Pedagogical (2C-2I-1R) Approaches in Teaching Mathematics: Basis for a Proposed Professional Development Program

Abstract

INTRODUCTION

This study dealt with the effectiveness of the utilization of selected pedagogical approaches in teaching. This would further prove that the teachers are working hand in hand for them to continuously deliver good instruction that would encourage learners to create new and better ideas. This study aimed to determine whether 2C-2I -1R approaches helped achieved the learning of Mathematics in the Schools Division of Lipa City during the school year 2017-2018. It also tried to develop a proposed professional development program to improve the achievement level of students in Mathematics.

METHODS

The study focused on the assessment of teachers and students on the attainment of learning objectives in mathematics when the 2C-2I-1R approaches are implemented. The research design used in this study was the descriptive quantitative method of research. The populations of the study were the Mathematics teachers and Grade 10 students of the fifteen (15) secondary schools of the Division of Lipa City. The respondents include 104 teachers and 366 students. The sample size was determined using Slovin's Formula with a 5% margin of error. The different statistical treatments used in this study were Weighted Mean and T-Test.

RESULTS

The research revealed that both the teacher and the student respondents believe that the learning objectives are met frequently and to a high extent in learning Mathematics. The study also proved that the teachers' and the students' assessment on the attainment of the learning objectives using pedagogical approaches in learning Mathematics have high significant difference in terms of constructivist approach, with significant difference in terms of inquiry-based approach, integrative approach, and reflective approach and no significant difference in terms of collaborative approach.

DISCUSSIONS

Effective utilization of 2C-2I-1R approaches may be strengthened to direct students toward an effective and collaborative learning environment, the school heads may have provision to monitor and evaluate periodically the teachers' performance of instructional function in relation to the students' achievement in Mathematics, teachers could be provided with a series of training that could be a venue for them to fully understand the 2C-2I-1R pedagogical approaches in teaching Mathematics, and the proposed professional development program to further improve the achievement level of students in Mathematics may be considered for implementation.