Abstract
This study was conducted to determine the extent of utilizing innovative teaching strategies and academic performance in Mathematics. Specifically, it aimed to determine the teacher respondents' profile regarding the following variables: age, sex, marital status, highest educational attainment, years of teaching mathematics, and seminars attended. It also aimed to determine the extent of the utilization of innovative teaching strategies like small group learning, problem-solving, using models/manipulatives, and using games in teaching mathematics. It further determined the significant relationship between the teacher’s profile and the extent of utilization of innovative teaching strategies. The relationship between the extent of utilization of innovative teaching strategies and the teacher and pupils' academic performance is also determined.
The descriptive survey technique and comparative design were employed, with the questionnaire as the foremost instrument for gathering the necessary data. The first quarter grades of the pupil respondents were also utilized.
A total of 154 pupils and 5 Mathematics teachers of Baggao West District were the respondents in the study.
The data gathered were collated and analyzed. Tables were designed to present the data. The frequency count and percentage were used to analyze the data. Chi-square was used to test the study's hypotheses.
The findings revealed that in terms of the respondents’ profiles, most of them belong to the late thirties. There are more male mathematics teachers than females. Most of the respondents are married. On the other hand, most of the respondents' highest educational attainment is with M.A. units.
Moreover, most of the teacher respondents had 1 – 5 years of experience in teaching Mathematics. In terms of seminars/training related to mathematics, most of the respondents have attended limited seminars/training.
The extent of utilization of innovative teaching strategies in Mathematics as assessed by the respondents is categorized as often. Specifically, the extent of utilization of innovative teaching strategies used in the study is the following: Small Group Learning Strategy, with an extent of utilization often assessed by the mathematics teachers and their pupils. The mathematics teacher respondents consistently rated problem-solving strategies in teaching mathematics, and the pupil respondents often rated them.
On the other hand, both respondents often rated the Models/Manipulatives Strategy. Meanwhile, teachers and pupil respondents often rated games as an innovative teaching strategy in mathematics.
The teacher's profile only significantly affects their utilization of the Small Group Learning strategy. Profiles like sex, marital status, highest educational attainment, and years of teaching Mathematics are significantly related to the teacher’s utilization of the Problem-Solving Strategy. On the other hand, age and seminars attended have little relationship with using the problem-solving strategy.
In addition, the Models/Manipulatives strategy and teachers’ profiles, such as age, sex, highest educational attainment, and years of teaching Mathematics, have a significant relationship. Marital status and seminar attended are not significant to the extent of utilization of the models/manipulative strategy.
Furthermore, the extent to which Games are utilized as a teaching strategy is insignificant to the teacher’s profile, sex, marital status, highest educational attainment, years of teaching Mathematics, and seminars attended. On the other hand, the age profile has a significant relationship to the extent to which the said innovative teaching strategy is utilized.
The academic performance of pupil respondents in Mathematics is categorized as satisfactory.
The Chi-Square test results showed no significant relationship between the academic performance of pupil respondents and the extent to which innovative teaching strategies are utilized in Mathematics. This indicates that even if there are differences among the p–p-values of each strategy, they are not significant enough to reject the null hypothesis.
