CONTRIBUTION OF STUDENTS PERCEPTION ON THE TEACHERS' TEACHING STRATEGIES AND THE PARENTS' CONSENT AND ADVERSITY QUOTIENT TO THE STUDENTS' MATHEMATICS LEARNING OUTCOMES

Abstract

This study aims to determine the contribution of Adversity Quotient and perceptions on the teachers' teaching strategies and the parents' consent to the students' mathematics learning outcomes. This study utilises a quantitative research methodology implementing the ex-post facto research method as the independent variables are the events that have occurred. The population in this study was mathematics teachers and high school students in Buleleng Regency. A random sampling technique is used to determine the sample of the study. The data collection technique to measure (1) the contribution of Adversity Quotient and perceptions on the teachers' teaching strategies, and (2) the parent's consent are collected through validated and reliable questionnaires. Furthermore, the students' math results are obtained from their daily test results. The collected data were analyzed by using a path analysis technique. The findings conclude that there is a direct relationship between teacher’s teaching strategies and the students’ mathematics learning outcome by 52.9% and the parents’ consent to their children’s mathematics learning outcome by 23.3%. The difference of the total percentage in the findings is influenced by other factors which are not included in this study. All of these factors affect student learning outcomes either directly or indirectly.