ijaers social
facebook
twitter
Blogger
google plus

International Journal of Advanced Engineering, Management and Science


Pedagogical Approaches and Techniques of Non-Education Graduates Teaching General Mathematics in the Senior High School

( Vol-6,Issue-11,November 2020 )

Author(s): Cherry Rose T. Malgapo, Cristo Mark D. Ancheta



Total View : 697
Downloads : 167
Page No: 468-475
ijaems crossref doiDOI: 10.22161/ijaems.611.2

Keywords:

General Mathematics, Non-Education Graduate Teachers, Outstanding, Pedagogical Approach, and Techniques, Senior High School.

Abstract:

Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of “outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.

Article Info:

Received: 10 Oct 2020; Received in revised form: 09 Nov 2020; Accepted: 11 Nov 2020; Available online: 16 Nov 2020

Cite This Article:
Show All (MLA | APA | Chicago | Harvard | IEEE | Bibtex)
Share: