Teaching Styles in Grade V Mathematics in Lipa City North District, Division of Lipa City: Basis for an Intervention

Abstract

INTRODUCTION

Today, education is facing great challenges due to the recent change in the Philippine Educational System -K to 12 Basic Education Program, which was signed into law in 2013 for immediate implementation by President Benigno S. Aquino III. Thus, the Philippine government recognizes the new distinctive feature of the K-12 curriculum, which is likewise the guiding principle emanating from the idea of learner-centeredness that gives prime importance to the development of learners' self-propelling intercultural cognitive skills for independent life-long survival. As a response to this need, the schools applied different teaching styles to effectively teach Grade V Mathematics. In connection to this, the researcher urges to identify the teaching styles used in teaching Grade V Mathematics in Lipa City North District, Division of Lipa. The study also seeks the significant relationship of teaching styles in teaching Grade V Mathematics.

METHODS

The research strategy employs the use of a quantitative design, which requires the gathering of data using questionnaires from a target group of respondents that matches the respondents’ qualifications. The quantitative method was chosen for this research as the variables in the research are quantifiable and measurable (Creswell, 2009) and through the chosen targeted population, generalizations can be made after data collection and analysis (Zikmund et al. 2010). Additionally, using a questionnaire, numerical data can be analyzed to be able to interpret the results into graphs and tables.

RESULTS

The respondents perceived that the teaching styles such as Whole Class Activities, Individual activities and small group activities used in teaching Grade V Mathematics are in Moderate Extent. Lastly, the result shows that teaching styles have a significant relationship in teaching Grade V Mathematics.

DISCUSSIONS

Since the result shows that teaching styles have a significant relationship in teaching Grade V Mathematics, the researcher recommends that the teacher needs to understand children's thinking in order to be able to arrange meaningful learning situations. A teacher also needs additional pedagogical knowledge: the ability to arrange successful learning situations (for example, the ability to use group work in an effective way), knowledge of the context of teaching and knowledge of the goals of education. Teachers should start to develop specific interventions to circumvent the occurrence of mathematics learning difficulties.