Assertive Classroom Management Strategies and Student Interest in Mathematics: A Prediction Model on Student Attitude Towards Online Learning

This study was conducted to determine the influence of assertive classroom management strategies and student interest in mathematics on students’ attitudes toward online learning. The data from three hundred (300) students were analyzed using the descriptive-predictive design utilizing the mean, standard deviation, Pearson r, and multiple regression linear analysis. The design used in the study is quantitative and causal. The primary tool used in data collection is a standardized, contextualized survey instrument. Findings revealed that assertive classroom management strategies significantly correlated with students' attitudes towards online learning (r=0.390, p<0.05). Similarly, student interest in mathematics significantly correlated to student attitude towards online learning (r=0.353, p>0.05). Since the significant influence of assertive classroom management and student interest in mathematics to predict student attitude toward online learning, overall results show indicators of teaching-management strategies, teacher-student relationship strategies, teacher punishment, and reward strategies. Additionally, meaningfulness, group work, puzzles, and computers indicate a predictive relationship to student attitudes toward online learning. The teacher organizing strategies, personal interest, situational interest, and involvement do not have statistically significant relationships to student attitude towards online learning in the model, this signifies that the result that the other indicators could have substantial predictive value than the given indicators.