Teachers’ Awareness and Students’ Analytical Skills in Mathematics in Senior High Schools in Zambales Zone IV


AUTHORS: Geraldine A. Pagunsan




Volume:1

Issue: 8

Page: 30-35


Received:05-Jul-2021

Accepted:07-Jul-2021


ABSTRACT:This study seeks to gauge the teachers’ readiness in Mathematics in senior high school and students’ analytical skills in Zone IV in the Division of Zambales. There were 3 teachers and 296 senior high school students who were involved in this study from three schools. The study made use of a descriptive-correlational research design utilizing a researcher-made survey questionnaire and analytical test. Data were analyzed using various statistical methods. Results of the study showed that the mathematics teachers in the senior high school are ready in terms of teaching experience (4.40), professional training (3.80), instructional tools (4.33), pedagogical content knowledge (4.00), and interpersonal connectedness (3.67). The level of analytical skills of Mathematics students is “approaching proficiency” as revealed by the overall score of 9.26 (out of 15 items) with a standard deviation of 2.40. There is a statistically significant correlation between interpersonal connectedness and instructional tools (r=-0.996; p<0.05). There is no statistically significant correlation between students’ teachers’ readiness and students’ analytical skills. After careful analysis of the study, this study recommends that instructional tools and materials be adequately provided so that both teachers and students will be able to attain the learning targets more effectively. Students’ analytical skills must be enhanced more as they gear towards the challenges of 21st-century society. This can be done through designing inquiry-based, outcomes-based, and student-centered instructional plans. Schools may be encouraged to conduct Learning Action Cell (LAC) sessions related to designing instructional tools in Mathematics, improving student-teacher connectedness in Mathematics teaching, and mentoring sessions among teachers. Further studies may be conducted to validate the results of the study. More teacher-respondents may be considered in future studies.


ISSN

ISSN (Online): 2833-7298
ISSN (Print): 2833-7301

SUBMISSION LAST DATE

30 NOV 2022

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Volume 2, Issue 11 2022

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