Effectiveness of Instructional Strategies in Bridging the Mathematics Skills Gap Among High School Students: Basis in Developing an Action Plan

Abstract

The study sought analysis of high school teachers’ perception on the effectiveness of instructional strategies in bridging the mathematics skills gap among high school students with respect to the discovery approach, cooperative learning, problem-solving approach, inquiry-based teaching approach, and integrative teaching approach. Also, the study sought analysis of the problems the high school teachers encountered in using the different instructional strategies. The study utilized descriptive survey research using a structured questionnaire in gathering the needed data and was given through a Google form to teachers in Tuguegarao. There were a total of 75 respondents from 6 public secondary high schools. Based on the foregoing findings, the following conclusions were drawn. Respondents’ perceptions of the effectiveness of inquiry-based and discovery approaches as instructional strategies in bridging the mathematics skills gap among high school students are not comparable when grouped according to age and length of service, respectively. The major perceived problem encountered by the teachers in utilizing instructional strategies in bridging the mathematics skills gap among high school students is the large class size, ranked as the first major perceived problem. It is also concluded that there are enough competent mathematics teachers in high school. It was recommended that the teachers often use the Discovery approach and the inquiry-based approach instructional strategies as part of their motivation, presentation, discussion, and evaluation of the lessons in mathematics to make meaningful learning to their students.