Least mastered skills and effective instruction in teaching general mathematics in the Philippines

Abstract

This study examined the relationship between the profiles of 31 General Mathematics teachers and their engagement in effective instructional practices, focusing on how these factors impact the number of least-mastered skills among students in General Mathematics. The study used questionnaires to gather information about instructors' academic and professional backgrounds, classroom resources, and instructional strategies. The findings revealed varying levels of engagement among General Mathematics teachers in effective instructional practices. Key areas measured included interactions with peers, teachers’ attitudes toward their profession, involvement in the teaching-learning process, limitations in teaching classes, classroom instruction effectiveness, encouraging students to engage in mathematical activities, confidence in teaching Mathematics, and monitoring student progress in Mathematics. Notably, factors affecting the number of least-mastered skills were linked to age, educational background, years of service, and possession of a postgraduate degree. Furthermore, a moderate positive correlation was observed between teachers' engagement in effective instruction, and skill mastery.

Keywords: Effective instruction; general mathematics; instructional strategies; least mastered skills