The Impact of Teacher Support and Mathematics Learning Strategies on the Problem- solving Skills among Mathematics Education Students

This study investigated the impact of teacher support and mathematics learning strategies on the problem-solving skills of mathematics education students at a local college in Davao del Norte, Philippines. Using a descriptive-correlational research design, the study gathered data from 130 students selected through stratified random sampling. Three validated instruments measured teacher support, mathematics learning strategies, and problem-solving skills. Results indicated that students reported high levels of teacher support and mathematics learning strategies, while their problem-solving skills were rated as very good. Pearson correlation analysis revealed significant positive relationships between both teacher support and learning strategies with students’ problem-solving performance. However, multiple regression analyses showed that none of the specific domains within these variables significantly predicted problem-solving skills. These findings suggest that while general support and strategy use correlate with performance, other unexamined factors may exert greater influence. The study recommends further exploration of additional variables to better understand the predictors of mathematical problem-solving abilities among preservice teachers.