The Relationship Between Instructional Behaviors, Learning Motivation, and Learning Approach: Enhancing the Quality of Mathematics Education Teaching and Learning in High School

This study explores the relationship between instructional behaviors specifically namely instructional clarity, instructional support and feedback, support for student autonomy, and support for cooperative learning and various dimensions of learning motivation intrinsic motivation, extrinsic motivation, and subjective task value.  Additionally, it examines how these factors relate to students’ learning approaches, specifically surface and deep learning approaches, using a correlational design. Data were collected from grade 12 students, revealing significant correlations among the variables in the context of teaching and learning mathematics. Utilizing a correlational design, data were collected from a sample of 625 students through structured questionnaires. The findings indicate significant positive correlations between instructional behaviors and intrinsic motivation, as well as subjective task value, both of which are associated with the adoption of deep learning approaches. In contrast, extrinsic motivation was linked to surface learning approaches. These results highlight the critical role of instructional clarity and supportive practices in enhancing student motivation and fostering deeper engagement in mathematics. The study underscores the necessity for educators to implement targeted instructional strategies that cultivate a motivating learning environment, ultimately leading to improved educational outcomes in mathematics education.