activities, and learning assessment, while students’ academic performance was determined through their first semester General Weighted Average (GWA) in mathematics. Descriptive statistics, Pearson correlation, multiple linear regression, and General Linear Model were used to analyze the data. Results revealed that perceived teachers’ effectiveness was rated high overall. A significant relationship was found between perceived teachers’ effectiveness and students’ mathematical performance. Among student profile variables, gender emerged as a significant predictor of mathematics achievement, while age and socio-economic status did not significantly predict performance. Furthermore, perceived teachers’ effectiveness significantly predicted mathematics grades across different income levels, indicating that effective instructional practices play a crucial role in supporting students’ academic success regardless of economic background. The findings highlight the importance of strengthening instructional effectiveness to promote equitable mathematics achievement among economically diverse learners.
Keywords	Teachers’ Effectiveness, Students’ Academic Performance, Socio-Economic Status, Instructional Quality
Field	Mathematics
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-13
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.70955

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The Moderating Influence of Perceived Teachers’ Effectiveness on the Mathematical Performance of Economically Diverse Students

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