An Experimental Study on Mathematics Teaching Strategies and Academic Performance of Students

Artigo2025

Remy Mae Joy L. Dela Peña; Romulo G. Doronio

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Resumo

This study aimed to find how students’ mathematics academic performance changed the impact of mathematics teaching strategies, specifically direct instruction, inquiry-based learning, collaborative learning, and technology integration, on students’ academic performance in mathematics. It concentrated on analyzing the pre-test scores of students in mathematics before implementing mathematical teaching strategies, evaluating the post-test scores of students after applying mathematics teaching strategies, and examining the difference between the pre-test and post-test scores to assess the interventions’ effectiveness. The research utilized a quasi-experimental design with a one-group pre-test-post-test design. The study was conducted at San Miguel National High School, San Miguel, Compostela, Davao de Oro. According to the results of the pre-test, students were found to have a “Fairly Satisfactory” grasp of mathematical concepts and skills, slightly higher than the minimum level of proficiency. This demonstrated the intervention’s essential significance. The implementation of teaching strategies resulted in a significant increase in students’ post-test scores, elevating their competency level to “Very Satisfactory.” These results signify that the interventions facilitated an enhancement in students’ academic performance in Mathematics. These results indicated that there is a significant difference between the pre-test and post-test scores of the experimental group, demonstrating that the applied mathematical teaching strategies were effective in improving students’ academic performance. This implies that the use of direct instruction, inquiry-based learning, collaborative learning, and technology integration improved the academic performance of students in the experimental group.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Research and Innovation in Social Science, v. IX, n. VII, p. 1188-1193
Ano: 2025 (2025-01-01)
Idioma: en
Palavras-chave: mathematics teaching methods; mathematics achievement; direct instruction; inquiry-based learning; cooperative learning; technology integration; high school students; mathematics education
DOI: 10.47772/ijriss.2025.90700097
ISSN: 2454-6186
Acesso: Acesso restrito
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PEÑA, Remy Mae Joy L. Dela; DORONIO, Romulo G.. An Experimental Study on Mathematics Teaching Strategies and Academic Performance of Students. International Journal of Research and Innovation in Social Science, v. IX, n. VII, p. 1188-1193, 2025. DOI: https://doi.org/10.47772/ijriss.2025.90700097.

APA

Peña, R. M. J. L. D., & Doronio, R. G. (2025). An Experimental Study on Mathematics Teaching Strategies and Academic Performance of Students. International Journal of Research and Innovation in Social Science, IX(VII), 1188-1193. https://doi.org/10.47772/ijriss.2025.90700097

BibTeX

@article{pena2025,
  author = {Peña, Remy Mae Joy L. Dela and Doronio, Romulo G.},
  title = {An Experimental Study on Mathematics Teaching Strategies and Academic Performance of Students},
  year = {2025},
  journal = {International Journal of Research and Innovation in Social Science},
  volume = {IX},
  number = {VII},
  pages = {1188-1193},
  doi = {10.47772/ijriss.2025.90700097},
  language = {en}
}

RIS

TY  - JOUR
AU  - Peña, Remy Mae Joy L. Dela
AU  - Doronio, Romulo G.
TI  - An Experimental Study on Mathematics Teaching Strategies and Academic Performance of Students
PY  - 2025
JO  - International Journal of Research and Innovation in Social Science
VL  - IX
IS  - VII
SP  - 1188
EP  - 1193
DO  - 10.47772/ijriss.2025.90700097
LA  - en
ER  -

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