Learning Gaps in Mathematics 7 and Teachers' Instructional Strategies in Selected Public Secondary Schools in the Second Congressional District of Quezon
Irene Gonzalvo, Noel Palomares
Source abstract
This study aimed to identify the learning gaps in Mathematics 7 and examine the effect of the instructional strategies employed by teachers in selected public secondary schools in the Second Congressional District of Quezon. Using a descriptive research design, the study involved 26 mathematics teachers and 431 non-numerate learners from 11 selected public secondary schools. Data gathered through survey questionnaires, interviews, item analysis of student assessments, and performance reports showed a consistent lack of mastery in five competencies, especially in problem-solving and basic operations. It also evaluated the frequency and effectiveness of instructional strategies used. The most frequently employed instructional strategies included re-teaching complex concepts, providing additional practice or homework, and integrating technology. Remedial classes, small group tutoring, peer tutoring, one-to-one tutoring, differentiated instruction, and scaffolding were often used, particularly for addressing basic mathematical skills. The results indicated a statistically significant improvement in student performance over time, suggesting that re-teaching complex concepts, providing additional practice or homework, and integrating technology contribute positively to bridging learning gaps. Large class sizes were the most common challenge teachers encountered while employing instructional strategies. The study recommends the development of strategy-based lesson exemplars and continuous support for teachers to enhance instructional delivery and student outcomes in Mathematics.
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