The Motivational Activities of Mathematics Teachers in Selected Public Elementary Schools in Calatagan, Batangas

Abstract

INTRODUCTION

Teachers used or employed many best practices and teaching styles but only few of them are effective. In some instances, the teacher's instructional strategy itself is the reason students produce failing grades. Proper way of imparting of knowledge right from the beginning of instruction is important. This demonstrates that the teacher's best practice have an enormous impact into pupils' academic achievement. Pupils' achievement is the most affected matter when best practices are not used appropriately since they measure the amount of academic content of a pupil learns in a determined amount of time (Carter, 2011). It is essential for the teacher to always consider the goal of improving pupils' ability level and prepare them to become functional. Identifying pupil achievement and factors that may affect pupils' achievement progress can also define whether a teacher is efficient or not.

METHODS

The descriptive research method was used to survey the elementary students and Mathematics Teachers and used to describe characteristics of a population or phenomenon being studied. It does not answer question about how/when/why the characteristics occurred, rather it addresses "what-questions.

RESULTS

The revealed data shows that the most commonly used motivational activities of mathematics teacher respondents retained the overall mean rating of 3. 84, which was interpreted "used almost every time.” The revealed data shows that the mathematics teacher respondents got the overall mean rating of 4. 00, with a verbal interpretation of "preferred. “The preferred motivational activities of pupils in teaching mathematics, 3. 86 was the overall mean obtained by pupils which was interpreted "preferred. “It was figured out that there was no significant difference between the preferred motivational activities of mathematics teacher respondents and that of pupils'.

DISCUSSIONS

It was figured out that the preferred motivational activities of mathematics teacher respondents were also the preferred motivational activities of pupils which were games, concept image and math manipulatives.