The Relationship on the Usage and Effectiveness of the Teaching Strategies of Mathematics Teachers as Perceived by the Grade Six Learners

Abstract

This study aimed to determine the relationship between the Usage and Effectiveness of teaching strategies of mathematics teachers. Data were collected from 251 grade six pupils in selected elementary public schools particularly, Toro Hills Elementary School, San Antonio Elementary School, and Santo Cristo Elementary School during the school year 2018-2019. These students were chosen as respondents using simple random sampling through the fishbowl method. The study employed the descriptive research method using an adopt questionnaire as the main instrument in the data gathering.

The data were analyzed and interpreted using weighted mean and Pearson r. Pearson coefficient of correlation (r) was used to test the hypothesis at .05 level of significance. In the frequency of usage, the results revealed that the “often” used teaching strategy in terms of Active Learning Strategy was the evaluation of students’ own progress (WM=4.2), in terms of Cognitive Activation Strategy it was the provision of written explanations of how students solve problems (WM=4.4) and in terms of Teacher-Directed Instruction, it was the students practice of similar tasks until they have understood the subject matter (WM=4.3).

In the level of effectiveness, the results revealed that the teaching strategy which is effective in terms of Active Learning Strategy was the students’ work in small groups to come up with a joint solution to a problem or task (WM=4.2), in terms of Cognitive Activation Strategy it was the provision of written explanations of how students solve problems (WM=4.38) and in terms of Teacher-Directed Instruction it was the provision of immediate feedback when students are working on particular tasks (WM=4.35).

The data also showed that there is a statistically significant correlation between the frequency of usage of teaching strategies and their level of effectiveness. Since the p-values are less than the assumed level of significance of .05, the null hypotheses were rejected.