Contextualizing Teaching Mathematics Towards Optimizing Student Learning Outcome

Abstract

INTRODUCTION

Mathematics is one of the learning areas that pupils found it hard to understand and master its concepts. Mathematics encompasses the body of knowledge, skills, and procedures that can be used in a rich variety of ways: to describe, illustrate and interpret; to predict; and to explain patterns and relationships in number, algebra, shape, and space, measures and data. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth. The primary purpose of this research was to assess the extent of practice and implementation of contextualized teaching to improve the performance of the Grade Three pupils in Mathematics in Tagaytay City Central School.

METHODS

A quantitative descriptive correlation research design was used to depict the participants in an accurate way and estimated the extent of implementation for it focuses on contextualized teaching in Mathematics to improve pupils learning outcome toward crafting proposed localized lesson plans. Self-made survey questionnaires were used to gather data and serve as bases for conclusions and recommendations from the three groups or 448 respondents such as 294 Grade Three pupils of Tagaytay City Central School only, 30 observers and 124 public elementary school teachers teaching Mathematics.

RESULTS

The findings revealed that contextualized teaching in Mathematics was fully implemented and practiced in public elementary schools in the district of Tagaytay in terms of the teacher and the teaching-learning process and school support system as perceived by the three groups of respondents. The use of contextualized teaching had a significant difference in the academic performance of the Grade Three pupils since they were able to learn and master the lessonthrough contextualization at their own pace.

DISCUSSIONS

The effectiveness of contextualized teaching, implication on learners and grades in Math have a high positive correlation that significant factors in Mathematics instruction and student's achievement include curriculum, instructional strategies, methods of teaching, math teacher's competency, school context and facilities materials found in the community. Contextualized teaching in Mathematics is implemented and practiced to improve pupils learning outcomes in other learning areas. The proposed teaching model of the research was intended to solve and utilize in order to improve academic performance in Mathematics and other learning areas using contextualized teaching instruction.