The Teaching and Learning of Mathematics in Higher Education Institutions: Basis for the Development of a Lifelong Learning Framework in Mathematics for Teachers and Students

Abstract

Lifelong learning is one of the most important factors in the successful journey of every teacher, as well as in the continuous quest for excellence among students. Hence, this study dealt with the teaching and learning of Mathematics in different higher educational institutions in the Philippines. The outputs of this study were the primary bases for the development of a lifelong learning framework in Mathematics which was primarily intended for the students and teachers. Using descriptive research, 780 respondents were randomly selected from the seven autonomous and deregulated universities and five state universities. The researcher assessed the respondents’ teaching and learning practices using the survey instruments originally designed by the researcher. An interview protocol was also made to gather qualitative data for the study. Different statistical tools such as Frequency, Ranking, Weighted Arithmetic Mean, and t-Test were used to process the quantitative data; while coding was made on the qualitative data. Based on the findings, teachers use different pedagogies and modalities in teaching Mathematics, but the most used were problem solving method and demonstration approach. Challenging and Current Problem Solving Models were mostly used models in teaching Mathematics. Introducing the content through formal presentation is the most commonly used modality in teaching Mathematics, which means the traditional style of teaching still prevails in current Mathematics teaching. Teachers strongly agreed with the goals and objectives stipulated in the teaching of Mathematics and that they are competent and educationally qualified and there is sufficient administrative support and proper assessment and evaluation. They also strongly agreed that lifelong learning is needed and should be enhanced;that there is a need to treat all learners fairly and squarely;that lifelong learning maximizes students’ choices and promotes continuous improvement and educational achievement, develops a set of organizational skills, and helps them understand their worth and value and develop positive attitudes towards their work. Meanwhile, the students agreed that they are competent, but were undecided on the several provisions concerning lifelong learning which could be attributed to their lack of understanding on lifelong learning. They believed that they need to improve their mathematical skills in Basic Mathematics, Algebra, Trigonometry, and Statistics. In general, the teachers’ perceptions towards teaching Mathematics did not significantly vary when they are grouped as to the nature of their school while the perception of students varied. Likewise, there is a significant difference between the teachers and students’ perceptions on lifelong learning. School administrators should strengthen teaching pedagogies among teachers by conducting seminars and trainings. Teachers should utilize other creative strategies such as the use of multimedia and the Internet to make students more engaged in learning. Adequate financial and moral support should also be provided by the school to conduct more lifelong learning activities for teachers and students. The framework developed in this study should be adopted to help enhance lifelong learning among schools.