Instructional Practices in Enhancing Mathematics Performance of Struggling Learners in Learning Multiplication Process: input for Cluster Ii Professional Learning Community

Abstract

INTRODUCTION

The study evaluates the evident instructional practices identified by teachers of Cluster II of Department of Education San Juan West District in enhancing Mathematics performance of struggling learners in learning multiplication process. One of the priority improvement areas cited in the School Improvement Plan of Cluster II is the pupils' academic performance in Mathematics. To address teachers' predicament on how to uplift pupils' performance, this study seeks to craft an action plan as input for a professional learning community.

METHODS

The researcher employed a descriptive method with the use of survey questionnaires in gathering the data which were collected and interpreted in assessing the validity and authenticity of the research. Fifty teachers from 6 public elementary schools of San Juan West District, Division of Batangas were involved as respondents of this study. In analyzing the data gathered, descriptive statistical methods such as ranking and weighted mean were used.

RESULTS

The study reveals the following results: (1)the evident instructional practices identified by teachers of Cluster II Department of Education San Juan West District in enhancing mathematics performance of struggling learners in learning multiplication process in terms of the following: a. student-centered instruction-it is very much evident that teachers tell students the strategy to use in response to student work/answer b. teacher-directed instruction-number of problems on which the teacher guides practice on problems is very much evident on the learning environment c. peer collaboration-teacher demonstrates how to play a game (2) the teacher tells students the strategy to use in response to student work/ answer is the most attributed instructional practice in increasing student multiplication learning in Mathematics (3) there is a significant difference among the mean scores on the evaluation of teachers on the identified three instructional practices (4) the proposed action plan is expected to enhance the mathematics performance of struggling learners.

DISCUSSIONS

The results show the instructional practices in enhancing mathematics performance of struggling learners in learning multiplication process as evident in their learning environment. Based on the identified instructional practice that is the most attributed in enhancing Mathematics performance of struggling learners, it necessitates for teachers to follow the proposed action plan as input for a professional learning community.