Chapters 1 6finalcanoyedited2018

1
Chapter 1
INTRODUCTION
Background of the study
Problems encountered by mathematics teachers affect their
performance in teaching (Magno 2014). Inadequacy of multi-media
equipment, instructional materials, and advance education in
Mathematics were the most common problems that intermediate
Mathematics teachers had encountered in District II, Division of Bacolod
City.
Teachers are very important factor in overcoming the above
mentioned problem. It is the teacher who can influence the attitude of
his/her students in learning Mathematics (Igoe, 2013). And only by the
hard work of the teachers a Mathematics curriculum can be successfully
implemented.
Mathematics is a tool of science and a language complete with its
own notations and symbols and “grammar” rules, with which concepts
and ideas are effectively expressed. Many aspiring careers require a solid
foundation in mathematics (Roxas 2015).
Moreover, it is crucial that their classroom goals be based on the
current curriculum. Knowing its framework enables the teacher to
develop and adapt lessons to suit the needs of the learners in this
globally competitive world.

2
The reason why the researcher conducts this study is to help his
fellow teachers in solving the problems that they encounter in teaching
Mathematics and to improve their teaching performance.
In District II, where the study was conducted, there where
issues/problems where encountered by teachers teaching mathematics
that needs to be solved. As a teacher, the researcher himself felt the need
to find answers to some questions raised and discover useful
interventions which may be of help to Mathematics teachers in the
delivery of quality and effective implementation of Mathematics
curriculum.
Statement of the Problem
This study aimed to determine the Problems Encountered by
Intermediate Mathematics teachers of District II, Division of Bacolod City
during the School Year 2016 – 2017 as Basis for Training Enhancement
Program.
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondents in terms of the following
variables:
a. age;
b. sex;
c. marital status;
d. length of service; and

3
e. average monthly family income?
2. What is the degree of seriousness of the Problems Encountered
by Intermediate Mathematics Teachers according to the
following areas and when taken altogether?
a. Adequacy of Instructional Materials/Facilities;
b. Student’s Behavior;
c. Curriculum; and
d. Teacher’s Competence?
3. What is the degree of seriousness of the problems encountered
by Intermediate Mathematics Teachers according to the
aforementioned variables?
4. Is there a significant difference between the degree of
seriousness of the problems encountered by intermediate
Mathematics teachers when they are grouped and compared
according to the aforementioned variables?
5. Based on the results, what training enhancement programs
may be formulated?
Hypothesis of the Study
In view, of the specific objectives of this investigation, the
hypothesis was formulated:
1. There is no significant difference between the degree of seriousness
of the problems encountered by intermediate Mathematics

4
teachers when they are grouped and compared according to the
aforementioned variables.
Assumptions of the Study
The following is the assumptions of the study.
1. The problems encountered by Intermediate Mathematics Teachers
in teaching may vary.
To facilitate an easier understanding of this study, the key variables are
presented with their corresponding indicators and categories:
Variables Indicators Categories

Age The term refers to the Younger (below 46)
period of time someone Older (47 and above)
has been alive or
something has existed
Sex The term refers to state of Male
being male or female Female
Marital The term refers to the Single
Status status of an individual in Married
relation to marriage
Length of Number of years in Shorter (5 yrs. & below)
Service teaching Longer (above 5 yrs.)
Average Highest income of the Php 10,000 & below

Monthly family in a month. Php 10,000 – 30,000
Family Php 30,000 & above
Income
Length of Number of years Highe
in (College Graduate
Service teaching with M.A. units)
Lower (College Graduate)
without M.A. units
Theoretical Framework
5
This study was anchored on Bruner’s Cognitive Developmental
Theory of Instruction (1966).
Bruner advocates that a theory of instruction is prescriptive in that
it proposes rules for achieving knowledge of skills and provides
techniques evaluating learning outcomes. It is also normative in that it
sets goals to be achieved and deal with conditions for meeting them.
‘A Theory of instruction’ in short is concerned with how that one
wished to teach can best be learned, with improving rather than
describing learning.
This is not to say that learning and developmental theories are
irrelevant for theory of instruction. In fact, a theory of instruction must
be concerned with both learning and development and must be
congruent with those theories of learning and development to which it
subscribe. Bruner is insistent on the empirical steps necessary before
the theory can prescribe the practice.
Bruner has specified four features that a theory of instruction
must involve: Predisposition to learn, structure of knowledge, sequence
of instruction and reinforcement.
Bruner describes the key instructional components curriculum: its
sequence of activities in which learners become self-sufficient problem
solvers: Instruction consists of leading the learner through a sequence of
statements and restatements of a problem or body of knowledge that
increase the learner’s ability to grasp, transform, and transfer what he is

6
learning. In short, the sequence in which a learner encounters materials
within a domain of knowledge affects the difficulty he will have in
achieving mastery.
Bruner’s Cognitive Developmental Theory of Instruction is
significant to the study conducted where the problems encountered by
mathematics teachers need to be solved. This study was anchored in this
theory to improve the teaching performance of mathematics teachers.
Conceptual Framework
In this study the researcher took into consideration the problems
encountered by intermediate Mathematics teachers.
In determining the problems encountered by intermediate
Mathematics teachers District II, the self-made questionnaire will be
used. The degree of seriousness of the problems encountered by
intermediate Mathematics teachers was labelled as not serious, less
serious, averagely serious, serious and very serious.
To give more in depth analysis of the problems encountered by
intermediate Mathematics teachers, significant diffe rence on the
intervening variables such as age, sex, marital status, teaching
experience, and average monthly family income were made.
The degree of seriousness of the problems encountered by
intermediate Mathematics teachers can be measured in a continuum
ranging from not serious to very serious.

7
Scope of the Study
This study deals with the teachers’ teaching skills in Mathematics
in District II, Bacolod City. Time frame of the study covered three grading
periods for school year 2016 – 2017. Fourth grading period was not
considered in this study due to time constraint. This study was confined
only to the selected variables such as age, sex, marital status, length of
service, and average monthly family income. A self-made questionnaire
was used in assessing the degree of seriousness of the problems
encountered by intermediate Mathematics teachers.
Significance of the Study
Findings of this study are beneficial to the following:
Curriculum Planners. The results of this study will serve set
overarching goals and improvement of the skills of teachers must follow to
ensure at least some degree of uniformity in teaching K to 12
Mathematics.
Human Resource Department Team. The result of the study will
enable the team to formulate trainings and enhancement programs that
will help improve the teaching competencies of Mathematics teachers.
EPS in Mathematics. Results of the study can be the basis for
monitoring and technical assistance of the school heads and teachers,

8
and to suggest improvements or possible intervention for mathematics
program.
School Heads. Results of the study will give idea to the school
heads as to what Mathematics instructional materials/facility be given
priority with MOOE budget.
Mathematics Teachers. The results of the study will serve as
guide for teachers in planning activities for the enhancement program in
teaching Mathematics.
The results would further provide them some insights on how to
improve their teaching approaches, methodologies and strategies in
order to improve the performance of the pupils.
Stakeholders. Result of this study will bring awareness to
stakeholders on the problems encountered by intermediate Mathematics
teachers and make them realize the need to help in enhancing the
performance of Math teachers and the school children.
Pupils. Results of this study are valuable to pupils for they will
realize the importance of learning.
Present Researchers. This study is an additional exposure on the
part of the researcher to advance his knowledge in research particularly
in solving possible problems in teaching Mathematics.

9
Future Researchers. Awareness of the result of this study may
favourably encourage other researchers to conduct similar studies and
come up with a good intervention plan that could be of great help in the
delivery of Mathematics knowledge to the pupils.
Definition of Terms
To ensure clear understanding and better communication between
the researcher and the reader of this research endeavour, basic terms in
this study are herein afforded their conceptual and operational
definitions.
Adequacy of Instructional Materials. Conceptually, the term
refers to “sufficiency of materials” (Webster’s College Dictionary 2010).
Operationally, the term refers to the availability of relevant
materials like models, text books, teacher manuals or guide and
computers.
Age. The term refers to the period of time someone has been alive
or something has existed. (Cambridge Dictionary 2014).
In this study, the term refers to ages of teacher respondents of the
study.
Average Monthly Family Income. Conceptually, the term refers to
a measure of the combined incomes of all people sharing a particular
household or place of residence. (Cambridge Dictionary 2014)

10
As used in this study the term refers to the monthly average income
for salary, wages or honorarium by a husband and wife.
Curriculum. It refers to the courses offered by an educational
institution (Merriam-Webster 2010).
Operationally, the term refers to the K to 12 Mathematics program
particularly in Elementary Level of the DepEd which aims to be learner-
centered and inquiry based.
Enhancement Program. Conceptually, the term refers to the act or
fact of taking action about something in order to have an effect on its
outcome (Merriam-Webster 2010).
In this study, the term as used in the study means, designed
trainings, enhancement programs, and action plans provided to teachers
and students in mathematics to improve Mathematics program.
Length of Service. Conceptually, the term refers to the length of
time that something or someone lasts or continues (Merriam-Webster
Dictionary 2012).
Operationally, it refers to the number of years a teacher teaches
categorized as shorter and longer years in teaching Mathematics subjects.
Marital Status. It refers to the conceptual meaning of this term is
the status of an individual in relation to marriage (National Statistical
Coordination Board 2003).

11
In this study, a teacher-respondent in this study may be classified
as Married or Single under the variable Marital Status.
Mathematics. The term refers to the abstract science of number,
quantity, and space, either as abstract concepts (pure mathematics), or
as applied to other disciplines such as physics and engineering (applied
mathematics) (Oxford Living Dictionary 2017).
As used in this study, the term refers to the subject thought by the
teacher respondents.
Problems. Conceptually, the term refers to something that causes
difficulty or that is hard to deal with. (Cambridge Dictionary 2014)
In this study, this term refers to the problems met by teachers and
students particularly inadequacy of materials/facilities, teacher
competencies, students’ behavior, and curriculum.
Sex. Conceptually, the term refers to state of being male or female.
(Cambridge Dictionary 2014)
Operationally, it refers to the sex of the teacher respondents.
Students’ Behavior. Conceptually, the term refers to the way in
which students conducts oneself or behaves. (Merriam-Webster
Dictionary 2010)
12
Operationally, it refers to behavior of students towards learning
Mathematics.
Teachers’ Competence. The term refers to the ability of a teacher
to do something well (Merriam-Webster Dictionary 2010).
As used in the study, the term refers to the ability or capacity of the
Mathematics teacher to deliver the lessons effectively to the students.
Chapter 2
REVIEW OF RELATED LITERATURE

13
This chapter presents the conceptual and research literature which
the researcher reviewed in order to give him background of the study.
Likewise, related concepts and studies that have significant
bearings to the study conducted are also presented. These concepts and
studies are related to the present investigation as to its major study
variable which is problems encountered by intermediate Mathematics
teachers as Basis for Enhancement Program.
Conceptual Literature
Foreign
On Adequacy of Instructional Materials
It is commonly agreed that learning with understanding is more
desirable than learning by rote. Understanding is described in terms of
the way information is presented and structured in the memory.
The current research about how students learn shows that it is
important for every educator to cultivate the art of asking questions.
Textbooks are filled with conceptually low level questions requiring rote
memory or simple calculations. However, questions that lead to learning
with understanding are not readily found in textbooks. Such questions
are not to be confused with exercises that require clever applications of
previously learned skills. Invariably, exercises in textbooks represent
what the author expects the students to be able to do because his
abundantly clear explanation has endowed them with the necessary

14
understanding. Textbook exercises are quite useful, but no text can
provide a universal series of questions that provoke them to think
forward to the mathematics at hand. Questions of this type are valuable
instructional tools, but textbook are not designed to provide them. Good,
make-them-think questions take practice to design and use effectively.
(Bellido et al, 2015)
A mathematics curriculum framework releases by the US National
Council of Teachers of Mathematics (NCTM, 2000) offers a research-
based description of what is involved for students to learn mathematics
with understanding. The approach is based on “how learners learn, not
on “how to teach”, and it should enable mathematics teachers to see
mathematics from standpoint of the learner as he progresses through
various stages of cognitive development. (Onwumere et al, 2010)
The study examined the relationship between mathematics
teachers’ competence and teacher performance practices in primary
schools in Pallisa District. Mathematics teachers’ competence was
believed to have an effect on the teachers o the teachers’ performance
practices and was conceptualized into teacher qualifications, teacher
experience and teacher commitment.
The study revealed that there was a moderate positive relationship
between mathematics teachers’ qualifications, experience, commitment
and teacher performance practices in primary schools. From the study
findings it was concluded that there is a moderate positive significant

15
relationship between mathematics teachers’ qualifications, experience,
commitment and teacher performance practices in primary schools.
From the study conclusions, it was recommended that they train more
mathematics teachers, encourage them to stay in the teaching profession
by improving their conditions of service and that teachers are empowered
to make decisions in schools through delegation of duties. (Igoe, 2013)
In the study of Van Steenbrugge, et al (2015) on Mathematics
Learning Difficulties in Primary Education: Teachers’ Professional
Knowledge and Use of Commercially Available Learning Packages builds
on teachers’ professional knowledge about mathematics learning
difficulties. Based on the input of 918 primary school teachers, an
attempt is made to develop an overview of difficult curriculum topics in
primary school mathematics. The research approach builds on new
conceptions about the profession identity of teachers and earlier
conceptions that point at the critical relevance of teachers’ pedagogical
content knowledge (Shulman, 1986, 1987). It is also found that the
adoption of a specific commercially available learning package.
On Students’ Behavior
On Curriculum
On Teachers’ Competence
Local
16
On Students’ Behavior
On Curriculum
On Teachers’ Competence
According to Mharjhay Delacruz (Dec. 2014), instructional
materials enhance the teaching/learning process by exhibiting
information necessary to acquire knowledge and skills. The acquisition of
basic vocational knowledge, skills and attitudes to facilitate occupational
efficiency requires skill oriented teaching and learning activities. Over the
years, the poor performance of students in public examinations has been
blamed on wrong choices of teaching methods of teachers. Teaching and
learning activities have a lot to do with other variables, such as
instructional materials, school environment, students’ factors and so on.
Teachers used different instructional materials to motivate
learning. The success in the skill and knowledge acquisition in an
instructional situation depends on the suitability of instructional
material, adequacy and effective utilization of the available materials.
Bonifacio, in University of the Philippines, in his study in
Developing Information Communication Technology (ICT) Curriculum
Standards for K-12 Schools in the Philippines Integrating Information
and Communication Technology or ICT into teaching and learning has
become a great concern for many educators in developing countries like
the Philippines. ICT must be used and taught in powerful and

17
meaningful ways. With its rapid development, educators should find
ways to integrate technology in the learning process.
ICTs can be used to improve the quality of learning. They can
promote learner motivation, mastery of basic concepts, and the
development of higher order thinking and lifelong learning skills.
However, ICT is complex and confusing, and it deeply encroaches on the
processes of education. Lack of vision, lack of consensus and lack of
policy on how to integrate ICT in education consistently, are not very
helpful either (Westera, 2005). ICTs, cannot by themselves resolve
educational problems in the developing world, as such problems are
rooted in well entrenched issues of poverty, social inequality, and uneven
development. (Bonifacio 2012)
Study on the performance and the difficulties of the Grade 8
students during the first conduct of the new K to 12 Mathematics.
Results of the study served as basis for enhancing instruction and
aligning the Grade 8 Mathematics competencies to Instruction and
Assessment. Students’ scores in the Formative Tests (FT) and the
Mathematics Achievement Test (MAT) measured their mathematics
performance while interpretation of their mistakes in the least-mastered
contents of the new K to 12 Mathematics identified their difficulties.
Results indicate that most of the Grade 8 students were in the Beginning
level of achievement only. Moreover, half of the tested contents were
least-mastered. Incorrectly applying the formulas, properties, theorems,

18
and/or laws and incompletely solving the problem despite correctly doing
the initial procedure are their common difficulties. The general
recommendation to align the Grade 8 Mathematics Competencies to
Instruction and Assessment was to include the missed instructional
objectives during the past instruction in the next Curriculum Planning.
The recommended strategies to improve instruction included needs
assessment, more practice for automation, conduct review classes for
mastery and retention, explicit instruction, and peer-assisted
mathematics instruction. (Capate et. al. 2015)
Quality education is very much dependent on the quality of the
teacher. He/she determine to a large extent what is taught, how it is
thought and how learner is measured. No teacher can impart what
he/she does not know.
The main purpose of the study is to determine the teaching
competencies of Mathematics professors in Higher Education Institutions
(HEI’s) in the province of Capiz for School Year 2013-2014. The findings
of the study revealed that most of the professors were in middle age,
females, married, lived in urban areas and specialized in Mathematics.
Majority of the respondents taught Algebra, but did not have the chance
to attend to national seminars/trainings related to Mathematics.
Classroom and teaching-learning condition were rated by the
respondents “Adequate” and most of them were teachers of public

19
schools. Mathematics professors were rated by the three groups of
respondents “Very Satisfactory” in their teaching competencies.
Age is the only personal profile significantly related to mastery of
subject matter and basic monthly salary was significantly related to
management skills. The relationship of communication skills of
respondents was highly significant to those teaching algebra and their
evaluation techniques were significantly related to professors teaching
Applied Mathematics. Classroom and teaching-learning conditions were
highly significant in mastery of subject matter, instructional skills,
communication skills, and evaluation techniques were significantly
related to management skills. Age differed significantly to mastery of
subject matter and instructional skills of the respondents. Supervisors,
professors, and students differed in their assessment in teaching
competencies of professors in terms of mastery of subject matter,
instructional skills, communication skills, evaluation techniques and
management skills. (Roxas 2015)
The Philippines is one of many developing nations that have turned
to information and communication technology (ICT) as a tool to improve
teaching and learning. There is a great faith that these technologies will
improve teaching and learning, consequently afford these countries a
greater stake in today’s knowledge society. Consequently, the Philippine
government and the private sector have initiated programs to provide
schools with computer hardware and software, internet connectivity, and

20
teacher training. However, considerable gaps still exist in ICT program
implementations. There is a lack of data on schools’ use of ICT. Hence,
there is little basis for policy formulation there is a lack of coordination
between public and private sector efforts, and within ICT programs
themselves. This leads to wasted time, money, and human resources.
Finally, there is a need of multi-media equipment and further teacher
training in both computer literacy and ICT integration in the curriculum.
(Rodrigo, 2013)
In their Assessment of Teacher Knowledge Across Countries:
A Review of the State of Research, S. Biōmeke and S. Delaney (2012)
presented an overview of research on the assessment of Mathematics
teachers’ knowledge as one of the most important parameters of school
quality. It focused on comparative and international studies that allowed
analyses of the cultural dimensions of knowledge base of teachers’
classroom practice.
Important conceptual framework underlying comparative studies
of Mathematics teachers’ knowledge where used in formulating key
instruments designed to assess the content knowledge and pedagogical
content knowledge of future and practicing Mathematics teachers in
different countries.
Core results included the lack of knowledge for teaching
Mathematics which consequently led the discussions on what students
should learn to understand and to apply fundamental Mathematics

21
concepts in real life, and in the formulation of new instructional design
techniques.
Research Literature
With the studies conducted on problems encountered by
intermediate Mathematics teachers, the researcher was able to establish
similarities with these previous studies and thereby giving supplemental
bases and foundation for this study.
Foreign
Problems Encountered by Mathematics Teachers
There is no doubt that the era is the era of science and technology.
Modern advancements have changed the entire life style of man.
Mathematics is the queen of sciences. Mathematics education plays a
vital and strategic role in the process of adopting education to the needs
of rapid social economic changes. Therefore teaching of mathematics is of
great concern to every nation. Many studies report that what teachers
know and believe about Mathematics is directly connected to their
instructional choices and procedures.
Findings on problems faced by teachers during teaching
mathematics from the research of Haq Kiani, et. al. (2012) were the
following: a) teachers were well qualified in their academic as well as
professional qualifications, b) majority of Mathematics teachers had
teaching experience of more than 11years, c) hundred percent teachers

22
used Audio-Visual aids, d) twenty percent teachers introduced self-made
activities in their classroom frequently, e) fifty percent of the teachers
had never attended any refresher course of teaching mathematics, f)
majority of teachers reported that Arithmetic was the easiest area of
mathematics teaching, g) majority of the teachers declared the time
allocation sufficient for the coverage of the course, and h) most of the
teachers declared major causes of failure in Mathematics were lack of
practice and lower comprehension level of students.
According to Singha, et al (2012), Mathematics is an inherently
social activity, in which a community trained practitioner (Mathematics
Scientist) engages in the science patterns, i.e. systematic attempts based
on observation, study and examination, to determine the nature of
principle of regularities in system. Their study describes a qualitative
study dealing with the problem faced by students and teacher in learning
and teaching Mathematics in higher Secondary School and Colleges. The
results show the various problems faced by students and teachers in
learning and teaching Mathematics in Higher Secondary levels. It
recommends that the teacher should develop positive relationship with
students and stress classroom activities that involve active teaching-
learning process and student’s participation in the class. Schools and
colleges should organize periodic seminars and workshops for students,
parents and teachers designed to promote attitudes towards
Mathematics.
23
In his study, Angula (2015) reported that since 2012, the
Ministry of Education has made Mathematics a compulsory subject at
senior secondary school level (Grade 11 and 12). The study investigated
the Mathematics teachers’ views and challenges on the implementation
of the compulsory Mathematics curriculum at senior secondary level in
Otjozondjupa region. From the results, it is clear that the Mathematics
teachers indicated that they have the knowledge, experience and skills to
teach Mathematics. However, changes in the teaching environment can
affect the teaching and learning process. If the implementation of the
curriculum is not well planned, it can make it difficult for teachers to
teach effectively and efficiently.
It is very important for teachers to be involved in the whole process
of curriculum change, from planning/designing phase to the
implementation phase. Teachers should provide feedback to the Ministry
of Education on the challenges they are experiencing in the
implementation of the curriculum to ensure that the necessary
improvements are made.
According to Pia (2015), Mathematics is critical and significant to
recognize the computerized world and match with the newly developing
information technology knowledge in and is penetrating everywhere in
the world. Much evidence of factors that are affecting teaching learning
process of mathematics is disclosed. Systematic, societal, pedagogical
barriers are playing vital role in jamming teaching learning process

24
directly or indirectly. As teaching learning process directly reflects the
quality of education, these barriers distress the improvement of
secondary education quality. Students lacking excellence in mathematics
can lead agony of quality of secondary education as well as development
of whole nation.
In the study of Winiecke (2015), about the Classroom Problems
Faced by Reform Oriented Novice Mathematics Teachers Utilizing a
Traditional Curriculum was to identify the problems reform oriented
novice teachers face when utilizing a traditional curriculum to plan task-
based lessons. Through analysis of teachers’ textbook interaction
practices it was found that teachers struggled to plan task-based lessons
due to issues encountered finding/constructing mathematical tasks, and
due to problems associated with being naturally oriented toward
procedures while utilizing a traditional curriculum.
Local
Problems Encountered by Mathematics Teachers
Magno (2014), based on his study he concluded that teaching
practices comprise instructional teaching principles and methods.
Instructional teaching method depends mostly to the skill and
information that is found or influenced by the enthusiasm of the teacher.
The study was conducted to determine teaching practices and problems
encountered in the public and private elementary schools. It was found

25
out that lack of more comprehensive trainings among teachers with the
new trends of teaching methodologies and strategies and insufficient
resources and funding; negative views about seminars and trainings and
the scarcity of trainings conducted within their reach and capacity were
revealed in both focus group discussion and in the results of the survey
conducted. Based on the results, the design was formulated to address
the problems as identified. The researcher recommends that school
administrators should utilize the training design proposed.
According to Braza et al, (2014) their study was an attempt to find
out the problems and solutions of one rural grade 7 teacher in a
Philippine public high school in the implementation of K to 12
Mathematics curriculum. It is believed that knowledge is constructed
when learners are able to draw ideas from their own experiences and
connects them to new ideas while cooperative learning puts premium on
active learning achieved by working with fellow learners as they all
engage in a shared task. There were three main problem
categories/themes including administrative-related, teacher-related and
student related. The findings include: (a) lack of trainings, seminars,
unclear standard operating procedures, (b) late arrival and lack of
modules, (c) developing/weak teaching skills and strategies, (d) teacher’s
difficulty in teaching the subjects or contents, (e) lack of time to tackle
the content efficiently, (f) unavailability or lack of multi-media
equipment/instructional materials, (g) non-mastery of the basic concepts

26
and skills, (h) poor problem solving and critical thinking skills, (i)
indifferent student behavior. The solutions are sharing of modules or
guides, conducting cooperative learning class, giving extra time for
research work, taking time in the preparation of the lesson, making use
of the indigenous materials, reviewing basic concepts and giving
examples, motivating and teaching students enthusiastically.
The study of Andaya (2014) aimed to identify the factors that affect
the achievements of students in Mathematics and to determine the
relationship between the students’ achievements and individual,
instructional, classroom management and evaluation factors. Findings
revealed that achievements of students in Math courses (Fundamental
Mathematics and Contemporary Mathematics) is poor; students perform
low in both subjects; 3) mathematics achievements are highly correlated
to classroom management and evaluation factors; individual factor and
instructional factor greatly affect achievements in fundamental math;
instructional factor is the number one predictor of achievement in
contemporary math; instructional factor is the factor that affects most of
the achievements of students in Mathematics.
In the study of Culastre (2011) on Cognitive Skills of Mathematical
Problem Solving of Grade 6 Children, the cognitive skills of the grade six
pupils of District 1, Quezon, Bukidnon were at below average level in
terms of numerical comprehension, simple linguistic sentences,
contextual information, mental visualization, number system knowledge,

27
relevant information, number sense estimation, and procedural
calculation but their symbol comprehension skill was at the average
level. It revealed the respondents difficulty in processing information,
applying knowledge, and changing preferences in order to solve a
problem. The pupils had low metacognitive prediction and evaluation
dimensions on their cognitive skills. Their metacognitive dimensions were
still untapped and not yet developed. There was a significant difference
on the prediction and evaluation of the grade six pupils on their cognitive
skills. The pupils had higher evaluation than their prediction.
Cabanilla-Pedra et al (2010) study on Improving Analyzing Skills of
Primary Students using Problem Solving Strategy makes use of an action
research paradigm to improve primary students’ analyzing skills. It was
conducted at the San Esteban Elementary School, Region I, Philippines,
during the 6-week off campus practice teaching of one of the researchers.
The findings from this research show that: The students have marginally
poor analyzing skills. However, an improvement in their level of analyzing
skills was noted after the use of problem solving; Problem solving can
effectively improve students’ skills in identifying attributes &
components, relationships, patterns, errors and main ideas of the
problem. The strategy encourages students to make conjectures, build
connections among ideas, and conjecturing. This is shown from the
checklist and students’ worksheets. A significant difference exists

28
between the students’ level of analyzing skills before and after the use of
problem solving skills.
Synthesis
The literature and studies presented in this chapter focussed on
issues about the Problems Encountered by Intermediate Mathematics
Teachers as Basis for Enhancement Program. These materials helped the
researcher in the formulation of conceptual framework upon which this
study was anchored. Moreover, the related studies provided the
researcher with information on the treatment of data that were gathered
and analyzed.
Chapter 3
METHODOLOGY
This chapter presents the research design, locale of the study,
subject and respondents of the study, data gathering instrument, validity
and reliability of the research instrument, data gathering procedure,
analytical schemes, and statistical tools.

29
Research Design
The main purpose of this study was to determine if there is a
significant difference between the degree of seriousness of the problems
encountered by intermediate Mathematics teachers when they are
grouped and compared according to the aforementioned variables.
To obtain a general overview of this subject, the appropriate
research design used was descriptive research.
Descriptive research design is utilized for the purpose of accurately
portraying a population that has been chosen because of some specific
characteristics. It is also used to determine the extent or direction of
attitudes and behaviors (Cristobal and Cristobal, 2013).
Hence, the descriptive research design was appropriate for this
study as it aimed to gather more information and it aided in making
professional judgements.
Locale of the Study
This study was conducted to seven schools of District II, Division
of Bacolod City during the school year 2016-2017.
Presently, there were 33 teachers in District II.
Respondents of the Study

30
The respondents in the study were the 33 intermediate
Mathematics teachers of District II, in the Division of Bacolod City. All
intermediate mathematics teachers were taken as respondents.
Table 1
Distribution of Teacher-Respondents by School
No. of Intermediate
Name of School Mathematics Teachers Percentage
Corazon L. Montelibano
Elementary School 8 24.24%
Alfredo M. Montelibano
Elementary School 2 6.06%
BATA Elementary School I 9 27.27%
BATA Elementary School II 4 12.12%
Estefania Elementary School 5 15.15%

Montevista Elementary
School 3 9.09%
ISLA Elementary School 2 6.06%
TOTAL 33 100%
Data Gathering Instrument
A self-made questionnaire was used in gathering the data on the
problems encountered by intermediate Mathematics in District II.
Contained in the aforementioned document or report is the data vital to
the resolution of the specific objectives of this undertaking such as the

31
degree of seriousness of the problems encountered by Intermediate
Mathematics Teachers.
Part I of the instrument aimed to gather information pertaining to
the profile of the respondents. These are their age, sex, marital status,
length of service and average monthly family income. Part II of the
instrument was the questionnaire proper which consisted of four areas
such as adequacy of instructional materials/facilities, pupils' behavior,
curriculum, and teacher’s competence. The respondents were be
given options for their responses which are as follows:
Number Code Description Interpretation
5 Very High Degree - Very Serious
4 High Degree - Serious
3 Moderate Degree - Moderately Serious
2 Low Degree - Less Serious
1 Very Low Degree - Least Serious
Validity of the Research Instrument
An instrument is considered valid if it serves the purpose for which
it is designed. To establish the validity of the instrument, it was
subjected to content validation by presenting to three validators, one of
whom is doctorate degree holder, the other one is a College Professor in

32
Mathematics, and one is an education specialist in Mathematics. All were
experts in the field of research. Their seasoned judgements as to the
validity of the items in the questionnaire were solicited. Using the
validation form by Good and Scates, the validators gave their ratings to
every item in the questionnaire.
The instrument was subjected to content validation. The items in
the questionnaire were presented to the jurors who are experts in the
field of research and curriculum particularly in Mathematics. The
following experts were Division Education Program Specialist I in
Mathematics, Mathematics Professor of STI West Negros University and
Division K to 12 Coordinator in Grade 4, and District II Supervisor.
The validity index reached the rating of 4.85 interpreted as Valid.
Reliability of the Research Instrument
Cristobal (2013), the term "reliability," as used in research, refers
to the consistency of results. A reliable instrument yields the same rank
for individuals who take the test more than once.
The reliability of the gathered data in this investigation involved
twenty intermediate Mathematics teachers of ETCS I and II who were not
included in the actual respondents of the study. The twenty dry-run
respondents were questionnaires to answer objectively.
The result of this test was tabulated and processed using the
Cronbach Alpha technique thru the SPSS software.

33
The result was 0.959, interpreted as reliable.
Data Gathering Procedure
After the validity and reliability of the instrument were established,
the researcher sent a letter of permission to the Public Schools Division
Superintendent of the Division of Bacolod City, to the Public Schools
District Supervisor of District II, and to the Principal of each school.
Then sufficient copies of the questionnaires were reproduced and
distributed to the respondents of the study. Also, the researcher sought
the help of his co-teachers to explain the purpose of the study and clarify
certain issues in the questionnaire which cannot be clearly understood
by the respondents. Then, after the questionnaire was completely filled
out, the researcher immediately retrieved the questionnaires for
statistical treatment.
Analytical Scheme
The analysis of the research data were done based on the specified
objectives which were set forth. There were two analytical schemes that
are used in this study.

34
Objective 1 which aimed to determine the profiles of the
intermediate Mathematics teachers, descriptive analytical scheme was
used.
Objective 2 which aimed to determine the degree of seriousness of
the Intermediate Mathematics Teachers according to the following areas:
Adequacy of Instructional Materials/Facilities, Student’s Behavior,
Curriculum and Teacher Competence, descriptive analytical scheme will
be used.
Objective 3 which aimed to determine the degree of seriousness of
the problems encountered by Intermediate Mathematics Teachers
according to the aforementioned variables, descriptive analytical scheme
was used.
Objective 4, which aimed to determine the significant difference
between the degree of seriousness of the problems encountered by
intermediate Mathematics teachers when they were grouped and
compared according to the aforementioned variables, comparative
analytical scheme was used.
Statistical Tools
Appropriate statistical tools was used based on the specific
objectives and hypothesis that are set forth on the study.

35
For Objective 1 to determine the profiles of the intermediate
Mathematics teachers, frequency and percentage was used.
For Objective 2 to determine the degree of seriousness of the
Intermediate Mathematics Teachers according to the following areas:
Adequacy of Instructional Materials/Facilities, Student’s Behavior,
Curriculum and Teacher Competence, mean was used.
For Objective 3 to determine the degree of seriousness of the
problems encountered by Intermediate Mathematics Teachers according
to the aforementioned variables, mean was used.
For Objective 4, z- test was used to determine the significant
difference between the degree of seriousness of the problems
encountered by intermediate Mathematics teachers when they are
grouped and compared according to the aforementioned variables. Thus,
the z-test formula according to Edward I. Altman, an Assistant Professor
of Finance at New York University may be used to predict the probability,
it was published in 1968.
The level of significance is 0.05, which means that the probability
level is less than 0.05, the null hypothesis is rejected. If the probability
level is greater than 0.05, the null hypothesis is accepted.

36
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered in connection with the
problem of the investigation, analyze the data through the identified
statistical tools and interpret the results derived from the analysis. All
37
these procedures were done in accordance with the specific objectives of
the study given.
Profile of the Teacher Respondents
The first objective of this study was to present the profile of
respondents according to age, sex, civil status, length of service and
average monthly income.
A total of 33 teachers were surveyed for this study on the Problems
Encountered by Intermediate Mathematics Teachers.
As to the age of teachers, all ages were added and the sum was divided
by 33 to get the mean. All teachers whose ages were equal to and above
the mean or 40 years old and above were considered as older and those
whose ages fall below the mean or below 39 years old were considered as
younger. The table shows that older teachers group is in a little higher in
number which is 17 or 51.5 percent compared to the younger which is
16 or 48.5 percent.
As to sex, the total number of male was added and the sum was
divided by thirty-three to get the mean, the female also was added and
the sum was divided by thirty-three to get the mean. The table shows
that female teachers are in a greater in number which is 24 or 72.70
percent compared to the male which is 9 or 27.30 percent.
As to Civil Status, the total number of single was added and the
sum was divided by thirty-three to get the mean, the married also was
added and the sum was divided by thirty-three to get the mean. The
38
table shows that married teachers are in a higher in number which is 22
or 66.70 percent compared to the single which is 11 or 33.30 percent.
As to length of service, the total number of years of teaching
experience was added and the sum was divided by thirty-three to get the
mean. All teachers whose experiences was equal to and above the mean
or 15 years and above was considered with “longer length of service” and
the number of years of teaching experience which falls below was
considered with “shorter length of service.” The table shows that 45.5%
(15) belonging to longer years and 54.5% (18) to the shorter years.
With regard to the average monthly income of the teachers 51.5%
(17) have lower average monthly income, 48.5 % (16) have higher average
monthly income.
Table 2 on the next page displays these data.
Table 2
Profile of the Respondents
Variable Category Frequency Percentage

younger (39 years
16 48.5
old and below)
Age older (40 years
17 51.5
old and above)
Total 33 100.0
39
male 9 27.3
Sex female 24 72.7
Total 33 100.0
single 11 33.3
Marital Status married 22 66.7
Total 33 100.0
shorter (14 years
18 54.5
and below)
Length of longer (15 years
Service 15 45.5
and above))
Total 33 100.0
lower (21,000
17 51.5
Average below)
Monthly higher (21,001
16 48.5
Income above)
Total 33 100.0
Degree of Seriousness of the Problems Encountered by Intermediate

Mathematics Teachers in the Area of Adequacy of Instructional
Materials/Facilities
The second objective of this study was to determine the degree of
seriousness of the Intermediate Mathematics Teachers according to the
following areas: Adequacy of Instructional Materials/Facilities, Student’s
Behavior, Curriculum, and Teacher’s Competence.
intermediate Mathematics teachers in the area of adequacy of
instructional materials/facilities obtained an overall mean score of 2.72,
interpreted as averagely serious.

40
Item number 3 surfaced from among the items with mean scores
higher than the rest. This item was “enough units of multi-media
equipment/materials in Mathematics.” Conversely, item number 1 on
“sufficient Teacher’s Guide/Manual/Curriculum Guide in Mathematics for
the use of the teacher” was at the end of the list.
The result clearly implied that the classrooms/schools have ample
supply of Curriculum Guide in Mathematics, but it was inadequate of
units of multi-media equipment/materials in teaching Mathematics.
Some of the teacher-respondents were lack of instructional materials in
teaching Mathematics especially the multi-media equipment and
instructional materials like illustrative examples of real objects like
cubes, pyramids, electric meter and etc.
According to Mharjhay Delacruz (2014) the role of instructional
materials facilitates and encourages self-study or independent study in
students. The finding of the study has shown that inadequate use or lack
of use of instructional materials in the teaching/learning situation
(lecture method) negates the objective of teaching.
Table 3
Degree of Seriousness of the Problems Encountered by Mathematics

Teachers in the Area of Adequacy of Instructional
Materials/Facilities
In my classroom/school there is/are…. Mean Interpretation

41
1. sufficient Teacher’s Guide/Manual/

Curriculum Guide in Mathematics for the use 2.21 Less Serious
of the teacher
2. sufficient supply of Math instructional
materials/visual aids in my class (Ex. Charts,
2.48 Less Serious
pictures, geometric figures, manipulative
figures, diagrams, etc.)
3. enough units of multi-media equipment/
Moderately
materials in mathematics (ex. Computer, 3.21
Serious
projector, television, screen, videos, etc.)
4. enough copies of worksheets, reviewers and
2.61 Less Serious
handouts for enrichment
5. enough supply of Leaner’s Materials in
2.39 Less Serious
Mathematics for my class
6. sufficient Mathematics equipment available
for use by students in the classroom/school. Moderately
2.88
(ex. geometrical figures, weighing scale, Serious
thermometer, model of electric meter, etc.)
7. sufficient supply of pupil’s materials during
Moderately
Mathematical activity (ex. ruler, protractor, 2.82
Serious
triangle, coloring materials, compass, etc.)
8. illustrative examples of real objects ex. Moderately
2.91
cube, pyramids, cylinder, sphere, etc.) Serious
9. sufficient Mathematics reference materials
Moderately
in the school library. (ex. Textbooks, Math 2.64
Serious
encyclopedia, diagrams, etc.)
10. Internet access for research purposes. 2.55 Less Serious
Moderately
Over all Mean 2.72
Serious

Mathematics Teachers in the Area of Students’ Behavior
The respondent’s degree of seriousness of the problems
encountered by intermediate Mathematics teachers in the area of
students’ behavior yielded an overall mean score of 2.34, interpreted as
less serious.
Their degree of seriousness in all items were similar, it is
interpreted as less serious. Notably, item number 5 was rated top of the
42
list. This item was “ask thought-provoking questions”. On the other hand
item 10 on “maintain cleanliness/orderliness in Math classroom” obtained
the least rating.
In view of these results, respondents were conscious on the
problems of students’ behavior in learning Mathematics especially in
asking thought-provoking questions and they fall short in developing the
higher order thinking skills of their students because they did not have
enough training in teaching Mathematics. The teacher-respondents had
no serious problems with regard to the behavior of their students and
they had good classroom management.
The study of Bellido and Uroyoan (2015) articulated that exercises
in textbooks represent what the author expects the students to be able to
do because his abundantly clear explanation has endowed them with the
necessary understanding. Textbook exercises are quite useful, but no
text can provide a universal series of questions that provoke them to
think forward to the mathematics at hand. Questions of this type are
valuable instructional tools, but textbook are not designed to provide
them. Good, make-them-think questions take practice to design and use
effectively.
Table 4 below reveals these data.
Table 4

43
Student in my math class….. Mean Interpretation

1. participate actively during discussions 2.24 Less Serious
2. follow guidelines/instructions set in every
2.42 Less Serious
activity
3. enjoy peer group activities 2.12 Less Serious
4. share ideas and experiences relevant to
2.21 Less Serious
the lesson
5. ask thought-provoking questions 2.55 Less Serious
6. show interest in solving math related
2.45 Less Serious
problems
7. show excitement in solving math related
2.52 Less Serious
problems
8. apply skills/values learned during the
2.27 Less Serious
lesson
9. show satisfactory results during
2.45 Less Serious
evaluation
10. maintain cleanliness/orderliness in math
2.18 Less Serious
classroom
Over all Mean 2.34 Less Serious

Mathematics Teachers in the Area of Curriculum
The respondents’ overall degree of seriousness of the problems
curriculum yielded a total mean score of 2.26, construed as less serious.
Evidently, all of the issues were rated less serious. In fact, item
numbers 1, 3, and 8 got the highest mean of 2.33. These items were:
“relevant in providing students with competencies needed in actual life
situation, easy to teach because of the varied activities and an opportunity
to develop my students to be innovative and creative through varied
activities and easy to teach because it is spirally arranged.” Conversely,
item number 4“a learner centered” was at the end of the list.
44
From these results, respondents have substantial problems in
teaching Mathematics Curriculum and some of the teachers were still
mastering their skills and strategies especially the grade six teachers
that they haven’t trained yet. It also showed that K-12 Curriculum was
learner-centered curriculum; it is more on group and individual activities
(learning by doing) and teachers will serve as facilitator of learning. On
the other hand, teacher-respondents encountered slight problems with
regard to curriculum.
According to Capate and Lapinid (2015) students’ scores in the
Formative Tests (FT) and the Mathematics Achievement Test (MAT)
measured their mathematics performance while interpretation of their
mistakes in the least-mastered contents of the new K to 12 Mathematics
identified their difficulties. Results indicate that most of the Grade 8
students were in the Beginning level of achievement only. Half of the
tested contents were least-mastered. Incorrectly applying the formulas,
properties, theorems, and/or laws and incompletely solving the problem
despite correctly doing the initial procedure are their common difficulties.
The general recommendation to align the Grade 8 Mathematics
Competencies to Instruction and Assessment was to include the missed
instructional objectives during the past instruction in the next
Curriculum Planning.
Moreover, Onwumere and Onyebuchi (2009) study revealed that a
mathematics curriculum framework releases by the US National Council

45
of Teachers of Mathematics (NCTM, 2000) offers a research-based
description of what is involved for students to learn mathematics with
understanding. The approach is based on “how learners learn, not on
how to teach”, and it should enable mathematics teachers to see
mathematics from standpoint of the learner as he progresses through
various stages of cognitive development.
This result is indicated in Table 5.
Table 5

I find teaching K-12 Mathematics Curriculum… Mean Interpretation

1. relevant in providing students with competencies needed
2.33 Less Serious
in actual life situation
2. appropriate to grade level competencies 2.24 Less Serious
3. easy to teach because it is spirally arranged 2.33 Less Serious
4. a learner-centered 2.09 Less Serious
5. challenging because of the varied activities 2.24 Less Serious
6. challenging to teach the needed skills for the students 2.21 Less Serious
7. a challenging to arouse students’ curiosity and motivate
2.27 Less Serious
them to learn and appreciate Mathematics
8. an opportunity to develop my students to be innovative
2.33 Less Serious
and creative through varied activities
9. an opportunity to guide my students to be critical problem
2.27 Less Serious
solvers and effective communicators
10. create a strong link to the field of science 2.24 Less Serious

Mathematics Teachers in the Area of Teachers’ Competence
The respondents’ degree of seriousness of the problems
encountered by intermediate Mathematics teachers in the Area of

46
Teachers’ Competence was of less serious degree which obtained the
total mean score of 1.87.
The different issues were rated in almost like manner ranging from
not serious to averagely serious. This supported by minimal variability of
the mean scores which were very close to each other. Worthy of notice is
item number 10 that was on top of the assessment which says “am
taking advance education in Mathematics.” Said items obtained the mean
score of 2.82 and item number 7 “am interested and enthusiastic in
teaching Mathematics subject” was rated at the bottom of the list.
The foregoing data implied that respondents were fully aware of
their responsibility as Mathematics teacher and they were interested and
enthusiastic in teaching Mathematics, but they encountered problems
with their competence in teaching Mathematics especially in taking
advance education in Mathematics.
The findings in this area clearly imply that most of the respondents
were lack of training and they need advance education in teaching
Mathematics. This precisely an answer to the problems encountered by
intermediate Mathematics teachers in the area of teacher’s competence.
Therefore the respondents need to be more competent in teaching
Mathematics.
Findings on problems faced by teachers during teaching
mathematics from the research of Haq Kiani et al, (2012) implied that
fifty percent of the teachers had never attended any refresher course of
47
teaching mathematics. It shows that their mathematics teachers need to
take advance education in Mathematics. It is recommended that teachers
need to attend seminars/training in mathematics or enrol in graduate
studies in Mathematics.
Table 6 below bears the data.
Table 6

Mathematics Teachers in the Area of Teachers’ Competence
As a Mathematics teacher… Mean Interpretation

1. impose proper discipline inside the
1.70 Not Serious
classroom
2. understand K-12 Curriculum in
1.73 Not Serious
Mathematics
3. knows how to use of CG, LM, and TG. 1.61 Not Serious
4. know how to solve mathematical problems 1.73 Not Serious
5. know the art of asking questions 1.67 Not Serious
6. know the use of IT equipment like computer
1.88 Less Serious
and LCD projector
7. am interested and enthusiastic in teaching
1.58 Not Serious
Mathematics subject
8. have attended training and seminars in
1.91 Less Serious
Mathematics
9. undergo trainings of the different
2.06 Less Serious
approaches in teaching Mathematics
10. am taking advance education in Moderately
2.82
Mathematics Serious
Summary on Degree of Seriousness of the Problems Encountered by

Intermediate Mathematics Teachers in District II, Division of
Bacolod City
48
In general, the summary on degree of seriousness of the problems
encountered by intermediate Mathematics obtained a total mean score of
2.29, interpreted as less serious.
One area surfaced from among the areas with mean score higher
than the rest. This area was adequacy of instructional
materials/facilities. Oppositely, the area of teacher competence was at
the end of the list.
The data revealed that the respondents had minimal problem with
regard to teacher competence, it shows that most of the teachers were
competent enough but they had problems in adequacy of instructional
materials/facilities. It greatly affects their delivery of lesson and student’s
learning. Instructional materials plays a vital role in teaching
Mathematics because some of the lessons were abstract, it must be
materialized. The curriculum in Mathematics was focused on students or
learner-centered, and the instructional materials should be tangible for
the students in order for them to have a meaningful experience.
According to Braza and Supapo (2014) their study was an attempt
to find out the problems and solutions of one rural grade 7 teacher in a
Mathematics curriculum. It was found out that one of the problems was
inadequacy of instructional materials. It is recommended that
respondents should use the localization or making use of the indigenous
materials as their instructional materials.

49
These findings are summarized in Table 7.
Table 7
Summary on Degree of Seriousness of the Problems Encountered by

Intermediate Mathematics Teachers in District II, Division of
Bacolod City
Mean Interpretation
Moderately
Adequacy of Instructional Materials/Facilities 2.72
Serious
Students’ Behavior 2.34 Less Serious
Curriculum 2.26 Less Serious
Teachers’ Competence 1.87 Less Serious

Materials/Facilities According to Age
The third objective of this study was to determine the degree of
seriousness of the problems encountered by Intermediate Mathematics
Teachers according to the aforementioned variables.
Both the younger group and older group of respondents’ degree of
seriousness in the area of adequacy of instructional materials/facilities
according age was of averagely serious for both younger and older
respondents bearing the mean scores of 2.81 and 2.63, in the order
given.
Remarkably, both groups of respondents rated seven of the ten
items in similar way. Only item numbers 1, 2 and 5 were rated in

50
different ways. These items were: “sufficient Teacher’s Guide/Manual/
Curriculum Guide in Mathematics for the use of the teacher”, “sufficient
supply of Math instructional materials/visual aids in my class”, and
“enough supply of Leaner’s Materials in Mathematics for my class” on
younger respondents and
Item number 3“enough units of multi-media equipment/ materials
in Mathematics” was rated on top of the list for both younger and older
respondents and item number 1“sufficient Teacher’s Guide/Manual/
Curriculum Guide in Mathematics for the use of the teacher” was rated at
the bottom of the list also for both younger and older respondents.
Although they have curriculum guide in Mathematics, both
younger and older respondents on this regard would mean that the
classrooms/schools were in need of instructional materials/facilities like
multi-media equipment, geometric figures, pupil’s materials, illustrative
examples of real objects and Math laboratory.
Furthermore, the data revealed that both younger and older
respondents encountered problems in the sufficiency of multi-media
equipment in teaching Mathematics. Sufficiency of Teacher’s
Guide/Manual/ Curriculum Guide in Mathematics for the use of the
teacher was only a minor problem of both younger and older
respondents.
51
According to Braza et al, (2014) their study was an attempt to find
out the problems and solutions of one rural Grade 7 teacher in a
Mathematics curriculum. It is believed that knowledge is constructed
when learners are able to draw ideas from their own experiences and
connects them to new ideas while cooperative learning puts premium on
active learning achieved by working with fellow learners as they all
engage in a shared task. There was a problem in unavailability or lack of
multi-media equipment/instructional materials. The solutions were
making use of the indigenous materials, motivating and teaching
students enthusiastically.
Table 8
Degree of Seriousness of the Problems Encountered by Intermediate Mathematics Teachers in

the Area of Adequacy of Instructional Materials/Facilities According to Age
52
Younger Older
In my classroom/school there is/are…. Mea Mea
Interpretation Interpretation
n n
Curriculum Guide in Mathematics for 2.38 Less Serious 2.06 Less Serious
the use of the teacher
2. sufficient supply of Math
instructional materials/visual aids in
my class (Ex. Charts, pictures, 2.50 Less Serious 2.47 Less Serious
geometric figures, manipulative
3. enough units of multi-media
equipment/ materials in mathematics Moderately Moderately
3.31 3.12
(ex. Computer, projector, television, Serious Serious
screen, videos, etc.)
4. enough copies of worksheets ,
Moderately
reviewers and handouts for 2.69 2.53 Less Serious
Serious
enrichment
5. enough supply of Leaner’s Materials
2.56 Less Serious 2.24 Less Serious
in Mathematics for my class
6. sufficient Mathematics equipment
available for use by students in the
Moderately Moderately
classroom/school. (ex. Geometric 2.81 2.94
Serious Serious
figures, weighing scale, thermometer,
model of electric meter, etc.)
7. sufficient supply of pupil’s materials
during Mathematical activity (ex. Moderately Moderately
2.81 2.82
Ruler, protractor, triangle, coloring Serious Serious
materials, compass, etc.)
8. illustrative examples of real objects
ex. cube, pyramids, cylinder, sphere, 3.00 2.82
Serious Serious
etc.)
9. sufficient Mathematics reference
materials in the school library. (ex. Moderately
2.88 2.41 Less Serious
Textbooks, Math encyclopedia, Serious
diagrams, etc.)
10. Internet access for research Moderately
purposes. Serious
Over all Mean 2.81 2.63
Serious Serious

Materials/Facilities According to Sex
53
Classified by sex, both the male and female group of respondents’
degree of seriousness of the problems encountered by intermediate
Mathematics teachers in the area of adequacy of instructional
materials/facilities was of averagely serious bearing the mean scores of
2.68 and 2.74, in the order given.
Obviously, both groups of respondents rated six of the ten items in
similar way. Only item numbers 1, 2, 4 and 5 were rated in different
ways. These items are: “sufficient Teachers Guide/Manuals/Curriculum
Guide in Mathematics for the use of teacher, sufficient supply of Math
instructional materials/visual aids in my class, enough copies of
worksheets, reviewers and handouts for enrichment and enough supply of
Learner’s Materials in Mathematics for my class”.
Again, item number 3 “enough units of multi-media equipment/
materials in Mathematics” surfaced from among the items with mean
scores higher than the rest.
Oppositely, item number 4 “enough copies of worksheets, reviewers
and handouts for enrichment” was rated at the bottom of the list on male
respondents and item number 1 “sufficient Teacher’s Guide/Manual/
Curriculum Guide in Mathematics for the use of the teacher” was rated at
the bottom of the list on female respondents.
It indicates that male respondents had more copies of worksheets,
reviewers and handouts for enrichment than female and female

54
respondents had more teachers’ guide/manual/curriculum guide in
Mathematics than male for the use of the teacher. These items do not
affect their performance in teaching but still they were in need of
instructional materials/facilities like multi-media equipment, geometric
figures, pupil’s materials, and illustrative examples of real objects.
Rodrigo 2013, concluded that The Philippines is one of many
developing nations that have turned to information and communication
technology (ICT) as a tool to improve teaching and learning. There is a
great faith that these technologies will improve teaching and learning,
consequently afford these countries a greater stake in today’s knowledge
society. Hence, there is little basis for policy formulation there is a lack of
coordination between public and private sector efforts, and within ICT
programs themselves. This leads to wasted time, money, and human
resources. Finally, there is a need of multi-media equipment and further
teacher training in both computer literacy and ICT integration in the
curriculum.
Table 9 on the next page reveals these data.
Table 9
55

Materials/Facilities According to Sex
Male Female
In my classroom/school there
is/are…. Interpretatio
Mean Mean Interpretation
n
1. sufficient Teacher’s
Guide/Manual/Curriculum Guide Moderately
in Mathematics for the use of the Serious
teacher
instructional materials/visual aids
Moderately
in my class (Ex. Charts, pictures, 2.78 2.38 Less Serious
Serious
equipment/ materials in
Mathematics (ex. Computer, 3.00 3.29
Serious Serious
projector, television, screen, videos,
etc.)
Moderately
reviewers and handouts for 2.33 Less Serious 2.71
Serious
enrichment
5. enough supply of Leaner’s
Moderately
Materials in Mathematics for my 2.67 2.29 Less Serious
Serious
class
6. sufficient Mathematics
equipment available for use by
students in the classroom/school. Moderately Moderately
2.67 2.96
(ex. Geometric figures, weighing Serious Serious
scale, thermometer, model of
electric meter, etc.)
7. sufficient supply of pupil’s
materials during Mathematical
activity (ex. Ruler, protractor, 2.78 2.83
Serious Serious
triangle, coloring materials,
compass, etc.)
8. illustrative examples of real
objects ex. cube, pyramids, 2.67 3.00
Serious Serious
cylinder, sphere, etc.)
materials in the school library. (ex. Moderately Moderately
2.67 2.62
Textbooks, Math encyclopedia, Serious Serious
diagrams, etc.)
10. Internet access for research
purposes.
Serious Serious
Materials/Facilities According to Marital Status
56
Considered by their marital status, the respondents’ degree of
seriousness of the problems encountered by intermediate Mathematics
teachers in the area of adequacy of instructional materials/facilities
according to civil status was of less serious in single and averagely
serious in married as shown by their obtained mean scores of 2.52 and
2.82, respectively.
Both groups of respondents rated five of the ten items in different
way. Only item numbers 2, 3, 5, 7 and 8 were rated in similar ways.
These items are: “sufficient supply of Math instructional materials/ visual
aids in my class, enough units of multi-media equipment/materials in
Mathematics , enough supply of Learner’s Materials in Mathematics for my
class, sufficient supply of pupil’s materials during Mathematical activity,
and illustrative examples of real objects”.
Item number 3“enough units of Multi-media equipment/ materials
in Mathematics” was still rated on top of the list.
Item numbers 9 “sufficient Mathematics reference materials in the school
library”and10 “internet access for research purposes” was at the opposite
end on single respondents and item number 1 “sufficient Teacher’s
Guide/Manual/ Curriculum Guide in Mathematics for the use of the
teacher” was rated at the bottom of the list on married respondents..

57
These details implied that respondents, in every way, were aware of
their instructional needs especially in acquiring enough units of multi-
media equipment and other instructional materials in Mathematics.
According to the result, the single respondents’
classrooms/schools had sufficient Mathematics reference materials in
the school library and internet access for research purposes and
sufficient Teacher’s Guide/Manual/ Curriculum Guide in Mathematics
for the use of the teacher on married respondents. But the table revealed
that the married respondents had more problems they encounter in
adequacy of instructional materials/facilities than single respondents in
teaching mathematics.
Bonifacio 2012, stated that ICTs can be used to improve the
quality of learning. They can promote learner motivation, mastery of
basic concepts, and the development of higher order thinking and
lifelong learning skills. However, ICT is complex and confusing, and it
deeply encroaches on the processes of education. Lack of vision, lack of
consensus and lack of policy on how to integrate ICT in education
consistently, are not very helpful either (Westera, 2005). ICTs, cannot by
themselves resolve educational problems in the developing world, as
such problems are rooted in well entrenched issues of poverty, social
inequality, and uneven development.
Table 10 on the next page conveys these data.

58
Table 10

Materials/Facilities According to Marital Status
Single Married
is/are…. Mean Interpretation Mean Interpretation
Guide/Manual/ Curriculum Guide Moderately
in Mathematics for the use of the Serious
teacher
in my class (Ex. Charts, pictures, 2.36 Less Serious 2.55 Less Serious
equipment/ materials in
Mathematics (ex. Computer, 3.00 3.32
Serious Serious
projector, television, screen,
videos, etc.)
Moderately
reviewers and handouts for 2.55 Less Serious 2.64
Serious
enrichment
Materials in Mathematics for my 2.55 Less Serious 2.32 Less Serious
class
students in the classroom/school. Moderately
2.55 Less Serious 3.05
(ex. Geometric figures, weighing Serious
Serious Serious
compass, etc.)
Serious Serious
diagrams, etc.)
purposes. Serious
Moderately
Over all Mean 2.52 Less Serious 2.82
Serious
59

Materials/Facilities According to Length of Service
Regardless of their length of service, the respondents’ degree of
according to length of service was of averagely serious in respondents
with shorter length of service and less serious in respondents with longer
length of service supported by their obtained mean scores of 2.93 and
2.47, respectively.
One of the noteworthy item remained highlighted by its higher
mean score as compare to the rest of the items was “enough units of
multi-media equipment/materials in Mathematics” on both respondents
with shorter and longer length of service. By contrary position, the item
on “sufficient Teacher’s Guide/Manual/ Curriculum Guide in Mathematics
for the use of the teacher” appeared again at the bottom of the range also
on both respondents with shorter and longer length of service.
Responses on this regard would mean an affirmation to the fact
that indeed the classrooms/schools were in need of multi-media
equipment/materials as instructional materials for teachers, although
there were curriculum guide for the use of teachers in teaching
Mathematics.
60
The data also implied that respondents with longer length of
service had already invested/provided some of their instructional
materials for teaching than respondents with shorter length of service.
They invested these materials from the time they were hired up to the
present. In the study of Braza and Supapo (2014) was an attempt to find
out the problems and solutions of one rural grade 7 teacher in a
Mathematics curriculum. There were three main problem
categories/themes including administrative-related, teacher-related and
student related. The findings include: (a) lack of trainings, seminars,
unclear standard operating procedures, (b) late arrival and lack of
modules, (c) developing/weak teaching skills and strategies, (d) teacher’s
difficulty in teaching the subjects or contents, (e) lack of time to tackle
the content efficiently, (f) unavailability or lack of multi-media
equipment/instructional materials, (g) non-mastery of the basic concepts
and skills, (h) poor problem solving and critical thinking skills, (i)
indifferent student behavior. The solutions are sharing of modules or
guides, conducting cooperative learning class, giving extra time for
research work, taking time in the preparation of the lesson, making use
of the indigenous materials, reviewing basic concepts and giving
examples, motivating and teaching students enthusiastically.

61
Table 11

Materials/Facilities According to Length of Service
Shorter Longer
is/are…. Interpretatio
Mean Interpretation Mean
n
Guide/Manual/ Curriculum Guide
2.61 Less Serious 1.73 Not Serious
in Mathematics for the use of the
teacher
Moderately
in my class (Ex. Charts, pictures, 2.72 2.20 Less Serious
Serious
equipment/materials in
Moderately
mathematics (ex. Computer, 3.44 Serious 2.93
Serious
projector, television, screen,
videos, etc.)
Moderately
Serious
enrichment
Moderately
Materials in Mathematics for my 2.67 2.07 Less Serious
Serious
class
students in the classroom/school. Moderately Moderately
2.89 2.87
(ex. Geometric figures, weighing Serious Serious
Serious Serious
compass, etc.)
Serious Serious
9. sufficient Mathematics 3.00 Moderately 2.20 Less Serious
reference materials in the school Serious
library. (ex. Textbooks, Math
62
encyclopedia, diagrams, etc.)

purposes. Serious
Moderately
Over all Mean 2.93 2.47 Less Serious
Serious

Materials/Facilities According to Average Monthly
Family Income
On the basis of average monthly income, the respondents’ degree
of seriousness of the problems encountered by intermediate Mathematics
according to average monthly income was of averagely serious in
respondents with lower average monthly income and less serious in
respondents with higher average monthly income as supported by their
obtained mean scores of 2.86 and 2.58, respectively.
The item that surfaced from among other items with mean scores
higher than the rest was “enough units of multi-media
equipment/materials in Mathematics” on both respondents with lower
and higher average monthly family income. Conversely, the item on
“sufficient Teacher’s Guide/Manual/ Curriculum Guide in Mathematics for
the use of the teacher” remains at the end of the list also on both
respondents with lower and higher average monthly family income.
Just like the previous point, the data implied to the fact that the
classrooms/schools were in need of multi-media equipment/materials as
instructional materials. The insufficiency of units of multi-media

63
equipment/materials in Mathematics did not hinder the concerns of
teachers for the learning process. These teachers still manage to
continue teaching and find solutions to certain problems. They use and
innovate the soft copies the DepEd distributed during the mass training
of teachers on K to 12 curriculum. They also research thru the internet
on how to innovate and create instructional materials for their children.
Despite of insufficiency of funds, some of the teachers used their
personal fund in purchasing flat screen television as their multi-media
equipment in teaching. It further implies that teachers were committed
to their profession and concerned with the learning of their students.
Table 12 on the next page presents these data.

64
Table 12

Materials/Facilities According to Average Monthly Family Income
Lower Higher
In my classroom/school there is/are…. Mea Mea
n n
Curriculum Guide in Mathematics for 2.41 Less Serious 2.00 Less Serious
the use of the teacher
instructional materials/visual aids in
my class (Ex. Charts, pictures, 2.59 Less Serious 2.38 Less Serious
equipment/ materials in Mathematics Moderately Moderately
3.35 3.06
(ex. Computer, projector, television, Serious Serious
screen, videos, etc.)
Moderately
Serious
enrichment
5. enough supply of Leaner’s Materials
in Mathematics for my class
6. sufficient Mathematics equipment
available for use by students in the
classroom/school. (ex. Geometric 3.00 2.75
Serious Serious
figures, weighing scale, thermometer,
model of electric meter, etc.)
7. sufficient supply of pupil’s materials
during Mathematical activity (ex. Moderately Moderately
3.00 2.62
Ruler, protractor, triangle, coloring Serious Serious
materials, compass, etc.)
8. illustrative examples of real objects
ex. cube, pyramids, cylinder, sphere, 3.06 2.75
Serious Serious
etc.)
diagrams, etc.)
65

purposes. Serious
Moderately
Serious

Mathematics Teachers in the Area of Students’ Behavior According
to Age
As determined by age, the degree of seriousness of the problems
student’s behavior according to age was of less serious, that is, younger
group and older group alike with obtained mean scores of 2.38 and 2.31,
respectively.
Among the different items enumerated, item numbers 2, 5 and 7
were significantly rated. These items were: “follow guidelines/instructions
set in every activity” and “ask thought-provoking questions” on younger
respondents, and “show excitement in solving Math related problems” on
older respondents.
By contrary position, item number 3“enjoy peer group activities”
was at the bottom of the range on younger respondents and item number
10 “maintain cleanliness/orderliness in math classroom” on older
respondents.
The data implied that both younger and older respondents
encountered minor problems in teaching Mathematics in the area of
student’s behavior especially in the excitement of students in solving

66
Math related problems. Even though students had lack of excitement in
solving Math related problems, somehow they enjoy their peer group
activities during their Mathematics class.
According to Braza and Supapo (2014) their study was an attempt
to find out the problems and solutions of one rural grade 7 teacher in a
Mathematics curriculum. The study revealed that there are (g) non-
mastery of the basic concepts and skills, (h) poor problem solving and
critical thinking skills, and (i) indifferent student behavior. It is
recommended that teachers must train their pupils on how follow
guidelines/instructions in every math activity and develop students
ability to solve math related problems correctly. Students will show
excitement in solving Math related problems when they master and fully
understand the problem.

67
Table 13
Degree of Seriousness of the Problems Encountered by Mathematics

Teachers in the Area of Students’ Behavior According to Age
Younger Older
Student in my math
class….. Mea Interpretatio
Mean Interpretation
n n
1. participate actively
during discussions
2. follow
guidelines/instructions 2.56 Less Serious 2.29 Less Serious
set in every activity
3. enjoy peer group
activities
4. Share ideas and
experiences relevant to 2.19 Less Serious 2.24 Less Serious
the lesson
5. ask thought-provoking
questions
6. show interest in solving
math related problems
7. show excitement in
Moderately
solving Math related 2.38 Less Serious 2.65
Serious
problems
8. apply skills/values
learned during the lesson
9. show satisfactory
results during evaluation
10. maintain
cleanliness/orderliness in 2.38 Less Serious 2.00 Less Serious
math classroom
Over all Mean 2.38 Less Serious 2.31 Less Serious
Problems Encountered by Intermediate Mathematics Teachers in the

Area of Student’s Behavior According to Sex
68
The respondents’ degree of seriousness of the problems
student’s behavior according to sex was of less serious as supported by
the obtained mean scores of 2.41 and 2.32, respectively.
Their degree of seriousness in almost all of the items was more or
less similar. Notably, item numbers 2, 9 and 7 rated on top of the list.
These items were: “follow guidelines/instructions set in every activity” and
“show satisfactory results during evaluation” on male respondents and
“show excitement in solving math related problems” on female
respondents.
In contrast, the item on “enjoy peer group activities”, “share ideas
and experiences relevant to the lesson”, “apply skills/values learned
during the lesson”, and “maintain cleanliness/orderliness in math
classroom” were rated lowest among the rest of the items.
Considering these results, male respondents encountered minor
problems in teaching Mathematics in the area of student’s behavior
particularly in following guidelines/instructions set in every activity and
in showing satisfactory results during evaluation and showing
excitement in solving math related problems on female respondents.
Enjoying peer group activities of students was the least problem of both
respondents, but student’s behavior towards learning Mathematics was
one of the problems of teachers in some of the schools in District II.

69
Cabanilla-Pedro et al 2010, Findings of the study reveals that the
students have marginally poor analyzing skills. However, an
improvement in their level of analyzing skills was noted after the use of
problem solving; Problem solving can effectively improve students’ skills
in identifying attributes & components, relationships, patterns, errors
and main ideas of the problem. The strategy encourages students to
make conjectures, build connections among ideas, and conjecturing.
This is shown from the checklist and students’ worksheets.
Table 14 below exhibits these data.
Table 14

to Sex
Male Female
Student in my math class….. Interpretatio
Mean Interpretation Mean
n
1. participate actively during
discussions
2. follow
Averagely
guidelines/instructions set in 2.67 2.33 Less Serious
Serious
every activity
3. enjoy peer group activities 2.22 Less Serious 2.08 Less Serious
4. Share ideas and
experiences relevant to the 2.22 Less Serious 2.21 Less Serious
lesson
questions
7. show excitement in solving
8. apply skills/values learned
during the lesson
9. show satisfactory results Averagely
during evaluation Serious
70
10. maintain
math classroom

to Marital Status
Classified by marital status, the degree of seriousness of the
problems encountered by intermediate Mathematics teachers in the area
of student’s behavior according to civil status was of less serious yielding
the mean scores of 2.27 (for the single group) and 3.38 (for the married
group).
In remarkable manner, almost all of the items were ranging to less
serious degree except for the item number 7 for married respondents got
averagely serious interpretation. Items with higher ratings in comparison
with rest were: “ask thought-provoking questions” for single respondents
and “show excitement in solving math related problems” on married
respondents. By same token, the item on “enjoy peer group activities”
remains at the bottom of the rating scale for single respondents “share
ideas and experiences relevant to the lesson” and “maintain
cleanliness/orderliness in math classroom” for the married respondents.
Just like the previous two tables (tables 13 and 14); the data
revealed that the item on “show excitement in solving math related
problems” appeared for third time and “ask thought-provoking questions”
appeared for the second time and was of with greatest mean score. The
71
respondents encountered minor problems in teaching Mathematics with
regard to student’s behavior. They did not show excitement in solving
Math related problems because of the insufficiency of instructional
materials and the difficult Math problems that the students encountered.
In view of the aforecited data, both single and married respondents
encountered minor problems/difficulties in teaching Mathematics with
regard to student’s behavior. The study of Singha, Goswami & Bharali
(2012), describes a qualitative study dealing with the problem faced by
students and teacher in learning and teaching Mathematics in higher
Secondary School and Colleges. The results show the various problems
faced by students and teachers in learning and teaching Mathematics in
Higher Secondary levels.

72
Table 15

to Marital Status
Single Married
Student in my math
class….. Mea Interpretatio Mea Interpretatio
n n n n
during discussions
2. follow
3. enjoy peer group
activities
4. share ideas and
lesson
questions
Averagely
solving math related 2.18 Less Serious 2.68
Serious
problems
10. maintain
math classroom

Mathematics Teachers in the Area of Student’s Behavior
According to Length of Service
73
On the basis of length of service, the degree of seriousness of the
of student’s behavior according to length of service was of less serious
garnering the mean scores of 2.38 and 2.29, respectively for respondents
with longer and shorter length of service.
Items on “follow guidelines/instructions set in every activity” and
“ask thought-provoking questions” was highlighted by its mean score as
compare to the rest of the items on respondents with shorter length of
service and “show excitement in solving math related problems” on
respondents with longer length of service.
By contrary position, the item on “enjoy peer group activities” was
at the bottom of the range on respondents with shorter length of service
and “maintain cleanliness/orderliness in math classroom” on respondents
with longer length of service.
In conformity with the previous discussions, the data implied that
items on “follow guidelines/instructions set in every activity”, “ask
thought-provoking questions” and “show excitement in solving math
related problems” were the problems that both respondents with longer
and higher length of service with regard to student’s behavior in teaching
Math.
Oppositely, item on “enjoy peer group activities” and “maintain
cleanliness/orderliness in math classroom” maintained a lower rating for
four consecutive tables.

74
Generally, all of the items got the same interpretation of less
serious, the data implied that both respondents with shorter and longer
length of service encountered slight problems in the area of student’s
behavior in teaching Math subject.
The students had a hard time in answering thought-provoking question,
sometimes they do not follow guidelines/instructions set in every activity
and they were not excited in solving Math related problems because of
unavailability of teacher’s instructional materials and they did not fully
learn their lesson in Math. In the study of Pia (2015), Systematic,
societal, pedagogical barriers are playing vital role in jamming teaching
learning process directly or indirectly. As teaching learning process
directly reflects the quality of education, these barriers distress the
improvement of secondary education quality. Students lacking excellence
in mathematics can lead agony of quality of secondary education as well
as development of whole nation.

75
Table 16

to Length of Service
Shorter Longer
Student in my math
class….. Mea Interpretatio Mea Interpretatio
n n n n
during discussions
2. follow
3. enjoy peer group
activities
4. Share ideas and
lesson
questions
solving math related 2.50 Less Serious 2.53 Less Serious
problems
10. maintain
math classroom
76

to Average Monthly Family Income
intermediate Mathematics teachers in the area of student’s behavior
according to average monthly income was of less serious as shown by
their obtained overall mean scores of 2.38 and 2.30, respectively.
Item on “ask thought-provoking questions” was noticeable on
respondents with lower average monthly family income and “show
excitement in solving math related problems” on respondents with higher
average monthly family income.
Item on “enjoy peer group activities” and “maintain
cleanliness/orderliness in math classroom” got a lower rating in the area
of student’s behavior.
In this area, the data revealed that these two items (items no. 5 and 7)
were bizarre in this study and respondents should develop the HOTS
(Higher Order Thinking Skills) for their students and respondents must
undergo trainings and seminars in Mathematics to develop their skills in
the art of questioning in Mathematics. In the study of Culastre (2011) on
Cognitive Skills of Mathematical Problem Solving of Grade 6 Children,
the cognitive skills of the grade six pupils of District 1, Quezon,
Bukidnon were at below average level in terms of numerical
comprehension, simple linguistic sentences, contextual information,
mental visualization, number system knowledge, relevant information,

77
number sense estimation, and procedural calculation but their symbol
comprehension skill was at the average level. It revealed the respondents
difficulty in processing information, applying knowledge, and changing
preferences in order to solve a problem. There was a significant difference
on the prediction and evaluation of the grade six pupils on their cognitive
skills. The pupils had higher evaluation than their prediction. They
should develop the methods and strategies of students in solving Math
problems.
Table 17 below conveys these data.
Table 17

Lower Higher
Student in my math class….. Mea Interpretatio Mea Interpretat
n n n ion
1. participate actively during Less
discussions Serious
2. follow
Less
guidelines/instructions set 2.53 Less Serious 2.31
Serious
in every activity
Less
3. enjoy peer group activities 2.12 Less Serious 2.12
Serious
4. Share ideas and
Less
experiences relevant to the 2.24 Less Serious 2.19
Serious
lesson
5. ask thought-provoking Averagely Less
2.76 2.31
questions Serious Serious
6. show interest in solving Less
math related problems Serious
Averagely
solving math related 2.41 Less Serious 2.62
Serious
problems
78
8. apply skills/values Less

learned during the lesson Serious
9. show satisfactory results Less
during evaluation Serious
10. maintain
Less
cleanliness/orderliness in 2.24 Less Serious 2.12
Serious
math classroom
Less
Over all Mean 2.38 Less Serious 2.30
Serious
Mathematics Teachers in the Area of Curriculum According to Age
The respondent’s degree of seriousness of the problems
curriculum according to age was of less serious yielded overall mean
scores of 2.51 and 2.02, respectively.
Evidently, none of the items was rated very serious. Two of the ten
items were highlighted through their high mean scores on both younger
and older respondents. These items were: “easy to teach because it is
spirally arranged” and “an opportunity to develop my students to be
innovative and creative through varied activities” on younger respondents
and “relevant in providing students with competencies needed in actual
life situation” and “appropriate to grade level competencies” on older
respondents.”
Alternately, the “a learner-centered” was left with a rating lower
than the rest of the items on younger respondents and “challenging
because of the varied activities”, “a learner-centered” and “challenging to
teach the needed skills for the students” on older respondents.

79
Results on this regard suggest that K to 12 curriculum was learner-
centered, the goal of this curriculum was to give emphasis to students to
explore and develop their skills independently.
Hence, they had minor problems in the spiral arrangement of the
curriculum, how to develop students to be innovative and creative
through varied activities, relevantly in providing students with
competencies needed in actual life situation and appropriateness to
grade level competencies. In his study, Angula (2015) reported that since
2012, the Ministry of Education has made Mathematics a compulsory
subject at senior secondary school level (Grade 11 and 12). Results
showed that the implementation of the curriculum is not well planned; it
can make it difficult for teachers to teach effectively and efficiently.
It is very important for teachers to be involved in the whole
process of curriculum change, from planning/designing phase to the
implementation phase.
The data implied that the respondents were still adapting and
developing to the new K to 12 curriculum.

80
Table 18

Mathematics Teachers in the Area of Curriculum According to Age
Younger Older
I find teaching K-12
Mathematics Curriculum… Mea Interpretatio Mea Interpretatio
n n n n
1. relevant in providing
students with
competencies needed in
actual life situation
2. appropriate to grade
level competencies
3. easy to teach because it Averagely
is spirally arranged Serious
4. a learner-centered 2.25 Less Serious 1.94 Less Serious
5. challenging because of
the varied activities
6. challenging to teach the
needed skills for the 2.50 Less Serious 1.94 Less Serious
students
7. a challenging to arouse
students’ curiosity and
motivate them to learn 2.50 Less Serious 2.06 Less Serious
and appreciate
Mathematics
8. an opportunity to
develop my students to be Averagely
innovative and creative Serious
through varied activities
9. an opportunity to guide 2.56 Less Serious 2.00 Less Serious
my students to be critical
81
problem solvers and

effective communicators
10. create a strong link to
the field of science

Mathematics Teachers in the Area of Curriculum According to Sex
As determined by sex, the degree of seriousness of the problems
curriculum according to sex was of averagely serious for male
respondents and less serious for female respondents, that is, male and
female were different obtained mean scores of 2.70 and 2.09,
respectively.
Among the different items enumerated, item numbers 1, 2, 3, 8
and 10 were significantly rated. This items were: “relevant in providing
students with competencies needed in actual life situation”, “appropriate
to grade level competencies” and “easy to teach because it is spirally
arranged” on male respondents. And “an opportunity to develop my
students to be innovative and creative through varied activities” and
“create a strong link to the field of science” on female respondents.
By contrary position, the item on “a learner-centered” was at the
bottom of the range for the male respondents and “appropriate to grade
level competencies” and “a learner-centered” on female respondents.

82
Considering these results, female respondents may be cognizant and
they really understand the curriculum in Mathematics than male
respondents. The data implied that female respondents were diligent in
learning how to apply the curriculum in Mathematics. Female
respondents encountered lesser problems than male in the area of
curriculum. In the study of Winiecke (2015), about the Classroom
Problems Faced by Reform Oriented Novice Mathematics Teachers
Utilizing a Traditional Curriculum was to identify the problems reform
oriented novice teachers face when utilizing a traditional curriculum to
plan task-based lessons. Through analysis of teachers’ textbook
interaction practices it was found that teachers struggled to plan task-
based lessons due to issues encountered finding/constructing
mathematical tasks, and due to problems associated with being naturally
oriented toward procedures while utilizing a traditional curriculum.

83
Table 19

Mathematics Teachers in the Area of Curriculum According to Sex
I find teaching K-12 Male Female

Mathematics
Curriculum… Mean Interpretation Mean Interpretation
students with Averagely
competencies needed in Serious
actual life situation
2. appropriate to grade Averagely
level competencies Serious
3. easy to teach because Averagely
it is spirally arranged Serious
5. challenging because of Averagely
the varied activities Serious
6. challenging to teach
the needed skills for the 2.56 Less Serious 2.08 Less Serious
students
7. a challenging to arouse
Averagely
motivate them to learn 2.78 2.08 Less Serious
Serious
and appreciate
Mathematics
develop my students to
Averagely
be innovative and 2.78 2.17 Less Serious
Serious
creative through varied
activities
9. an opportunity to 2.67 Averagely 2.12 Less Serious
guide my students to be Serious
84
critical problem solvers

and effective
communicators
Averagely
Serious

According to Marital Status
Categorized by marital status, the degree of seriousness of the
of adequacy of curriculum according to marital status was of averagely
serious in single respondents and less serious in married respondents
bearing the mean scores of 2.76 and 2.00, in the order given.
Distinctly, the married respondents rated all of the items in similar
way which is “less serious”. For single respondents, nine out of the ten
items rated in similar way which is “averagely serious”.
Four of the ten items were highlighted through their higher mean
scores. These items were: “challenging because of the varied activities” on
single respondents and “relevant in providing students with competencies
needed in actual life situation”, “easy to teach because it is spirally
arranged” and “an opportunity to develop my students to be innovative
and creative through varied activities” on married respondents.

85
Alternatively, item on “a learner-centered” got a lower rating than
the rest of the items on single respondents and “challenging because of
the varied activities” on married respondents.
It indicates that married respondents had minor problems than
single respondents with moderate problems in teaching Mathematics in
the area of curriculum. The respondents were in need of trainings in the
different approaches in teaching Mathematics through attending
trainings and seminars in Mathematics especially the single
respondents. In the study of Van Steenbrugge, et al (2015) on
Mathematics Learning Difficulties in Primary Education: Teachers’
Professional Knowledge and Use of Commercially Available Learning
Packages builds on teachers’ professional knowledge about mathematics
learning difficulties. Based on the input of 918 primary school teachers,
an attempt is made to develop an overview of difficult curriculum topics
in primary school mathematics.
Table 20 below reveals these data.
Table 20
Degree of Seriousness of the Problems Encountered by Intermediate Mathematics

Teachers in the Area of Curriculum According to Marital Status
Single Married
I find teaching K-12 Mathematics
Curriculum… Interpretatio Interpretatio
Mean Mean
n n
1. relevant in providing students with
Averagely
competencies needed in actual life 2.82 2.09 Less Serious
Serious
situation
2. appropriate to grade level Averagely
competencies Serious
3. easy to teach because it is spirally Averagely
arranged Serious
86

5. challenging because of the varied Averagely
activities Serious
6. challenging to teach the needed skills Averagely
for the students Serious
7. a challenging to arouse students’
Averagely
curiosity and motivate them to learn and 2.73 2.05 Less Serious
Serious
appreciate Mathematics
8. an opportunity to develop my
Averagely
students to be innovative and creative 2.82 2.09 Less Serious
Serious
9. an opportunity to guide my students
Averagely
to be critical problem solvers and 2.82 2.00 Less Serious
Serious
10. create a strong link to the field of Averagely
science Serious
Averagely
Serious
Mathematics Teachers in the Area of Curriculum according to
Length of Service
As determined by length of service, the degree of seriousness of the
of student’s behavior was of less serious, that is, respondents with
shorter length of service and respondents with shorter length of service
alike with obtained mean scores of 2.49 and 1.98, respectively.
Of all the different items enumerated, four of them were
significantly rated. These items were: “easy to teach because it is spirally
arranged” on respondents with shorter length of service and “relevant in
providing students with competencies needed in actual life situation”, “an
opportunity to develop my students to be innovative and creative through
varied activities” and “create a strong link to the field of science” on
respondents with shorter length of service.

87
By contrary position, the item on “a learner-centered” was at the
bottom of the range on respondents with shorter length of service and
“challenging because of the varied activities” and “challenging to teach the
needed skills for the students” on respondents with longer length of
service.
The data implied that both respondents with shorter and longer
length of service encountered minor problems in teaching Mathematics
in the area of curriculum. The opportunity to develop students to be
innovative and creative through varied activities and relevant in
providing students with competencies needed in actual life situation were
the most common problems in this area. Lack of teacher’s training and
inadequacy of instructional materials were the common cause/factors of
the problems that the respondents had encountered in this area. Study
of Capate and Lapinid 2015 on Assessing the Mathematics Performance
of Grade 8 Students as Basis for Enhancing Instruction and Aligning
with K to 12 Curriculum, results indicate that most of the Grade 8
students were in the Beginning level of achievement only. Moreover, half
of the tested contents were least-mastered. Incorrectly applying the
formulas, properties, theorems, and/or laws and incompletely solving the
problem despite correctly doing the initial procedure are their common
difficulties.

88
Table 21

Length of Service
Shorter Longer
n n n n
students with competencies
needed in actual life
situation
level competencies
3. easy to teach because it
is spirally arranged
students
7. a challenging to arouse 2.50 Less Serious 2.00 Less Serious
89
motivate them to learn and

develop my students to be
innovative and creative
9. an opportunity to guide
problem solvers and

Mathematics Teachers in the Area of Curriculum according
Regardless of their average monthly income, the respondents’
Mathematics teachers in the area of curriculum was of less serious
supported by their obtained mean scores of 2.51 and 1.99, respectively.
Seven of the remarkable items were highlighted by its higher mean
score as compare to the rest of the items were: “relevant in providing
students with competencies needed in actual life situation”, “easy to teach
because it is spirally arranged”, “an opportunity to develop my students to
be innovative and creative through varied activities” and “create a strong
link to the field of science” on respondents with lower average monthly
family income. And “relevant in providing students with competencies
needed in actual life situation”, “easy to teach because it is spirally

90
arranged”, “a challenging to arouse students’ curiosity and motivate them
to learn and appreciate Mathematics” and “an opportunity to develop my
students to be innovative and creative through varied activities” on
respondents with higher average monthly family income.
By opposite position, the item on “a learner-centered” appeared at
the bottom of the range on respondents with lower average monthly
family income. And “create a strong link to the field of science” and “a
learner-centered” on respondents with higher average monthly family
income.
Responses on this regard would mean an affirmation to the fact
that the DepEd’s K to 12 curriculum was learner-centered curriculum,
although there were minor problems encountered by the respondents in
teaching Mathematics in the area of curriculum. The most common and
remarkable problems were item numbers 1, 3, and 8. These items were:
“relevant in providing students with competencies needed in actual life
situation”, “easy to teach because it is spirally arranged” and “an
opportunity to develop my students to be innovative and creative through
varied activities”. Despite of these problems, respondents see to it that
they established routine procedures of skills that were followed in the
implementation of the K to 12 curriculum. According to Braza and
Supapo (2014) their study was an attempt to find out the problems and
solutions of one rural grade 7 teacher in a Philippine public high school

91
in the implementation of K to 12 Mathematics curriculum. The finding
showed that there’s lack of time to tackle the content efficiently.
Table 22

Average Monthly Family Income
Lower Higher
n n n n
students with competencies
needed in actual life
situation
level competencies
3. easy to teach because it
is spirally arranged
students
7. a challenging to arouse 2.47 Less Serious 2.06 Less Serious
92

motivate them to learn and
develop my students to be
innovative and creative
9. an opportunity to guide
problem solvers and

Mathematics Teachers in the Area of Teacher’s
Competence according to Age
As determined by age, the degree of seriousness of the problems
teacher’s competence was of less serious bearing the mean scores of 1.82
and 1.91, in the order given.
Among the different items enumerated, one of them was
significantly rated. This item was: “am taking advance education in
Mathematics” on both male and female respondents.
By contrary position, the items on “know the use of IT equipment
like computer and LCD projector” and “am interested and enthusiastic in
teaching Mathematics subject” were at the bottom of the range on

93
respondents with younger age and “know how to use of CG, LM, and TG”
on respondents with older age.
The data implied that younger respondents encountered moderate
problems than older respondents that encountered only minor problems
in teaching Mathematics in the area of teacher’s competence especially in
taking advance education in Mathematics. Even though respondents
were in need of advance education in Mathematics, they were still
interested and enthusiastic in teaching Math, they also know how to use
the curriculum guide, teachers guide and IT equipment.
It was really important for the respondents to take advance
education in Mathematics but they had a scarcity of budget to enroll in
Master’s Degree in Mathematics. Advance education in Mathematics will
develop their competence and skills in teaching. A Review of the State of
Research, S. Biōmeke and S. Delaney (2012) presented an overview of
research on the assessment of Mathematics teachers’ knowledge as one
of the most important parameters of school quality. Core results included
the lack of knowledge for teaching Mathematics which consequently led
the discussions on what students should learn to understand and to
apply fundamental Mathematics concepts in real life, and in the
formulation of new instructional design techniques..
Table 23 on the next page bears these data.

94
Table 23

Mathematics Teachers in the Area of Teacher’s Competence
according to Age
Younger Older
As a Mathematics teacher… Interpretati Mea Interpretatio
Mean
on n n
1. impose proper discipline Less
1.81 1.59 Not Serious
inside the classroom Serious
2. understand K-12 Less
2.00 1.47 Not Serious
Curriculum in Mathematics Serious
3. know how to use of CG, LM,
1.69 Not Serious 1.53 Not Serious
and TG.
4. know how to solve
mathematical problems
5. know the art of asking
questions
6. know the use of IT
Less
equipment like computer and 1.50 Not Serious 2.24
Serious
LCD projector
95
7. am interested and
enthusiastic in teaching 1.50 Not Serious 1.65 Not Serious
Mathematics subject
8. have attended training and Less Less
1.88 1.94
seminars in Mathematics Serious Serious
9. undergo trainings of the
Less Less
different approaches in 2.00 2.12
Serious Serious
teaching Mathematics
10. am taking advance Less Averagely
2.44 3.18
education in Mathematics Serious Serious
Less Less
Serious Serious

according to Sex
Distinguished by sex, the degree of seriousness of the problems
teacher’s competence was of not serious in male respondents and less
serious in female respondents bearing the mean scores of 1.76 and 1.91,
in the order given.
In remarkable manner, item on “am taking advance education” was
highlighted through its higher mean score for both male and female
respondents. Alternatively, items on “know how to solve mathematical
problems”, “know the art of asking questions” and “am interested and
enthusiastic in teaching Mathematics subject” got a lower rating than the

96
rest of the items on “male respondents and “know how to use of CG, LM,
and TG” and “am interested and enthusiastic in teaching Mathematics
subject” on female respondents.
It signifies that male respondents had no serious problems than female
respondents with minor problems with regard to teaching competencies
in Mathematics. The respondents were in need of taking advance
education in Mathematics for the improvement of their skills, methods
and strategies in teaching. Magno (2014), based on his study he
concluded that teaching practices comprise instructional teaching
principles and methods. It was found out that lack of more
comprehensive trainings among teachers with the new trends of teaching
methodologies and strategies and insufficient resources and funding;
negative views about seminars and trainings and the scarcity of trainings
conducted within their reach and capacity were revealed in both focus
group discussion and in the results of the survey conducted. Based on
the results, the design was formulated to address the problems as
identified. The researcher recommends that school administrators should
utilize the training design proposed.
These results can be found in Table 24.
Table 24

according to Sex
As a Mathematics teacher… Male Female

97
Mea Mea
n n
1. impose proper discipline inside
the classroom
2. understand K-12 Curriculum in
Mathematics
3. know how to use of CG, LM,
and TG.
1.44 Not Serious 1.83 Less Serious
questions
6. know the use of IT equipment
1.56 Not Serious 2.00 Less Serious
like computer and LCD projector
7. am interested and enthusiastic
in teaching Mathematics subject
8. have attended training and
seminars in Mathematics
different approaches in teaching 1.78 Not Serious 2.17 Less Serious
Mathematics
10. am taking advance education Averagely Averagely
2.67 2.88
in Mathematics Serious Serious
Over all Mean 1.76 Not Serious 1.91 Less Serious

according to Marital Status
In reference to marital status, the degree of seriousness of the
of teacher’s competence was of less serious in single respondents and not
serious in married respondents bearing the mean scores of 2.09 and
1.75, in the order given.
Similarly on both single and married respondents, had a great deal
of problem was given to the item number 10 “am taking advance
education.” In contrast, the “know the art of asking questions” was left
with a rating lower than the rest of the items on single respondents and
“know how to use of CG, LM, and TG” on married respondents.

98
It signifies that female respondents had no serious problems than
male respondents with fewer problems with regard to teaching
competencies in Mathematics.
In conformity with the previous discussions, the respondents had
problems in terms of taking advance education in Mathematics for the
improvement of their teaching skills. According to Braza and Supapo
(2014) their study was an attempt to find out the problems and solutions
of one rural grade 7 teacher in a Philippine public high school in the
implementation of K to 12 Mathematics curriculum. The findings was
there’s lack of trainings, seminars, unclear standard operating
procedures.
These comparative results are shown in Table 25.
Table 25

according to Marital Status
Single Married
As a Mathematics
teacher… Mea Mea
n n
1. impose proper
discipline inside the 1.91 Less Serious 1.59 Not Serious
classroom
2. understand K-12
Curriculum in 2.00 Less Serious 1.59 Not Serious
Mathematics
3. know how to use of
CG, LM, and TG.
99

questions
equipment like computer 1.73 Not Serious 1.95 Less Serious
and LCD projector
Mathematics subject
8. have attended training
and seminars in 2.27 Less Serious 1.73 Not Serious
Mathematics
9. undergo trainings of
the different approaches 2.45 Less Serious 1.86 Less Serious
in teaching Mathematics
10. am taking advance Averagely Averagely
2.91 2.77
Over all Mean 2.09 Less Serious 1.75 Not Serious

according to Length of Service
With reference to length of service, the degree of seriousness of the
of teacher’s competence was of less serious as exhibited by their obtained
mean scores of 1.82 and 1.93, in the order given.
Still the noteworthy item was ““am taking advance education” on
both respondents with shorter and longer length of service. This item
remained significantly rated; thus the substantial problem. On the
contrary, the “know the use of IT equipment like computer and LCD
projector” and “am interested and enthusiastic in teaching Mathematics
subject” had a lesser problem in comparison to the rest of the items on

100
respondents with shorter length of service and “understand K-12
Curriculum in Mathematics” and “know the art of asking questions” on
respondents with longer length of service.
Just like the previous point, developing teacher’s competence was
important in teaching Mathematics because quality education depends
on quality teachers. Sending teachers to seminars and advance
education help them to become more effective and efficient in his or her
teaching career. They could provide activities that are relevant and
interesting to the learners. The study of Andaya (2014) aimed to identify
the factors that affect the achievements of students in Mathematics and
to determine the relationship between the students’ achievements and
individual, instructional, classroom management and evaluation factors.
Findings revealed that 1) achievements of students in Math courses
(Fundamental Mathematics and Contemporary Mathematics) is poor; 2)
students perform low in both subjects; 3) mathematics achievements are
highly correlated to classroom management and evaluation factors; 4)
individual factor and instructional factor greatly affect achievements in
fundamental math; 5) instructional factor is the number one predictor of
achievement in contemporary math; 7) instructional factor is the factor
that affects most of the achievements of students in Mathematics.
Table 26 on the next page reveals these data.

101
Table 26

according to Length of Service
Shorter Longer
As a Mathematics teacher… Mea Interpretati Mea Interpretati
n on n on
1. impose proper discipline Not
1.78 Not Serious 1.60
inside the classroom Serious
2. understand K-12 Curriculum Less Not
1.89 1.53
3. know how to use of CG, LM, Not
and TG. Serious
4. know how to solve Not
mathematical problems Serious
5. know the art of asking Not
questions Serious
6. know the use of IT equipment Less
like computer and LCD projector Serious
102
Not
enthusiastic in teaching 1.50 Not Serious 1.67
Serious
Mathematics subject
8. have attended training and Less Less
1.89 1.93
seminars in Mathematics Serious Serious
Less Less
different approaches in teaching 2.00 2.13
Serious Serious
Mathematics
10. am taking advance education Less Averagely
2.50 3.20
Less Less
Serious Serious

according to Average Monthly Family Income
On the basis of monthly family income, the degree of seriousness
of the problems encountered by intermediate Mathematics teachers in
the area of teacher’s competence was of less serious in respondents with
lower average monthly income and not serious in respondents with
higher income garnering the mean scores of 2.05 and 1.67 respectively.
Item worthwhile to notice was “am taking advance education” on
both respondents with lower and higher average monthly family income.
This item remained remarkably rated. However, a situation remains the
same on “impose proper discipline inside the classroom” and “know the
art of asking questions” remained at the bottom of the list on respondents
with lower average monthly family income and “know how to use of CG,
LM, and TG” on respondents with higher average monthly family income.
The data implied that, without doubt, the respondents need to develop
their professional skills in teaching Mathematics. Moreover, the teacher

103
must possess a variety of skills and not limit themselves to instruction
alone. Even though respondents were in need of advance education in
Mathematics, they were still interested and enthusiastic in teaching
Mathematics. The study of Igoe 2013, examined the relationship between
mathematics teachers’ competence and teacher performance practices in
primary schools in Pallisa District. Mathematics teachers’ competence
was believed to have an effect on the teachers o the teachers’
performance practices and was conceptualized into teacher
qualifications, teacher experience and teacher commitment.
The study revealed that there was a moderate positive relationship
between mathematics teachers’ qualifications, experience, commitment
and teacher performance practices in primary schools.
Statistics on these concerns are summarized in Table 27.
Table 27

according to Average Monthly Family Income
Lower Higher
As a Mathematics
teacher… Mea Mea
n n
1. impose proper
discipline inside the 1.82 Less Serious 1.56 Not Serious
classroom
2. understand K-12
Curriculum in 1.88 Less Serious 1.56 Not Serious
Mathematics
3. know how to use of
CG, LM, and TG.
104

questions
equipment like computer 1.94 Less Serious 1.81 Less Serious
and LCD projector
Mathematics subject
8. have attended training
and seminars in 2.18 Less Serious 1.62 Not Serious
Mathematics
9. undergo trainings of
the different approaches 2.29 Less Serious 1.81 Less Serious
in teaching Mathematics
10. am taking advance Averagely Averagely
3.00 2.62
Over all Mean 2.05 Less Serious 1.67 Not Serious
Significant Difference on the Problems Encountered by Intermediate

Materials/Facilities according to Selected Variables
The fourth objective of this study was to determine the significant
difference between the degree of seriousness of the problems
encountered by Intermediate Mathematics teachers when they are
grouped and compared according to the aforementioned variables.
The table posted the data which revealed the p-values when
grouped and compared according age, sex, marital status, length of
service, and average monthly family income. None of the five variables
mentioned yielded a significant result.
On the bases of these data, there is no significant difference
between the problems encountered by intermediate Mathematics

105
when grouped and compared according to the aforementioned variables.
In other words, the problems that the respondents encountered in
teaching Mathematics did not necessarily differed when determined
according to the aforementioned variables.
The study of Andaya (2014) aimed to identify the factors that affect
the achievements of students in Mathematics and to determine the
relationship between the students’ achievements and individual,
instructional, classroom management and evaluation factors. Findings
revealed that instructional factor is the factor that affects most of the
achievements of students in Mathematics.
Hence, the null hypothesis which states that “there is no
significant difference in the problems encountered by intermediate
Mathematics teachers in the area of adequacy of instructional
materials/facilities when they are grouped and compared according to
aforementioned variables” is accepted.
This particular finding is shown on Table 28.
Table 28
Difference on the Problems Encountered by Intermediate

Materials/Facilities according to Selected Variables
Mann
p- Sig
Variable Category Mean Whitney Interpretation
value level
U
Age Younger 2.81 110.0 .348 0.05
106
Not
Older 2.63
Significant
Male 2.68 Not
Sex 107.5 .984
Female 2.74 Significant
Civil Single 2.52 Not

98.0 .379
Status Married 2.82 Significant
Length of Shorter 2.93 Not

89.5 .099
Service Longer 2.47 Significant
Average Lower 2.86
Monthly Not
103.0 .234
Family Higher 2.58 Significant
Income

according to Selected Variables
The p-values showed that there is no significant difference existed
between the problems encountered by intermediate Mathematics
teachers in the area of student’s behavior when grouped and compared
according to selected variables.
The data implied that problems that the respondents encountered
in teaching Mathematics did not differ over the area of student’s behavior
according to aforementioned variables.
Cabanilla-Pedra et al (2010) study on Improving Analyzing Skills of
Primary Students using Problem Solving Strategy makes use of an action

107
research paradigm to improve primary students’ analyzing skills. It was
conducted at the San Esteban Elementary School, Region I, Philippines,
during the 6-week off campus practice teaching of one of the researchers.
The findings from this research show that: The students have marginally
poor analyzing skills.
Thus, the null hypothesis which states that “there is no significant
difference in the problems encountered by intermediate Mathematics
teachers in the area of student’s behavior when grouped and compared
according to aforementioned variables” is accepted.
Table 29 on the next page bears these data.
Table 29

Mathematics Teachers in the Area of Students’ Behavior according
to Selected Variables
Mann
p- Sig
value level
U
Younger 2.38 0.05
Age 124.0 .665 Not Significant
Older 2.31
Male 2.41
Sex 96.5 .641 Not Significant
Female 2.32
Civil Single 2.27

108.0 .619 Not Significant
Status Married 2.38
Length of Shorter 2.38 119.0 .562 Not Significant
Service
Longer 2.29
108
Average Lower 2.38

Monthly
Family Higher 2.30
Income

According to Selected Variables
The p-values revealed significant difference existed between the
problems encountered by the respondents in the area of curriculum
when grouped and compared according to age and marital status, except
sex, length of service and average monthly family income.
The data implied that respondents differed over the problems
curriculum when classified by age and marital status.
With respect to the obtained mean scores, the younger group and
those single respondents exhibited greater problems than their
counterparts. This significant difference could be due to the fact that
older and married teachers were seasoned, well trained and being
mature had given them the favorable insight as regards the benefit of the
older and married teachers.
Hence, the null hypothesis which states that “there is no
significant difference in the problems encountered by intermediate
Mathematics teachers in the area of student’s behavior when they are
grouped and compared according to age and civil status” is rejected;
except sex, length of service and average monthly family income.

109
Statistics on these concerns are summarized in Table 30.
Table 30
Difference on the Problems Encountered by Intermediate Mathematics
Teachers in the Area of Curriculum according to Selected Variables
Mann
p- Sig
value level
U
Younger 2.51
Age 80.0 .042 Significant
Older 2.02
Male 2.70
Female 2.09
Marital Single 2.76
69.0 .045 Significant
Status Married 2.00 0.05
Length of Shorter 2.49
Service Longer 1.98
Average Lower 2.51
Monthly
Family Higher 1.99
Income

Competence according Selected Variables
The p-values showed no significant difference existed between the
of teacher’s competence when grouped and compared according to
selected variables.
The data implied that problems that the respondents encountered
in teaching Mathematics did not necessarily differed when determined
according to age, sex, civil status, length of service and average monthly
family income. Looking at the obtained mean scores, variability was very
minimal; hence, the non-significant difference.

110
In their Assessment of Teacher Knowledge Across Countries: A
Review of the State of Research, S. Biōmeke and S. Delaney (2012)
presented an overview of research on the assessment of Mathematics
teachers’ knowledge as one of the most important parameters of school
quality. It focused on comparative and international studies that allowed
analyses of the cultural dimensions of knowledge base of teachers’
classroom practice.
Core results included the lack of knowledge for teaching
Mathematics which consequently led the discussions on what students
should learn to understand and to apply fundamental Mathematics
concepts in real life, and in the formulation of new instructional design
techniques.
Thus, the null hypothesis which states that “there is no significant
difference in the problems encountered by intermediate Mathematics
teachers in the area of teacher’s competence when they are grouped and
compared according to aforementioned variables” is accepted.
Table 31 below bears these data.
Table 31

Competence according to Selected Variables
Mann
p- Sig.
value level
U
Age Younger 1.82 130.0 .828 0.05 Not Significant
111
Older 1.91
Male 1.76
Female 1.91
Civil Single 2.09

Status Married 1.75
Length of Shorter 1.82

Service Longer 1.93
Average Lower 2.05
Monthly
Family Higher 1.67
Income
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and
recommendations.
Summary of Findings
After employing scientific steps to answer the queries in Chapter 1,
the following results and findings are presented:

112
The profile of the teachers in terms of age was generally older. As to
sex, female teachers were greater in number than male teachers. With
regards to civil status majority were married. In terms of the length of
service, teachers with shorter teaching experience have the most number
of respondents than with those with longer years in service. Most
teachers have lower average monthly family income.
Moreover, the degree of seriousness of the intermediate
Mathematics Teachers according to the following areas: adequacy of
instructional materials/facilities, student’s behavior, curriculum and
teacher competence was “less serious”. However, the area in adequacy of
instructional materials/facilities yielded a result of “averagely serious”
but it does not have a positive effect on the overall result.
Furthermore, the degree of seriousness of the problems
encountered by Intermediate Mathematics Teachers according to the
aforementioned variables was “less serious.”
Finally, there is no significant difference between the degree of
teachers when they are grouped and compared according to sex, length
of service and average monthly family income except age and civil status
in the area of curriculum.
Conclusions
113
On the bases of the foregoing findings of the study, the researcher
arrived at the following conclusions:
The degree of seriousness of the intermediate Mathematics teachers
according to the following areas was less serious in general, but there
was an indicator that they got averagely serious on the adequacy of
instructional materials/facilities. This may be due to the unavailability of
equipment and other facilities in schools. Teachers have lack of
instructional materials in teaching and they encountered minor problems
with student’s behavior, curriculum and teacher’s competence.
Likewise, the degree of seriousness of the problems encountered by
Intermediate Mathematics Teachers according to the aforementioned
variables was averagely serious in the area of adequacy of instructional
materials and less serious in the area of student’s behavior, curriculum
and teacher’s competence. The most common problem of the teachers
was inadequacy of units in multi-media equipment/materials in
Mathematics. It showed that the respondents’ classroom/school were in
need of instructional materials in Mathematics. The most common
problem that was significantly rated in the area of student’s behavior was
show excitement in solving math related problems and asks thought-
provoking questions. This may be due the lack of training of teachers on
how to develop student’s ability in solving math problems easily and
asking thought-provoking question in class. The common problems in
the area of curriculum were the opportunity of teachers to develop their

114
students to be innovative and creative through varied activities. This area
showed that teachers had a problem in developing his/her students to be
innovative and creative through varied activities, may be because there
were negative attitudes of students towards learning Mathematics that
affects their learning. The common problem in the area of teacher’s
competence was teachers were not taking advance education in
Mathematics because of the high cost of pursuing a graduate school
program.
Finally, there are no significant difference between the degree of
teachers when they are grouped and compared according to sex, length
of service and average monthly family income, except for the age and
marital status.
The study revealed that there is a significant difference in the area of
curriculum according to age and marital status. The younger respondent
encountered more problems than the older ones and the single
respondents encountered more problems than the married respondents.
Recommendations
In light of the findings and conclusions of the study, the following
recommendations are advanced:

115
Results showed that common problems that intermediate
Mathematics teachers was insufficiency of instructional materials in
teaching. It affects the learning of students and they cannot show good
result during evaluation. It is therefore highly recommended that
administrators would take an action in solving the inadequacy of
instructional materials of teachers.
Moreover, the intermediate Mathematics teachers should seek
improvement of the localized learning materials for the pupil. Classrooms
and learners’ material should be adequate and functional.
On Student’s Behavior
The students fall short on showing excitement in solving math
related problem and ask thought-provoking questions in learning
Mathematics. It is therefore highly recommended an intensive training
through seminar-workshops among intermediate Mathematics teachers
be initiated by the school administrators. The emphasis of this training is
to motivate students to solve math related problem enjoyable, teaching
strategies, art of questioning to promote Higher Order Thinking Skills
and ask thought-provoking questions.
On Curriculum
The common problems that intermediate Mathematics teachers
encountered in the Mathematics curriculum were lose an opportunity to

116
develop their students to be innovative and creative through varied
activities and they find difficult in teaching because it was spirally
arranged. Curriculum planners should develop and enhance the
curriculum in Mathematics so that teachers could easily teach their
students the concepts of Mathematics.
Moreover, the administrator must conduct regular classroom
visitation in order to know the effectiveness of Mathematics curriculum
and the areas where the teacher’s competence and teaching skills needs
to be improved and will be motivated in the teaching of the subject.
On Teacher’s Competence
Another common problem of this study was the lack of
seminars/trainings and advance education in Mathematics among
teachers.
For this statistic, the researcher strongly recommends that the
teachers must pursue their graduate studies as teachers enrolled or
attain a degree in the graduate school were also expected to develop
superior work-and-life balance as they work and study at the same time.
With the high cost of pursuing a graduate school program,
teachers should resort to government-funded scholarship offerings or low
cost enrolment to state colleges and universities as the government
recognizes the positive effect to the educational system of teachers who
have furthered their studies.

117
Aside from the options presented for the career advancement of
teachers, work-related trainings such as semi-annual In-Service
Education/Training of Teachers (INSET) should be rigidly planned and
conducted to give way for the revitalized physical, intellectual and
psychological wellness of teachers before the opening of every semester.
This training will assure the continuous professional development of
teachers and it will give emphasis to the development of their methods
and strategies in teaching.
Chapter 6
PROPOSED TRAINING/ENHANCEMENT PROGRAM
As established in Chapter 5, the researcher asserted that the
Mathematics teachers must be resolved through an enhancement
program matrix presented in this chapter.

118
The proposed enhancement training program will focus more on
the weaker points of the four areas concerned noted as indicator of these
as follows:
On Adequacy of instructional Materials/Facilities, the respondents
should acquire enough units of multi-media equipment/ materials in
mathematics (ex. Computer, projector, television, screen, videos, etc.).
On Student’s Behavior, respondents should develop their students’
ability to ask thought-provoking questions and show excitement in
solving Math related problems.
On Curriculum, opportunity to develop their students to be
innovative and creative through varied activities should also be developed
by the respondents.
On Teachers Competence, respondents should take advance
education in Mathematics.
REFERENCES
BOOKS
Capate and Lapinid, (2015).Assessing the Mathematics Performance of

Grade 8 Students as Basis for Enhancing Instruction and Aligning
with K to 12 Curriculum.
Cristobal-Cristobal 2013, Descriptive Research
Meriam Webster Dictionary (1998), American Edition, Massachusetts,

U.S.A., G and C Meriam Book Store, (1998)
119
Onwumere and Onyebuchi (2010). Difficulties in understanding

mathematics: an approach related to working memory and field
independency.
UNPUBLISHED BOOKS/JOURNALS
Adebule, S.O. & Ayoola, O.O. (2010). Evaluation of Instructional

Materials Commonly Used in the Teaching of Mathematics in
Junior Secondary Schools in Ekiti State Nigeria.
Andaya, Olive Joy F. (2014) “Factors That Affect Mathematics Achievers

of Students of Philipppine Normal University –Isabela Campus.
Angula, Rauna (2015). “Mathematics Teachers’ View and Challenges on

the Implementation of the Compulsory Mathematics Curriculum
in Otjozondupa Region, Bellido Carmen & Ramos-Walker,
Uroyoan “The Art of Ask Thought Provoking Questions in the
Mathematics Classroom.”
Bonifacio, Armin L. (2013) “Developing Information Communication

Technology (ICT) Curriculum Standards for K-12 Schools in the
Philippines”
Braza, Melanie T. & Supapo, Sweden S. (2014). “Effective Solutions in

the Implementation of the K to 12 Mathematics Curriculum.”
Cabanilla-Pedro et al (2010) “Improving Analyzing Skills of Primary

Students using a Problem Solving Strategy.”
Culastre, Irene C. (2011). “Cognitive Skills of Mathematical Problem

Solving of Grade 6 Children”
Delacruz, Mharjhaj (2015). “Effects of lack of instructional materials.”
Dilao, Emelie G. (2016). “The Effect of Cooperative Learning in the

Teaching of Mathematics.”
Igoe, Celine (2013). “Mathematics teachers’ competence and their

performance practices in primary schools in Pallisa District.”
Kiani, Malik and Ahmad (2012) “Teaching of Mathematics in

PakistanProblems and Suggestions.”
120
Magno, Jay (2014). “Teaching Practices of Mathematics Teachers in

Selected Public and Private Elementary Schools.”
Pia, Kaniz Fatema (2015). “Barriers in Teaching Learning Process of

Mathematics at Secondary Level: A Quest for Quality
Improvement.”
Rodrigo, Ma. Mercedes (2013) “Information and Communication

Technology Use in Philippine Public and Private Schools”
Roxas, Analene (2015). “Teaching Competencies of Mathematics

Professors in Higher Education Institutions (HEIs) In the
Province of Capiz.”
Singha, Krishna, Goswami, Mrinmoy & Bharali, Ranju (2012). “Study of

Various Problems Faced by the Students and Teachers in
Learning and Teaching Mathematics and their Suggestive
Measures.”
ELECTRONIC SOURCES
http://www.itdl.org/Journal/Dec_09/article03.htm
http://www.colorado.edu./cas/tea
http://www.iejme.com
https://en.wikipedia.org/
https://www.academia.edu/
https://www.dlsu.edu.ph
https://theses.gla.ac.uk/1278/
https://www.simplypsychology.org
https://www.slideshare.net
https://www.newlearningonline.com
https://www.philair.ph
https://www.researchgate.net
https://www.garph.co.uk
https://www.repository.unam.edu.na
https://www.pubs.sciepub.com
https://www.languageinindia.com
https://linc.mit.edu/
https://curry.ateneo.net
http://www.auamii.com

Chapters 1 6finalcanoyedited2018

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Chapters 1 6finalcanoyedited2018

Hochgeladen von

Copyright:

Verfügbare Formate

1

Background of the study

Problems encountered by mathematics teachers affect their

performance in teaching (Magno 2014). Inadequacy of multi-media

equipment, instructional materials, and advance education in

Mathematics were the most common problems that intermediate

Mathematics teachers had encountered in District II, Division of Bacolod

Teachers are very important factor in overcoming the above

mentioned problem. It is the teacher who can influence the attitude of

his/her students in learning Mathematics (Igoe, 2013). And only by the

hard work of the teachers a Mathematics curriculum can be successfully

Mathematics is a tool of science and a language complete with its

foundation in mathematics (Roxas 2015).

Moreover, it is crucial that their classroom goals be based on the

current curriculum. Knowing its framework enables the teacher to

globally competitive world.

fellow teachers in solving the problems that they encounter in teaching

Mathematics and to improve their teaching performance.

In District II, where the study was conducted, there where

issues/problems where encountered by teachers teaching mathematics

to find answers to some questions raised and discover useful

interventions which may be of help to Mathematics teachers in the

delivery of quality and effective implementation of Mathematics

Statement of the Problem

This study aimed to determine the Problems Encountered by

Intermediate Mathematics teachers of District II, Division of Bacolod City

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of the following

d. length of service; and

e. average monthly family income?

2. What is the degree of seriousness of the Problems Encountered

by Intermediate Mathematics Teachers according to the

following areas and when taken altogether?

a. Adequacy of Instructional Materials/Facilities;

3. What is the degree of seriousness of the problems encountered

by Intermediate Mathematics Teachers according to the

4. Is there a significant difference between the degree of

seriousness of the problems encountered by intermediate

Mathematics teachers when they are grouped and compared

according to the aforementioned variables?

5. Based on the results, what training enhancement programs

Hypothesis of the Study

In view, of the specific objectives of this investigation, the

hypothesis was formulated:

1. There is no significant difference between the degree of seriousness

of the problems encountered by intermediate Mathematics

teachers when they are grouped and compared according to the

Assumptions of the Study

The following is the assumptions of the study.

1. The problems encountered by Intermediate Mathematics Teachers

in teaching may vary.

To facilitate an easier understanding of this study, the key variables are

presented with their corresponding indicators and categories:

Variables Indicators Categories

Average Highest income of the Php 10,000 & below

This study was anchored on Bruner’s Cognitive Developmental

Theory of Instruction (1966).

Bruner advocates that a theory of instruction is prescriptive in that

it proposes rules for achieving knowledge of skills and provides

techniques evaluating learning outcomes. It is also normative in that it

‘A Theory of instruction’ in short is concerned with how that one

wished to teach can best be learned, with improving rather than

This is not to say that learning and developmental theories are

irrelevant for theory of instruction. In fact, a theory of instruction must