Assessing the Level of Agreement on Effective Mathematics Teaching Practices Among Secondary Teachers

Resumo

This study assessed the level of agreement among secondary public national schools in the Province of Biliran, in which mathematics teachers evaluated their mathematics teaching practices. The findings served as the basis for designing a training program to enhance instructional effectiveness in mathematics. The researcher employed an Explanatory Sequential Mixed Methods Design with a quantitative-dominant approach using an adapted survey questionnaire and a researcher-made Interview Guide. The research took place at the DepEd Division of Biliran. The participants were the 100 secondary mathematics teachers deployed in public secondary schools across the province of Biliran. They were selected via non-probability, purposive-convenience sampling, coming from 20 public national high schools. These mathematics teachers responded to a three-part structured-survey questionnaire for the quantitative phase and a semi-structured interview guide for the qualitative phase. The survey questionnaire underwent content validity and reliability testing. On the other hand, the Interview Guide was validated by experts. The study revealed that secondary school mathematics teachers in the Province of Biliran strongly agreed on the level of agreement on effective mathematics teaching practices. The highest mean was for Using and Linking Mathematical Representations. These findings indicate that while teachers demonstrate competence in traditional instructional practices, gaps exist in innovative and evidence-based approaches. Also, qualitative data revealed that mathematics teachers in the DepEd Biliran Division struggle with limited resources, heavy workloads, and diverse learner abilities that hinder effective instruction. It is recommended that targeted professional development, peer mentoring, and access to teaching resources be implemented to strengthen instructional practices and enhance student learning outcomes.

Dados da obra

Tipo

Artigo

Periódico

International Journal For Multidisciplinary Research, v. 8, n. 4

Ano

2026 (2026-07-24)

Palavras-chave

secondary mathematics teachers; teacher perceptions; mathematics education; mathematical representation; teacher professional development; teacher workload; teaching materials; Biliran

Temas

Formação de Professores de Matemática, Práticas Pedagógicas, Probabilidade

DOI

10.36948/ijfmr.2026.v08i04.84012

ISSN

2582-2160

Licença

cc-by-sa

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026