EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL PRACTICES: IMPACTS ON MATHEMATICS LEARNING MOTIVATION IN SECONDARY SCHOOLS: EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL PRACTICES

AZRUL FAZWAN KHARUDDIN; Raman Silam Buselven Kuppusamy; Zaida Mustafa

Authors

AZRUL FAZWAN KHARUDDIN Universiti Tun Abdul Razak
Raman Silam Buselven Kuppusamy
Zaida Mustafa

Keywords:

Epistemological beliefs, mathematics education, student motivation, mathematic education

Abstract

Teachers' epistemological beliefs their perceptions of the nature and acquisition of knowledge play a crucial role in shaping their instructional practices, which in turn influence student learning motivation. This study investigates the relationship between mathematics teachers’ epistemological beliefs, their teaching behaviors, and the effects on students' motivation to learn mathematics in secondary schools. A quantitative research design was employed, utilizing a cross-sectional survey methodology. Data were collected from 360 secondary school mathematics teachers using a structured questionnaire, which assessed teachers' epistemological beliefs, instructional strategies, and students' learning motivation. The findings reveal a strong correlation between teachers’ epistemological beliefs and their teaching behaviors. Teachers who held constructivist beliefs about mathematics were more likely to adopt student-centered instructional approaches, whereas those with absolutist beliefs tended to use teacher-centered methodologies. Furthermore, teaching behavior significantly influenced student motivation, with student-centered approaches fostering higher levels of intrinsic motivation and engagement. These findings have significant implications for teacher education and professional development. Encouraging mathematics teachers to adopt constructivist perspectives and student-centered teaching methods can enhance students’ motivation and learning outcomes. The study recommends targeted professional development programs that help educators critically examine their epistemological beliefs and align their teaching practices with motivational learning strategies.

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EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL PRACTICES: IMPACTS ON MATHEMATICS LEARNING MOTIVATION IN SECONDARY SCHOOLS