03208    a2200157   450000500170000008200250001710000270004224501320006926400550020130000290025650400410028552026290032652600110295565000480296665000360301420260713091539.0  aTH 378.242 C223 20251 aCanja, Rochelle Mae G.  aTeachers' instructional strategies, competence, and learners' academic performance in mathematics / cRochelle Mae Gumawa-Canja 1aSibalom, Antique : bUniversity of Antique, c2025  axiv, 154 pages ; c28 cm  aIncludes bibliographical references.  aAbstract

To be effective and competent, teachers must employ diverse instructional strategies and demonstrate a high level of competence ir Mathematics, enabling learners to achieve satisfactory performance, especially when using approaches like inquiry-based learning and visual manipulatives. This descriptive-correlational study focuses on examining the relationship between teachers' instructional strategies and competence, and learners' performance in Mathematics in the Cluster 3, Division of Antique for the School Year 2024-2025. The instruments used were the Teachers' Instructional Strategies Questionnaire in Mathematics. the Individual Performance Commitment and Review Form IPCRF), and the General Average in Mathematics of the Learners. Frequency, percentage, mean, standard deviation, and Pearson's r were used to analyze the teachers' instructional strategies and learners academic performance in Mathematics.

The study found that secondary mathematics teachers widely implemented varied instructional strategies, with slight demographic variations- older and female teachers favored differentiated instruction and real-world applications, while younger and male teachers leaned toward visual manipulatives. Surprisingly, teachers with less training and experience reported greater use of inquiry-based learning, visual tools, and real-world connections. Overall, teacher competence was rated outstanding, with older and more experienced educators showing higher competence levels. Learners generally performed at a satisfactory level in mathematics, and a significant positive correlation emerged between student performance and the use of inquiry-based learning and visual manipulatives. However, no significant correlation was found between teacher competence and instructional strategy use or student performance. These results support the need for targeted interventions to promote effective teaching strategies, especially among younger and less experienced teachers.

The study concluded that while teachers show high competence, student performance in Mathematics is more strongly linked to the use of inquiry-based learning and visual manipulatives. These strategies were more frequently used by younger, less experienced teachers. The findings emphasize the importance of focused training on effective teaching methods and the need to strengthen school leadership and environment to further improve student outcomes. 

Keywords: Mathematics performance, collaborative learning, differentiated instruction, inquiry-based learning, use of visual aids and manipulatives, and real-world applications  aTHbGS  aHigher EducationvTheses and dissertations   aMathematicsxStudy and teaching