Angeline Maglasang, Lilibeth Pinili
Abstract
This study analyzed the mathematics competency of K-3 students and the extent to which teachers utilized various teaching methods. Data on student performance in Numbers and Operations, Operations and Algebraic Thinking, Measurement and Data, and Geometry revealed that many students performed below grade level, particularly in Measurement and Data and Geometry. The study also examined the extent of utilization of identified teaching methods, showing that traditional, explicit instructional strategies were more commonly used, while game-based and exploratory methods were less frequently applied. Correlation analysis indicated a significant positive relationship between the frequency of strategy utilization by teachers and the math skills performance of students. The findings suggest that consistent use of diverse and student-centered teaching strategies can improve student outcomes, particularly in early elementary mathematics education, highlighting the need for teachers to incorporate a broader range of effective teaching techniques.
https://doi.org/10.22044/wjher.4.3
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(3)DOI: https://doi.org/10.22044/wjher.4.3Pages: 164-174Published: 09-24-2024Copyright: Copyright (c) 2024 Angeline Maglasang, Lilibeth PiniliOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteMaglasang, A., Pinili, L. (2024). Teaching Strategies and Math Proficiency: A Study of K-3 Learners and Teachers. World Journal on Education and Humanities Research, 4(3), 164-174. https://doi.org/10.22044/wjher.4.3
How to CiteMaglasang, A., Pinili, L. (2024). Teaching Strategies and Math Proficiency: A Study of K-3 Learners and Teachers. World Journal on Education and Humanities Research, 4(3), 164-174. https://doi.org/10.22044/wjher.4.3