Exploring the Strategies of Mathematics Teachers in Grading Students’ Affective Learning

Abstract

This study explored the strategies employed by mathematics teachers in assessing and grading students’ affective learning within the Philippine basic education context. Using an exploratory qualitative research design, data were gathered from mathematics teachers enrolled in the Master of Arts in Teaching major in Mathematics Teaching program at Marikina Polytechnic College through an online qualitative survey questionnaire. Responses were analyzed using a three-tiered thematic analysis, which identified three major themes: teachers’ understanding of affective learning, their assessment tools and grading practices, and the challenges they encountered in ensuring fairness and consistency. Findings revealed that teachers recognize the importance of the affective domain—particularly motivation, perseverance, and collaboration—but assess it primarily through informal observation, participation marks, and self-developed rubrics. Affective grading was found to be highly subjective due to the absence of standardized tools, institutional guidance, and adequate time for systematic observation. The study concludes that objectively and separately grading the affective domain remains vague within existing systems, as affective learning resists quantification and standardization. It calls for collaboration between basic and higher education institutions to develop research-based frameworks, teacher training programs, and policy reforms that promote equitable, holistic, and values-driven assessment practices in mathematics education.