Effectiveness of Pedagogical Approaches in Teaching Mathematics: Basis for Enhancement Plan

Abstract

INTRODUCTION

This study was undertaken to determine the effectiveness of pedagogical approaches utilized in teaching Mathematics in public elementary schools in Mabini District, Division of Batangas during the school year 2017-2018 as assessed by the teachers themselves and the school heads. This further focused on the proposed action plan to enhance the utilization of pedagogical approaches.

METHODS

The study utilized the descriptive research design with researcher's constructed questionnaire as the main data gathering instrument. The respondents of the study were 16 school heads and 75 mathematics teachers in 17 public elementary schools. The responses were tabulated, analyzed, and interpreted in the context of the statement of the problem. The statistical tools used were percentage, frequency, ranking, weighted mean and t-test.

RESULTS

1. The teachers were able to utilize all pedagogical approaches effectively in enhancing the mathematics performance of the learners. Reflective approach was rank first while constructivism was the last.2. There was a significant difference in the assessment of the school heads and the teachers in the utilization of collaborative, inquiry-based, integrative, and reflective approaches in teaching Mathematics. Otherwise, there was no significant difference that existed in the constructed approach.

DISCUSSIONS

The teachers effectively utilized the constructivism, collaborative, inquiry based, integrative, and reflective approaches in teaching Mathematics. The involvement of the learners in every activity for effective learning should be prioritized, making the learners understand and work hard in order to bring out their innate intelligence and should be open to challenges for improvement.