Mathematics Teachers’ Content Preparedness, Level of Use of Active Learning Practices and Students’ Achievement

Abstract

This descriptive – correlational research was conducted to determine the Grade 7 Mathematics teachers’ content preparedness, level of use of active learning practices and students’ achievement. It made use of two data gathering instruments, namely: Survey Questionnaires for Teachers (SQT) and the Mathematics Achievement Test for Students (MATS). The samples included 40 teachers and 1540 students from the public secondary schools in the divisions of Ilocos Norte, Laoag City and City of Batac. Data on teachers’ content preparedness were analyzed using means and the corresponding qualitative description. For the level of use of active learning practices, frequency and percentage distribution were utilized. Achievement level of student – respondents was analyzed using percentage score, frequency, percentage distribution and the assigned qualitative description. Pearson’s r correlation was used to determine and test the relationship between the variables. Data were processed through the IBM Statistics SPSS Version 20. In testing the significance of r, the level of significance was set at the 0.05 probability level.Results show that the teachers’ overall mean level of content preparedness to teach the prescribed learning competencies in the K to 12 Mathematics Curriculum for Grade 7 is significantly correlated with the students’ achievement in mathematics. Students perform mathematical tasks better when teachers are adequately prepared in content. Further, their critical thinking ability is enhanced and problem solving skills are developed when supported by teachers with better content preparedness.Findings of the study indicate that teachers who have higher level of use of active learning practices produce high achieving Grade 7 students. With a more advanced operationalization of these active learning practices, the students find opportunities to relate knowledge and skills to wider contexts so that they will be motivated to learn and will become lifelong learners.Likewise, teachers’ content preparedness is a factor that influences the level of use of storytelling, cooperative learning, instruction gaming, outdoor activity, problem solving modeling, demonstration laboratory, role playing and personalized system of instruction. The more prepared the teachers on content the higher the level of use of these active learning practices.

Save as a Favourite

Author Information
Emelyn V. Cudapas Emelyn, San Nicolas National High School, The Philippines
Lily Ann C. Pedro Lily Ann, Mariano Marcos State University, The Philippines

• Category: ACLL2018, Uncategorised

Posted by James Alexander Gordon

All Posts