INFLUENCE OF TEACHING METHODS ON UNDERGRADUATE STUDENTS SELF EFFICACY AND ATTITUDE TOWARD MATHEMATICS IN TERTIARY INSTITUTIONS IN ONDO STATE

This study investigated the relationship between teaching methods and undergraduate students’ self-efficacy and attitudes toward mathematics in tertiary institutions in Ondo State, Nigeria. A correlational research design was adopted, and data were collected from 201 undergraduate students across four institutions. A validated questionnaire measuring teaching methods, mathematics self-efficacy, and attitude toward mathematics was used for data collection. The instrument demonstrated good internal consistency (Cronbach’s α = .85). Descriptive statistics, Pearson’s correlation, and analysis of variance (ANOVA) were used to analyze the data. Findings revealed a statistically significant positive correlation between student-centered teaching approaches; such as problem-based and inquiry-based instruction, and students’ self-efficacy and attitudes toward mathematics (r = .311, p = .023). Although male students reported slightly higher mean self-efficacy scores (M = 2.68) than females (M = 2.63), this difference was not statistically significant, F(1, 199) = 1.493, p = .223. Attitude scores varied by teaching method exposure, with interactive strategies associated with more positive attitudes. The findings underscore the value of learner-centered pedagogy in enhancing students’ confidence and perceptions in mathematics. Implications for teaching practice and policy are discussed.