Teaching Style and Classroom Climate, its Relationship to Mathematics Performance of Grade V Pupils: Basis for Reinforcement Program in Mathematics

Abstract

INTRODUCTION

The study aims to examine the relationship between teacher's teaching style, classroom climate and academic performance of the grade 5 pupils in Bienvenido R. Fojas Memorial Elementary School. It seeks to answer the following problems: What is the demographic profile of the teachers in terms of Age, Gender, Teaching Experience, and Educational Attainment? What are the teaching styles and classroom climate of the Grade 5 classes/teachers in BRFMES as assessed by the pupils and teachers? What is the performance of the Grade 5 pupils in Mathematics for the 1st and 2nd grading of the school year 2017-2018? Is there a significant relationship among the variable: teaching strategies and pupils’ performance, classroom climate, and performance of the Grade 5 pupils in Math? What reinforcement program in teaching mathematics can be proposed?

METHODS

Descriptive-Correlational Design, Survey Questionnaire.

RESULTS

Teachers were mature individuals, experience and education prepared them for the job. They use a variety of teaching strategies. Teachers and students have the same observation with regards to the pupils' classroom climate, teachers' personality and attitude towards teaching and the teacher-parent relationship. Teachers used different approaches in dealing with their pupils. They created positive teaching and learning atmosphere to develop pupil's unique talent and skill. Teachers provide a peaceful and happy atmosphere in the classroom where everyone is friends. There is a positive relationship between the classroom climate and the pupils’ performance. Classroom climate has a positive impact on the learning of the pupils. There is a positive relationship between the teaching style and the pupils' performance.

DISCUSSIONS

In teaching mathematics, teachers have a variety of strategies to use as reinforcement activities for students to developed positive attitude for math, thus making math fun to them. The following are recommended: 1. When making adaptations to the classroom, the teacher should bear in mind the emotional environment. It is advised that a conducive atmosphere must be created by the teacher. This cover things such as creating lesson plans which the students will find more engaging and motivating them to use their skills. 2. Overall, the classroom environment plays a crucial role in keeping students engaged and allowing them to be successful within the classroom 3.Teachers must be aware of the areas of classroom environment that might be hindering their students' learning 4. The teacher must be resourceful.