Mathematics teachers' instructional styles and practices and teaching competence

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Author: Carbon, Maria Teresa C.

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Copyright Year: 2010

Abstract:

This survey-correlational study attempted to determine the mathematics instructional styles, instructional practices and teaching competence among the randomly selected mathematics teachers in the tertiary level of the eight universities and colleges in Iloilo City. The 35 randomly selected respondents were categorized according to field of specialization, educational attainment, and length of teaching experience. The data were gathered using the researcher-made Teacher Competency Rating Scale, Mathematics Instructional Style Inventory (patterned from Sulit,2005) and the Mathematics Instructional Practices Rating Scale (based from California Survey Instrument). The statistical tools used were the frequency, percentage, rank, mean and standard deviation for descriptive statistics, as well as the t - test, One-way analysis of variance (ANOVA), Mann-Whitney U, Krusskal Wallis H, eta correlation, and the Pearson’s r for inferential statistics with the significance level set at .05 alpha. The findings revealed that the dominant instructional style of the mathematics teachers whether taken as a whole and classified as to field of specialization, educational attainment and length of teaching experience was “tactile.” The least dominant instructional style was “auditory.” Assessment/evaluation of student performance and development of conceptual understanding and reasoning ability are instructional activities “very highly practiced ” by the teachers as an entire group, mathematics majors, masters and doctoral degree holders and those with above 10 years and 10 years and below of teaching experience. Basic computational skills were the task mastered and “very highly practiced” by the non-mathematics majors, while, assessment/evaluation of student was “very highly practiced” by the bachelors’ degree holders. Professional development and development of supplementary materials were the activities “fairly practiced” by the teachers in general, the mathematics majors, the bachelors’ degree holders and those with teaching experience above 10 years. Other activities that were “fairly practiced” were use/application of technology related activities and encouraging students’ individual presentation of activities by the entire group, promoting participation of students in whole/group activities and use/application of technology related activities for the mathematics majors. The development of supplementary materials, use of support services to enhance instruction and promoting participation of students in whole/group activities were also “fairly practiced” by the non-mathematics majors. On the other hand, encouraging students’ individual presentation of activities and promoting participation of students in whole/group activities were “fairly practiced” among the master’s degree holders. The development of supplementary materials and promoting participation of students in whole/group activities were “fairly practiced” by the teachers with ten years and below of teaching experience. The bachelors’ degree holders “slightly encouraged” students’ individual presentation of activities. The study further showed that significant differences existed in the teaching competence of the respondents when classified according to educational attainment, in favor of the doctoral group. No significant differences were noted in the mathematics instructional styles and practices of the teachers when they were classified according to field of specialization, educational attainment and length of teaching experience. Similarly, there were no significant differences in the teaching competence of the teachers when categorized according to field of specialization and length of teaching experience. There were no significant relationship between instructional styles, practices and teaching competence but there was a positive although not significant relationship between instructional practices and teaching competence.


Keywords: Mathematics teachers instructional styles

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