On the practices of teachers to mathematics achievement of high school students

Abstract

This study emphasizes the pivotal role of mathematics as a foundational prerequisite for diverse scientific and engineering disciplines. Its primary aim is to evaluate the teaching practices of mathematics in four national high schools, exploring elements such as professional development, technology integration, manipulative use, instructional strategies, and assessment methods. Employing a descriptive-normative methodology, the study engages mathematics educators and students from four national high schools in Bontoc District, Bontoc, and Southern Leyte, utilizing absolute, stratified, and simple random sampling techniques for data collection. The analysis employs various statistical measures, revealing notable practices, such as a focus on professional development, frequent use of instructional technology, and consistent application of instructional strategies. Most teachers are Mathematics majors with 06 - 15 years of teaching experience, while students predominantly achieve standard ratings. The study establishes a moderate correlation between professional development and students’ mathematics achievement, with the instructional strategy applied to be notably significant while teaching experience differences are not. Finally, mathematics teachers exhibit a dedicated commitment to enhancing professional development and serving as effective facilitators in the classroom. The study underscores the significance of a comprehensive approach, integrating diverse practices to optimize student outcomes and cultivate a dynamic and effective educational environment. Recommendations include integrating educational practices, fostering professional development, advocating for technology, promoting manipulative use, implementing assessments, and supporting teachers.