Instructional Practices of Grade 3 Teachers in Numeracy: Basis for Enhancing the Numeracy Program

This study aimed to determine the extent of instructional practices of Grade 3 teachers in numeracy, along with the use of manipulative materials/skills, problem-solving strategies, communicating mathematics ideas, use of instructional strategies, and assessment practices, as well as the significant difference and relationship between the extent of instructional practices of Grade 3 teachers in numeracy and their profile variables. The study utilized a descriptive quantitative research design using a survey questionnaire to determine the extent of instructional practices in numeracy among Grade 3 teachers. The study revealed that majority of the respondents belonged to the age bracket 41 and above that is 32 or 58.2 percent, females dominated that is 49 or 89.1 percent, married 42 or 76.4 percent, earned MA Academic requirements that is 24 or 43.6 percent, have in the teaching service for 16-20 years that is 17 or 30.9 percent attended 1-5 relevant trainings that is 29 or 52.7 percent and conducted 1-3 number of action research in mathematics that is 45 or 81.5 percent. The respondent teachers vary in their profiles, with differences in extreme cases, and a female-dominated group of teachers. The extent of instructional practices of Grade 3 teachers in numeracy obtained a grand overall weighted mean of 4.33, indicative of “Practiced” transmuted rating. The respondent teachers are good enough at applying their instructional practices in numeracy. It can be inferred that the respondent mathematics teachers consistently implement numeracy instructional practices to enhance learners’ academic performance in numeracy. Findings revealed no significant differences in the extent of numeracy instructional practices among Grade 3 teachers across most profile variables, except for the highest educational attainment and training attended. Similarly, no significant relationship was observed between instructional practices and profile variables, except for training attended. The recommendations highlighted key areas for improving instructional practices in numeracy. First, the respondent teachers in this study should take the initiative to pursue the highest educational degree at a reputable institution and undergo professional upgrading through training and workshops at different levels. Second, teachers should continuously enhance their numeracy instructional practices to improve learners’ academic performance in Mathematics. Third, more appropriate and relevant variables should be explored to determine the best instructional practices in numeracy for benchmarking. Lastly, further research should be conducted to determine the extent of instructional practices of teachers in numeracy from another perspective under the supervision of an accredited graduate school.