Students’ Perceptions and Attitudes Toward Problem-Solving in Calculus I in Relation to Teachers’ Contextualized Teaching

This study investigates the relationship between students’ perceptions and attitudes toward problem-solving in Calculus I and the use of contextualized teaching strategies by Central Bicol State University of Agriculture – Calabanga Campus instructors. Using a descriptive-correlational design, data were gathered from 109 students enrolled in Bachelor of Science in Mathematics and Bachelor of Science in Fisheries programs during the Academic Year 2023–2024. The study focused on two components of contextualized teaching: localization and indigenization. Findings revealed a positive perception and attitude toward problem-solving when instruction included real-life and culturally relevant contexts. Statistical analysis using Pearson correlation indicated a significant relationship between contextualized teaching and both students’ perceptions (r = 0.463) and attitudes (r = 0.456). The results suggest that integrating contextualized approaches in Calculus instruction enhances student engagement and comprehension, supporting the value of culturally responsive pedagogy in mathematics education.