Abstract
The study aimed to determine the modes and methods of teaching Mathematics and identify the common problems encountered in teaching Mathematics in relation to student’s proficiency. One hundred one teachers were the respondents of the study. A standardized questionnaire was used to measure the extent of using the methods in teaching Mathematics. Mean, frequency, Goodman-Kruskall’s Gamma and Chi-Square test were the statistical tools used for the analysis of data. The results of the study showed that students received a face-to-face teaching for Algebra and Geometry while modular teaching for Probability and Statistics. Individual and small-group activities are frequently used as teaching methods. The result also showed that the proficiency of students in Probability and Statistics and in Geometry reached a very satisfactory level, and a satisfactory level in Algebra. Overall, the proficiency of students across all subjects was very satisfactory. A significant difference was found in the proficiency of students when taken in terms of mode of teaching used by the Mathematics teachers and no significant difference in the proficiency of students when taken in terms of whole class activities, individual activities, and small group activities. A significant relationship was found between the mode of teaching and the level of proficiency of students while no significant relationship between teaching methods, such as whole class activities, individual activities, and small group activities, and the level of student’s proficiency. The themes derived from the challenges encountered by the participants include Solving the Puzzle which reflects the difficulties teachers face in engaging students due to resource constraints; Walking with Constraints which highlights the scarcity of essential learning and teaching resources; and Preparing Students for Lifelong Learning which emphasizes the need to equip students with foundational skills crucial for their future success.
