Table of Contents

Introduction

Statement of the problem

Scope and limitation of the study

Significance of the study

Definition of terms

Related literature

Interpretation and Discussion

Conclusion

Recommendation

References
Introduction

Teaching math is an important job for instructors who work with learners

of any age. The goal of the math teacher shouldn't just be for the students to

understand the concept or strategy being tought, but also for the students to be

interested in the learning process. Ideally, students should find mathematics both

intriguing and enjoyable. (Saram,2011)

Mathematics is integral to every aspect of daily life. Skills can be used

to solve problems related to time, sports, travel, money management, science and

art, to name a few. A teaching strategy is in essence a general plan which includes

all the parts of the teaching aids and evaluation strategies. The aforementioned

parts are actually the activities a teacher does in the class for the purpose

achieving the lesson's objectives. Teaching strategies are basically based on kinds

of patterns and theories that are called “Learning Theories ". Such theories are

classified into three categories, they are: behavior ,cognitive and affective

However, choosing the appropriate teaching and learning strategies is a

complicated process ,it demands a deep thinking on the part of the teacher and the

ability to make balance between the available strategies in the light of the many

interrelated variables . (Hamzeh, 2014)

Mathematics values and habits of mind go beyond number and

symbols : they help us connect ,create , communicate, visualize ,reason ,and solve

. Using mathematical thinking allows us to analyze novel and complex problems

from a variety of perspective, consider possible solutions, and evaluate the

effectiveness of solutions. When developed early in life, these habits of mind

engender generate confidence in our ability to solve every day problems without

doubt or fear of math.

(http://www.ocde.us/CommonCoreCA|Documents/HoMstrategies.)
 The key to teaching basic math skills that students can apply and

remember for future instruction is to use several teaching strategies. A simple

strategy teachers can use to improve math skills is repetition. By repeating and

reviewing previous formulas, lessons and information students are better able to

comprehend concept at a faster rate. The core concept of basic math must be

mastered before students are able to move into a more advanced study. (Stephen

Wilson, 2012)

The researcher conducted this research to identify different

strategies or techniques that could improve performance in mathematics among

grade ten students in Alitagtag National High School.

Statement of the Problem

This research was conducted to identify different teaching strategies in

Mathematics that could help improve the performance of the grade ten students in

Alitagtag National High School.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of :

A. Age

B. Gender

C. Religion

2. What are the different teaching strategies in Mathematics?

3. How could the different teaching strategies help in improving the performance of

the grade ten students?

4. Based from the findings of the students what suggestions and recommendation

about the different teaching strategies in Mathematics to improve the students’

performance could be proposed?

Scope and Limitation of the Study

This study is concerned with the teaching strategies in Mathematics to

improve students’ performance among grade ten students in Alitagtag National

High School, year 2018-2019.

It covers twenty grade ten students in Alitagtag National High School. The

researcher, randomly selected students to ensure a well representation and

distribution of the respondents.

This study covers teaching strategies in Mathematics to improve

students’ performance among grade ten students .

Furthermore, the findings of this research will mainly base on the

responses of the respondents. These responses were gathered through the

researcher -made questionnaire prepared through thorough researches and

readings.

Significance of the study

The researcher strongly believes that this study will provide on

acceptable information for the students about the teaching strategies in

mathematics to improve students’ performance. This will improve their knowledge

about how to improve students’ performance in mathematics. Moreover, the result

of the study will be significant to the following groups of individuals.

To the curriculum planners-this study will serve as their basis of

identifying that will improve the performance of students in mathematics.

To the Administrator-this study will give them a picture of teaching

strategies in mathematics will benefit to improve the performance of the students.

To all student - this study will help them to improve their skills and

knowledge in mathematics performance and have a good participating in class.

 To the future Researchers- this study will enhance the literature of their

studies. This will also provide them information and background related to the

topics concerned.

Definition of terms

The following are given to facilitate the understanding of the discussion

of the data in the study.

Aforementioned-mentioned before spoken about or name earlier

mentioned previously.

Cognitive-based on or capable of being reduced to empirical factual

knowledge.

Comprehend-to grasp the nature, significance, or meaning of to

contain or hold within a total sope significance, or amount.

Doubt-to be uncertain about to believe that may not be true or is

unlikely.

Essence-the permanent as contrasted with the accident element of

being the individual,real ,or ultimate nature of a thing especially as apposed to it

existence .

Integral-essential to completeness, being containing, or relating to one

or more mathematical integers.

Interrelated variables -having a mutual or reciprocal relation.

Intriguing-extremely interesting, engaging the interest to a marked

degree
 Repetition-the act or an instance of repeating or being repeated a

motion or exercise as a push-up that is repeated and usually counted.

Reviewing-an act of carefully looking at or examining the quality or

condition of something or someone.

Review of related literature and study

The different teaching strategies in mathematics are is planning or monitory

of strategies is evident evidence of solidifying in prior knowledge and applying it in

problem solving is present at this level a student must a achieve correct answer

in efficient strategies is chosen and progress towards an a solution is evaluated

adjustments strategy if necessary are made along the way and or alternative in

strategies are considered of analyzing the situation in mathematical terms and

extending prior knowledge is present at this level of the student must achieve a

correct answer. Integration of knowledge because the students has being fully

understand in has applied an concepts learn from in the topic. Concepts are

integrated in to the students must be learn more if the students school focused

enough for the scope of this assignment the research of the study provides a good

direction for the lesson it will be approved from the teacher.(Johns 2012)

Lecture discussion method it is a based on three source which makes an

effective to teaching the students theory it uses already by building on their

existing background meaningful verbal in learning process of information in a

systematic way. Active learning involvement use teacher questioning to involve

students actively in the learning process.Cooperative and Collaborative learning

collaborative learning is a method of teaching and learning in which students learn

together to explore a significant on questionnaire create a meaningful of

knowledge cooperative learning technique in the students wants in school group.

Jigsaw can be use in a verity of ways for a variety goals but is primarily use for the

a question and presentation of new math reviewer of informal debate. Think pair

share it is a cooperative discussion of strategies development by frank Ingram and

his callousness a Maryland it goals is have from the tree stages of students action

with emphasis on what the students are to be doing at each of those stages.

(Gill,2013)
 Knowledge of mathematics because the knowledge of content to be

faith is the cornerstone of teaching in begin with it three is a substantial body of

research on teach is mathematical knowledge in technique knowledge of

mathematics is prominent in discussion of how to improve mathematics subtraction

improving on the mathematical knowledge and there is crucial in developing of

student is proficiency how resent study have revealed that is elementary and

middle school teachers of possession limited knowledge of mathematics indicating

in the mathematical teach the mathematical education they receive to the k to 12

as student and in teacher preparation as not provided them of a appropriate or

sufficient opportunities for knowing mathematics as a result of that education in the

teachers way know the facts and procedure that they teach but often in have a

relatively work and understanding of the concerted bases for the knowledge way

her difficult clarifying mathematical ideas or solving problems in that way there

calculation. Cohesiveness because sometimes together information from all

sources paper is did not flow disjointedness is a apparent students writing does not

demonstrate an understanding of relationship among materials from all sources

and the performance.( Duczminski, 2011)

The suggestions and recommendation of teaching strategies in

mathematics to improve the students performance is take home activities, visual

aids and presentation of the lesson, weekly long quizzes, remedial classes,

clarified explanation of the lesson, giving enough examples for students to

understand, make some okes because sometimes students don’t like a serious

discussion and prepare some energizers for the students. That’s all is suggestions

and recommendation of teaching strategies in mathematics. The good news is that

students can have success in math class with the righteffort, attitude, and

behaviour, regardless of a natural affinity or being good at math. Student teams

used mathematics to predict whether the food waste in a given state could feed all

of the food-insecure people living there. In the second part, teams created a
mathematical model that could be used to determine the amount of food waste a

household generates in a year based on their traits and habits. Finally the teams

were challenged to make suggestions about how wasted food might be

repurposed. They used mathematical modelling to provide insight into which

strategies should be adopted to repurpose the maximal amount of food at the

minimum cost, and they accounted for the costs and benefits associated with their

strategies. Because such problems are realistic, big, and messy, student team

have plenty of opportunity to make genuine choices about how they want to go

about solving them, which mathematical tools they will apply to develop and test

their models, and how they will communicate their solution. There’s plenty of work

to go around, so all team members can contribute. Teaching and learning

mathematics are complex tasks. Research suggests that teachers use

manipulative materials regularly in order to give students hands-on experience that

helps them construct useful meanings for the mathematical ideas they are

learning. In order to accurately reflect their meaningful mathematics performance,

students should be allowed to use their calculators in achievement tests. Not to do

so is a major disruption in many students’ usual way of doing mathematics, and a

unrealistic restriction because when they are away from the school setting, they

will certainly use a calculator in their daily lives and in the workplace.(Kilpatrick,

2013)
PART I: PROFILE OF THE RESPONDENTS
TABLE 1

AGE FREQUENCY

15-16 16

17-18 3

19 and above 1

Based on the table present in the table 1,it is shown that majority of the
respondents were at the age bracket of 15-16 which represent 80% of the total
sample. It is followed by the age bracket of 17-18 which is 15% of the total sample.
The smallest number of the respondents belong to the age bracket of 19 and
above which represent by 5%.

TABLE 2

GENDER FREQUENCY

Male 13

Female 7

In the table 2,it is shown that majority of the respondents are male with the
frequency of 13 which is equivalent to 65% while 7 of respondents are female or
equivalent to 35%. The study demonsrate that male are more likely to be a victims
of teaching strategies in mathematics.

PART II: DIFFERENT TEACHING STRATEGIES IN MATEMATICS

INDICATORS WM VI RANK

Inquiry-based instruction 3.7 A 4.5

Collaborative Activities 3.7 A 4.5

Create Learning stations 3.2 MA 8

Use task card 3.4 MA 7

Lecture and Discussion Method 3.5 A 6

Demonstration Lesson 3.95 A 2

Buzz Groups 4.05 A 1

Brainstorming 3.8 A 3

TOTAL 3.66 A
 First in the rank was the Buzz Groups as proven by the weighted mean 4.05
of with a verbal interpretation of agree. Second in the rank was the Demonstration
Lesson as proven by the weighted mean 3.95 of with a verbal interpretation of
agree.Last in rank was the Create Learning Station as favoured by the weighted
mean 3.2 of with a verbal interpretation of moderate agree.

PART III: IMPORTANCE OF USING DIFFERENT STRATEGIES IN IMPROVING

STUDENTS PERFORMANCE IN MATH

INDICATORS WM VI RANK

Enhance their own learning 3.6 A 4.5

Practical learning experiences 3.65 A 3

Help learners become 3.6 A 4.5

independent

To help student process the 3.05 MA 8

content make on identify tasks and
questions

To familiarize students with the 3.20 MA 6

idea of differentiated learning

To tackle student trouble spots 3.15 MA 7

To work and learn at their own 3.85 A 2

paces

To offers math problems that use 3.9 A 1

words

TOTAL 3.50 A

First in the rank was the To offers math problems that use words as proven
by the weighted mean of 3.9 with a verbal interpretation of agree. Second in the
rank was the To work and learn at their own paces as proven by the weighted
mean 3.85 of with a verbal interpretation of agree. Last in rank was the To help
student process the content make on identify tasks and questions as favoured by
the weighted mean 3.05 of with a verbal interpretation of moderate agree.

PART IV: SUGGESTIONS AND RECOMMENDATIONOF TEACHING

STRATEGIES IN MATHEMATICS TO IMPROVE THE STUDENTS
PERFORMANCE

INDICATORS WM VI RANK

Take home activities 3.6 A 5

Visual aids and presentation of the lesson 3.7 A 4

Weekly long Quizzes 3.5 A 7

Remedial classes 2.95 MA 8

Clarified explanation of the lesson 3.55 A 6

Giving enough examples for students to understand 3.9 A 3

Make some jokes because sometimes students don’t 4.05 A 2

like a serious discussion

Prepare some energizers for the students 4.6 SA 1

TOTAL 3.73 A

First in the rank was the Prepare some energizers for the students as
proven by the weighted mean of 4.6 with a verbal interpretation of strongly agree.
Second in the rank was the Make some jokes because sometimes students don’t
like a serious discussion as proven by the weighted mean 4.05 of with a verbal
interpretation of agree. Last in rank was the Remedial classes as favoured by the
weighted mean 2.95 of with a verbal interpretation of moderate agree

Conclusion
Based on the results of this study, it can be concluded that innovation in
learning is needed in the improvement of students’ performance of mathematics
lessons in Grade ten of Alitagtag National High School. Contextual teaching using
media can enhance student achievement in studying of mathematics subjects.
Mathematics is an intrinsic part of the problem solving, investigation, testing,
design, and analysis wok undertake. It makes it possible to develop a
comprehensive data-base of information in a cost-effective way. To many people,
school mathematics is virtually a phenomenon of nature. It seems timeless, set in
stone-ard to change and perhaps nt needing to change. We recognize that such
change needs to be undertaken carefully and deliberately, so that every child has
both the opportunity and support necessary to become proficient in mathematics.

Recommendation

It is recommended that teachers of mathematics should innovate teaching

because is very effective in improving student’s mathematics performance in high
school. To help move the nation toward the change needed in school
mathematics, we have offered citations of research studies and of theoretical
analyses, but we recognize that clear, unambiguous evidence is not available to
address many of the important issues we have raised. The remaining
recommendations reflect our consensus that the relevant data and theory are
sufficiently persuasive to warrant movement in the direction indicated with the
proviso that more evidence will need to be collected along the way.
References

Saram (2011). Important teaching strategies. Manila, Philippines.

Stephen wilson (2012). Key of teaching basic math skills. Quezon city, Philippines.

Hamzeh (2014). Teaching strategies. Philippines.

Gill (2013). Different teaching strategies. Makati, Philippines

Johns (2012). Help improving performance. Manila, Philippines.

Duczminski ( 2011). Knowledge mathematics. Philippines.

Kilpatrick (2013). Suggestions and recommendation. Manila, Phlippines.

Guide Questions :

1. How long have you been teaching in Alitagtag National High School?

 Four years and eight months.

2. Is math your major?

 Yes.

3. What is your greatest strength as math teacher?

 My greatest strength as math teacher is the mastery of the lesson.

4. Why do you want to work for us as math teacher?

 I want to share my knowledge to my students.

5. In what ways do you use math in your daily life?

 Yes, everyday

6. Every teacher have a different style in teaching, what is your teaching style?

 My style is the traditional type of teaching, because students learn more.

7. How can you help students to improve their skills in math?

 Students must have remediation and follow up activities to increase mastery

of the lesson.

8. What are the attitude of students towards math subject?

 Students find mathematics as a difficult subject, they tend not to listen

during discussion that’s why they can not understand the lesson.
9. Do strategies in mathematics help in improving students performance?

 Yes, different strategies applied to different types of students help improves

students performance.

10. What can you bring to our school that makes you unique?

 I am the type of teacher that students will not hate.