Athens Journal of Sciences- Volume 10, Issue 1, March 2023 – Pages 9-30 https://doi.org/10.30958/ajs.10-1-1 doi=10.30958/ajs.10-1-1 Relationship between Mathematics Teachers’ Teaching Styles and Students’ Achievement in Mathematics By Angelina P. Lumbre ∗ , Ma. Nympha Beltran-Joaquin ± & Sheryl Lyn C. Monterola ° This study investigated the relationship between teaching styles of 30 grade 9 mathematics teachers and the achievement of their 1489 students. The Grasha Model of learning styles was adapted in the study. Results of the analysis indicated a significant relation between teaching style and student achievement based on students' highest mean percentage score. Approximately 39% of the total variance in students’ achievement is attributable to the difference between the teaching styles. Post hoc comparisons showed that students whose teachers exhibit the Expert style, as well as those whose teachers use a combination of teaching styles have significantly higher achievement scores than students whose teachers employ the Formal Authority style of teaching. Since favorable teaching styles were identified from this study among grade 9 teachers and students, a wider research on the association of teaching styles and student achievement in mathematics focusing on other grade levels is being put forward. This may also help determine at which grade level student achievement starts to decline and further identify effective teaching styles appropriate for each grade level. Pre-service teacher training and in-service teacher retooling may likewise be conducted to leverage academic learning by allowing teachers to discover their teaching styles and improve on them. Keywords: teaching style, students’ achievement, mathematics Introduction Mathematics plays a vital role in one’s daily life. Concepts and skills learned in mathematics allow one to think analytically and critically leading to informed decisions. In addition, everyday activities such as driving, cooking, playing games, project planning, and many others require specific mathematical understanding and application. As such, the Department of Education (2016) emphasizes the importance of using experiential and situated learning principles in its K to 12 Basic Education Curriculum for Mathematics. These learning principles allow Filipino learners to make sense of their direct everyday experiences where they can recognize the use and relevance of mathematics (Department of Education 2016). However, studies on Filipino students’ academic performance reveal that many students have an insufficient level of achievement in mathematics. In particular, the study of Capate and Lapinid (2015) on the performance and ∗ Teacher, Ateneo Junior High School, Philippines. ± Professor, College of Education, University of the Philippines Diliman, Philippines. ° Professor, College of Education, University of the Philippines Diliman, Philippines.