The Instructional Approaches and Methods By Mathematics Teachers of The Public Elementary School in The District of Rosario, Cavite

Abstract

INTRODUCTION

The ultimate success of classroom instruction mainly depends on what happened in the classroom. The teachers' creativeness in teaching will spell the difference between success and failure in her teaching. This study was conducted to examine the instructional strategies preferred and used by Mathematics teachers and the impact of those strategies in their teaching performance and pupils' academic achievement in Mathematics.

METHODS

The study used the descriptive method of research whose main purpose is to gather information and to describe the nature of existing situation. This is used by the researcher to determine the approaches and methods used in teaching Mathematics and the difficulties encountered in Mathematics by the pupils.

RESULTS

As perceived by the pupils, the following weighted means and interpretations were obtained: Lecture Method 4.53, Collaborative Approach 4.51 and Puzzle Solving Method/Jigsaw with a weighted means of 4.41 are all interpreted of ALWAYS. The Highly Effective instructional approaches and methods in increasing interest in Mathematics are Localized Video / Multimedia Presentation with the weighted mean of 4.42. The Highly Effective Instructional Approaches and Teaching Methods in helping pupils in their learning difficulties in Mathematics are Localized Video / Multimedia Presentation with the weighted mean of 4.34. The Highly Effective Instructional Approaches and Methods in improving their grades in Mathematics are Localized Video / Multimedia Presentation with a weighted mean of 4.37.

DISCUSSIONS

The teachers said that they always used lecture methods, puzzle solving method/jigsaw, localized video/multimedia presentation. There is a significant difference between the perceptions of the teachers and their pupils with regards to the Collaborative Approach while there is no significant difference for Constructivist Approach, Integrative Approach, Inquiry-Based Approach, Reflective Approach, Lecture Method, Discovery Method, Puzzle Solving Method/Jigsaw, Peer Teaching and Localized Video/Multimedia Presentation. There is no significant difference in the perceptions of the teachers and pupils regarding the difficulties in Mathematics encountered; Solving Word Problem, Computations Involving Fraction, Area, Surface Area and Volume, Language Comprehension Impairment, Counting Speed is Slower than in Other Learners, Memory Problems and Omission of Digits and Numerals.