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Pedagogical Approaches in Teaching Secondary Mathematics in the Division of Batangas Province

John Dale E. Evangelio
San Pascual Senior High School 2
SDO- Batangas Province, Philippines



The study aimed to provide information about the pedagogical approaches utilized in teaching secondary Mathematics in the Division of Batangas Province. Furthermore, it also aimed to find out if there is a significant association between assessments of mathematical performance as well as the extent to which pedagogical approaches are used in teaching mathematics. Descriptive research was employed in this study, with a questionnaire serving as the primary data collection instrument. The subject of the study is the SHS mathematics teachers in the Division of Batangas Province. Among the 149 respondents, the findings showed that most of the respondents assessed their extent of utilization of pedagogical approaches to a great extent. Moreover, based on the result, there was a significant relationship between the learners’ level of performance in General Mathematics and teachers’ extent of utilization of pedagogical approaches in teaching Mathematics in terms of teacher and learner interaction, learning content, mastery of the subject matter, and learning assessment. Besides, most of the respondents in the division agreed that their major problems in the utilization of pedagogical approaches in teaching Mathematics are the scarcity of learning resources (learning gadgets and pedagogical material textbooks), handling large class sizes, heavy workloads of teachers and ancillary activities, curriculum materials (textbooks/modules) are not prepared in a way that can facilitate pedagogical approaches, balancing the different learning needs of students, students’ unwillingness to learn cooperatively, absence of support in different trainings from the administrators and stakeholders, inadequate time to devote to the preparation/ designing of activities anchored in the pedagogical approaches, and resistance of teachers in exploring technology which highlights the importance of pedagogical approaches. This goes to show that there is a need to resolve these challenges to maximize teachers’ potential in utilizing the pedagogical approaches in teaching Mathematics.
On top of that, some recommendations will be very useful not only to the teachers but also to the future researchers who will benefit the most from this study. As a result of the study, the researcher conceptualized and will utilize Project WERPA (Worksheets, E-games, Remediation, and peer assistance) to effectively intensify the application of pedagogical approaches in teaching secondary Mathematics.

Keywords: Collaborative, Constructivist, Integrative, Inquiry-based and Reflective Approach

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