000			03269 a2200181 4500
005			20260713091539.0
082			_aTH 378.242 C223 2025
100	1		_aCanja, Rochelle Mae G.
245			_aTeachers' instructional strategies, competence, and learners' academic performance in mathematics / _cRochelle Mae Gumawa-Canja
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2025
300			_axiv, 154 pages ; _c28 cm
504			_aIncludes bibliographical references.
520			_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
526			_aTH _bGS
650			_aHigher Education _vTheses and dissertations
650			_aMathematics _xStudy and teaching
942			_2ddc _cTH
999			_c41662 _d41662