Abstract
This study aimed to determine the outcome of mathematics mentoring for non-mathematics teachers on the academic performance in Statistics and Probability of Grade 11 students at Bacolod City National High School for the second semester of the 2017-2018 school year. A mixed method of both quantitative and qualitative approaches was used. A quasi-experimental, non-equivalent control pre-test post-test design was employed for the quantitative component, while a phenomenological approach was utilized for the qualitative component. The participants of the study were the two mentored non-mathematics teachers and the two non-mentored mathematics teachers. Data were gathered using a validated and reliability-tested teacher-made 40-item test questionnaire and an interview schedule. Findings revealed that the level of academic performance of students, both in the pre-test and post-test, for mentored and non-mentored teachers was below average. However, the academic performance of students mentored by teachers was higher compared to that of students mentored by non-mentored teachers. Furthermore, the findings revealed that no significant difference existed between the post-test results and the mean gains in students' academic performance between the pre-tests and post-tests of mentored and non-mentored teachers. Three thematic insights emerged namely: Shaped by Beliefs: The Quality of the Mentored Teachers, Moved by Circumstances: The Challenges Encountered by Mentored Teachers Before the Mentoring, and Changed by the Process: The Experiences Encountered by the Mentored Teachers After Mentoring was made to describe the experiences of the mentored teachers before and after the mentoring program with the final eidetic insight - Mentoring of Mentors: The Joy of Getting and Sharing.
