Study Interest and Mentoring Ability as Predictors of Students' Mathematical Fluency

This research sought to examine whether study interest and mentoring ability have a significant impact on students' mathematical fluency. The study focused on selected private junior high schools in the municipalities of Monkayo, Montevista, and Compostela, where the respondents were drawn from. The statistical methods employed in this study included Mean, Pearson-r, and Regression Analysis. The research utilized a quantitative non-experimental design, specifically a correlation technique combined with regression analysis. Results revealed that the level of study interest in terms of feelings, value and involvement was high with an overall mean of 3.592 and has an SD of 0.66 reflected a descriptive rating of high. Furthermore, the mentoring ability was rated as high across several areas, including inspiring, managing risks, encouraging, providing corrective feedback, identifying goals and current reality, building trust, instructing/developing capabilities, opening doors, and listening actively which has an overall mean of 4.005 and has an SD of 0.584 indicating a descriptive rating of high. Additionally, the students displayed high levels of mathematical fluency in a variety of categories, including conceptual understanding, strategic competence, procedural fluency, productive disposition, and adaptive reasoning reflected to have an overall mean of 3.935, has an SD of 0.611. Additionally, the findings showed a significant and positive correlation between study interest and students’ mathematical fluency which has an R-value of 0.699* and p-value of <.001. Lastly, findings revealed a significant and positive correlation between mentoring ability and students’ mathematical fluency which has an R-value of 0.688* and p-value of <.001.