Formative Assessment on the Use of Pedagogical Approaches in Teaching Mathematics

Abstract

INTRODUCTION

This study aimed to find the extent of K-12 pedagogical approaches applied in students learning by Mathematics teachers in junior public secondary schools in the division of Batangas City. The pedagogical approaches included cooperative learning, discovery learning, guided discovery, and problem-based learning. It also looked into the profile of the respondents which were age, sex, educational attainment, civil status, years of teaching experience, and seminars and training workshops attended/participated. This was used to examine significant relationships in the extent that said pedagogical approaches were applied when respondents were grouped according to profile variables.

METHODS

The researcher used a survey questionnaire as the main data gathering instrument. Data were analyzed using frequency counts, weighted means and chi-square.

RESULTS

Based on the findings of the study, it was concluded that most of the Mathematics teacher of junior secondary public schools in the Division of Batangas City respondents are female, 31-40 years old, married, with Masters units teaching for one to ten years and have attended seminars in the division level. Pedagogical approaches in terms of cooperative learning, discovery learning, guided discovery and problem-based learning are always used by Mathematics teachers. Educational attainment and seminars attended have significant relationship with the use of cooperative learning as a pedagogical approach.

DISCUSSIONS

It was recommended that the proposed activities may be validated and evaluated for the possibility of its execution to address the constraints encountered by Mathematics teachers. Future researchers also need to expand the scope of the study in order to have more reliable result.