WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.179-188
ALGIE HOYO-A CANTADO, PhD
Teacher III, Aborlan North District
Division of Palawan
ABSTRACT
Current issues in exploring pedagogical strategies in Aborlan North likely include challenges related to teacher training and support, student diversity, and access to quality education. These issues are common in many rural areas, including Aborlan North. In terms of research gaps, there is a need for studies that focus on context-specific pedagogical strategies tailored to the unique cultural, linguistic, and socio-economic context of Aborlan North. Examining the impact of different pedagogical strategies on student outcomes and achievement in Aborlan North, including academic performance, attendance, and retention rates. This study aimed to explore the pedagogical strategies employed by secondary mathematics teachers in implementing effective teaching methods. Using a qualitative approach, the research captured in-depth perspectives from ten (10) purposively selected secondary mathematics teachers through semi-structured interviews. Findings revealed a significant shift from rigid, teacher-centered approaches toward more adaptive, reflective, and student-centered practices. Teachers emphasized the value of engaging learners through real-life applications, inquiry-based learning, and technology integration. They also highlighted that pedagogy is not limited to delivering content but involves fostering critical thinking, problem-solving, and holistic development. A targeted program was proposed to address these findings, focusing on professional development, technological integration, and communication between stakeholders. Recommendations include enhancing teacher training, addressing technological disparities, and fostering parental support to optimize learning outcomes. Future studies should explore long-term impacts of blended strategies, the role of parental involvement, and the effectiveness of teacher professional development programs.
Keywords: Pedagogical Strategies, student-centered practices, Teacher-centered approaches, Academic Performance, Inquiry-based learning, Problem Solving
INTRODUCTION
Mathematics instruction requires the use of effective pedagogical strategies to enhance student understanding, engagement, and performance. Teachers employ a variety of approaches to accommodate different learning styles, foster deep knowledge, and encourage critical thinking. Multimedia-based, game-based, manipulative-based, and contextual learning tactics are among the most utilized pedagogical strategies in mathematics education.
Each of these strategies leverages different tools and methods to create a more dynamic and engaging learning environment. However, despite the potential benefits, mathematics teachers face several challenges, including resource limitations, professional development gaps, integration of technology, and the need for culturally relevant pedagogy. Scholars in mathematics education research have repeatedly shown that allowing students to solve well-designed mathematics problems on their own (rather than teachers frontloading solution processes for students) leads to deep and meaningful student learning related to both mathematical content knowledge and socio-emotional skills.
As the world evolves, how and what to teach in the educational process must be updated to fit the needs and expanding demands of society; learning has been transformed significantly over the last decade, thanks in part to technological advancements. There is no single method for acquiring knowledge, abilities, and understanding in schools that combines educational approaches and strategies with 21st-century capability development, which includes the ability to collaborate, create, think critically, and communicate interactively as well as separately. Although creativity, critical thinking, communication, and teamwork are not unique concepts in education. It is thus a challenge for 21st-century mathematics institutions to encourage students to create their own ideas and use their knowledge in a variety of contexts. Students learn through hands-on experiences, projects, and problem-solving. Learning, collaboration, and the use of technology can all help to boost productivity, communication, and creativity. Similarly, mathematics education must prioritize mathematical processes like critical and logical reasoning. Reasoning, communication, interpersonal skills, and problem-solving. Mathematics is an important topic in the Philippines, with a high priority in terms of class time allocation.
A math instructor in the twenty-first century needs to incorporate technology and non-traditional tactics, as opposed to the traditional approach to teaching mathematics, which involves memorization drill-and-kill, worksheets, memorization, lack of manipulation, and is typically teacher-centered, when teaching to create a relaxed, learner-focused atmosphere and participatory classes where students feel that individuals can freely share their opinions without fear of rep As stressed, students should acquire the topic with comprehension, actively gaining new information from experiences and preexisting knowledge. Math instructors should inspire students' enthusiasm, desire, and dedication to develop knowledge about the issue.
The findings demonstrated the need for reform in mathematics education in the Philippines. The primary reason children perform poorly in mathematics is that they continue to struggle to appreciate the subject's value in their lives. Students are aware of the use of simple mathematical concepts in their daily lives; yet, when it comes to more complex concepts and skills, especially when students are having difficulty, they begin to question their substance and application. As a result, teachers devise strategies to engage their students in mathematics.
METHODOLOGY
The research aimed to provide an in-depth understanding of teachers' pedagogical strategies in teaching Mathematics and how these strategies shape their teaching approaches, relationships with peers, and interactions with students. By focusing on qualitative data drawn from teachers’ narratives, this study explored the practical realities of exploring pedagogical strategies and their impact on various dimensions of teaching and learning.
Discussions in focus groups were also used. It is a well-liked qualitative method for learning more about social issues. To create an important database from the answers and indications, the researcher used a qualitative-narrative analysis design to perform the report. Open-ended interview guide questions with sub-questions validated by the subject matter experts were used to understand the expansions of the informant's answers. The narrative inquiry that human behaviors and insight take throughout time plays in the interaction between the experience of the person or group and the notion of culture. (Domingo, 2018). Finding a target audience with a range of interactions that have been absorbed from accurate and problematic responses was the aim of the descriptive narrative analysis.
A qualitative data-gathering technique called in-depth interviews made it possible to document detailed, descriptive information about people's thoughts and behaviors as well as the development of intricate processes. They used as part of a multi-method design or as a stand-alone research method, depending on the needs of the study (Guion, et al., 2011).
The use of open-ended questions in a qualitative study allowed the researcher to examine the subjects in detail. In contrast to closed-question or forced-choice survey measures, interview guide questions that allow for open-ended responses allow informants to offer more options and perspectives (Allen (2017).
DATA COLLECTION
To gather the diverse perspectives of secondary mathematics teachers on the teaching pedagogical strategies, the researcher created a semi-structured questionnaire. It is separated into two parts: (1) open-ended questions and (2) demographic data on co-participants. The co-participants were given brief vignettes based on their age, gender, grade level, and number of years of experience instructing secondary mathematics. The purpose of the open-ended questions was to get in-depth feedback from teachers and students regarding their experiences experimenting with pedagogical approaches in math classes.
Through these interviews, co-participants were able to express their ideas, feelings, and reflections regarding the effectiveness of instructional tactics, challenges faced, and creative solutions adopted. Rich, context-specific narratives were obtained from the qualitative data collected through interviews, which will improve understanding of the research questions.
The goal of the data collection process was to guarantee a comprehensive and nuanced analysis of the perspectives, experiences, and insights of secondary mathematics teachers and students in a range of educational contexts. The process started with a deliberate and stratified sample of people. The selection of secondary math teachers was based on particular traits pertinent to the investigation into pedagogical approaches in math instruction. A broad representation of voices and experiences within the sample is ensured by this careful selection. Co-participants receive comprehensive information regarding the purpose, methods, and voluntary nature of the study prior to data collection.
All co-participants received informed permission forms, which guaranteed that they were aware of their rights, the confidentiality of their answers, and the ethical considerations that underpinned the study. Teachers of secondary mathematics participated in the semi-structured interviews. The flexibility of these interviews was designed to enable co-participants to express their thoughts, opinions, and experiences about mathematics instruction and learning. Depending on the co-participants' preferences and situations, interviews were conducted in-person, online, or a combination of the two.
The gathered information was put through a rigorous and methodical analytical procedure. Finding recurrent themes, patterns, and emerging categories in qualitative data from observations and interviews was accomplished through the use of thematic analysis. To improve the findings' legitimacy and dependability, member checking was employed. Co-participants were given access to preliminary data so they could assess the interpretations and make sure the findings accurately represented their experiences.
To guarantee that the study has the bare minimum of participants and that mathematics teachers are eager to take part after being given an informed permission form, the study protocol incorporated a purposive system. Interviews were done both in-person and online, depending on availability, since it was suitable for both online surveys and in-person processes (Bordens & Abbott, 2017). Furthermore, if the researcher complied with safety regulations when interacting with informants, follow-up communication was permitted due to the additional safety measures in place at the time. The sampling strategy for this study was purposeful and stratified. Purposive sampling guarantees that the co-participants chosen to have specific experiences related to the study's objectives, focusing on secondary mathematics educators who can refine their teaching strategies, implement best practices, and integrate innovative approaches to address diverse student needs. Stratified sampling enabled the purposeful representation of co-participants from each learning setting—face-to-face, online, and hybrid. This guarantees that the research captured the diversity of experiences among the population
DATA ANALYSIS
Qualitative data gathered through semi-structured interviews and observations will be subjected to rigorous theme analysis. This entails carefully detecting, organizing, and analyzing patterns, themes, and categories within qualitative data. The researchers immerse themselves in the rich narratives offered by co-participants, coding the data to identify commonalities, differences, and nuanced viewpoints relevant to effective teaching practices in the new normal. The final stage of data analysis involves interpretation and drawing meaningful conclusions from the findings. The researcher will relate the detected themes and patterns to current literature, theoretical frameworks, and the larger educational context. Implications for practice, policy, and future research are stated, providing useful insights to educators, policymakers, and academics interested in effective secondary mathematics instruction in exploring pedagogical strategies.
Thematic analysis (TA) is one of the most widely used methods for analyzing qualitative data, offering a structured yet flexible approach to identifying, analyzing, and reporting patterns or themes within a dataset. Since its inception, the Braun and Clarke six-phase framework has been extensively adopted across disciplines, including health research, education, and social sciences. The method emphasizes researcher reflexivity and the importance of theoretical transparency to ensure rigor and credibility in qualitative research.
ETHICAL CONSIDERATIONS
Ensuring the privacy, anonymity, and confidentiality of the co-participants is of the utmost importance. There are no expected hazards or discomforts associated with the involvement of the co-participants in the research. Additionally, there will be no direct benefits for the co-participants because of their involvement in this research. The responses of ten (10) co-participants contributed to a greater understanding of the significance of Mathematics Teachers in selected public and private schools in Aborlan North District, as regards the pedagogical strategies they apply.
Prospective co-participants received a letter of informed consent that details the study's objectives, methodology, risks, benefits, incentive structure, confidentiality measures, contact details, disclosure of study results to co-participants, and the voluntary nature of the involvement. Additionally, involvement in the research was not mandatory. Therefore, the co-participant has the option of whether to participate in the research.
RESULTS
The application of pedagogical strategies in Mathematics teaching, highlighting how the participants select, adapt, and integrate various approaches to meet learners’ diverse needs. It also examines their perspectives on the role of technology, the influence of their educational attainment, and the impact of formal training on their instructional practices.
The first theme, "Understanding Learners’ Backgrounds and Needs," emphasizes the importance of teachers recognizing and responding to the diverse backgrounds, abilities, and learning styles of their students when selecting and adapting pedagogical strategies. This theme is central to ensuring that teaching practices are inclusive and equitable, meeting the needs of all learners, regardless of their starting point or individual challenges.
Understanding students' backgrounds and needs allows teachers to differentiate instruction effectively. Differentiation involves modifying teaching approaches to accommodate differences in prior knowledge, learning preferences, socio-economic backgrounds, and cultural contexts. When teachers take the time to assess these factors, they can design lessons that are accessible, engaging, and challenging for a wide range of learners. Supporting studies emphasize the importance of understanding students’ backgrounds for effective pedagogy. Dhakal (2024) asserts that differentiated instruction—where teachers modify content, process, and product based on students' needs—is essential for fostering an inclusive learning environment. Dong et al. (2020) highlights that teacher who consider students' prior knowledge and experiences can scaffold learning more effectively, making complex concepts more accessible to all students.
The second theme "Differentiated Instruction and Flexibility," focuses on the importance of adapting teaching methods to meet the varied learning needs of students in the classroom. Differentiated instruction involves tailoring teaching strategies to accommodate the different abilities, learning styles, interests, and backgrounds of students. Flexibility, in this context, refers to the teacher’s ability to adjust their instructional approach based on ongoing assessment and student feedback, ensuring that all learners can access the content and engage meaningfully with the material. Supporting studies emphasize that differentiated instruction is a key strategy for fostering an inclusive and supportive classroom environment. According to Unal et al. (2022), differentiated instruction involves modifying content, processes, and products based on students' readiness levels, interests, and learning profiles. Teachers who differentiate their instruction are more likely to engage students by presenting content in a variety of ways and allowing students to learn through different modalities (e.g., visual, auditory, kinesthetic).
The third theme, "Real-Life Connections and Relatability," emphasizes the importance of connecting classroom content to real-world contexts, making learning more meaningful and engaging for students. This theme emphasizes the value of connecting academic concepts to students’ everyday lives, fostering a deeper understanding of the material by showing how it applies outside the classroom. When teachers integrate real-world examples, practical applications, and contextual learning, students are more likely to see the relevance of what they are learning, which can increase motivation, engagement, and retention of knowledge. In summary, supporting studies reinforce the value of real-life connections in education. Eikeland (2022) emphasizes that making learning relevant to students' lives is crucial for fostering deeper understanding. By connecting content to real-world scenarios, teachers can activate students' prior knowledge and facilitate meaningful learning that goes beyond rote memorization. Similarly, Hattie (2023) identifies relating content to students’ personal experiences as a highly effective teaching strategy, significantly improving engagement and achievement.
Research by Loes (2022) supports the use of real-life contexts in language and content-area learning, showing that when students see how language and content are used in the real world, they are more likely to engage with and internalize the material. In mathematics, Haug et al. (2021) argue that making math relevant to students' everyday lives by connecting it to practical problems enhances students’ appreciation of the subject and motivates them to engage more deeply.
DISCUSSION
This highlights the significance of making math more relevant and meaningful to students by relating it to their own community experiences. By using local data and real-world applications, teachers can foster deeper student engagement and show students the practical value of mathematics in their lives.
Kilbane & Milman (2023) supports the idea of differentiating instruction by connecting learning to students' real-life experiences. According to Kilbane & Milman, when teachers incorporate local contexts and real-world applications into their lessons, students are more likely to engage deeply with the material and see its relevance. This approach helps students make connections between their academic learning and the world around them, enhancing motivation and understanding.
Schön (1983), in his theory of reflective practice, emphasizes the value of real-world applications in learning. He suggests that students learn best when they can connect theoretical knowledge to practical experience, which fosters deeper understanding and the ability to apply learning in real-life contexts. This process of reflection and application helps students see the value of their education and encourages lifelong learning.
A study by Eikeland & Ohna (2022) supports the participants’ emphasis on differentiated instruction, noting that effective pedagogical strategies must be adapted to accommodate students’ readiness, interests, and learning profiles. The research highlights that when teachers modify their approaches—such as through flexible grouping, tiered activities, and real-life applications—students demonstrate higher engagement and achievement. This aligns with Participant 6’s view that tailoring instruction to varying levels of readiness is essential to maximize student learning outcomes. Similarly, a study by Kalinowski et al. (2024) underscores the importance of diagnostic assessments and reflective practice in guiding instructional choices. Their findings reveal that teachers who systematically identify learners’ prior knowledge and adjust strategies accordingly are more likely to foster conceptual understanding and reduce learning gaps.
CONCLUSION
Based on the findings, the following can be concluded:
(1) Effective teaching in mathematics hinges on a combination of experience, continuous professional development, and a deep understanding of student needs. As educators gain more experience, they evolve in their teaching strategies, shifting from basic content delivery to more dynamic, student-centered approaches. (2) The effective application of pedagogical strategies is rooted in a deep understanding of student diversity, continual adaptation to their needs, and the integration of technology and real-world experiences. By recognizing the varied learning styles and backgrounds of students, teachers can personalize their instruction, ensuring it is both engaging and accessible. (3) Pedagogical strategies have a profound impact on both teaching and learning. These strategies enable teachers to enhance their instructional effectiveness by adapting to diverse learners’ needs, fostering student engagement, and promoting a deeper understanding of mathematical concepts. Through the shift from teacher-centered to student-centered approaches, educators can create more engaging, interactive learning environments that encourage students to take an active role in their education, and (4) Reflecting on the evolution of pedagogical strategies reveals the importance of continuously adapting teaching methods to meet the diverse needs of students. Over time, educators have moved toward more student-centered approaches, focusing on creating engaging, interactive learning environments where students are encouraged to take ownership of their education.
RECOMMENDATIONS
The following recommendations are made based on the aforementioned findings and conclusions drawn from the co-participants' narratives:
For teachers, it is crucial to embrace student-centered approaches that focus on fostering active learning, collaboration, and critical thinking. By utilizing strategies like problem-solving, inquiry-based learning, and group work, educators can help students develop a deeper understanding of mathematical concepts. Teachers should also commit to continuous reflection on their teaching practices, seeking out professional development opportunities to stay adaptable and responsive to students' evolving needs.
For students, active engagement in the learning process is key to success. Taking responsibility for their learning, participating in class discussions, and collaborating with peers on problem-solving tasks can deepen their understanding of mathematical concepts. Leveraging technology tools that offer personalized learning opportunities can help students reinforce their knowledge and progress at their own pace.
Parents can play an important role by supporting their children’s active learning at home. Encouraging exploration beyond homework, such as through educational games or real-life applications of math, helps students see the relevance of their studies. Maintaining open communication with teachers ensures that parents are aligned with classroom strategies and can support their child's learning more effectively.
Accreditation bodies and professional organizations should focus on promoting research-based pedagogies that lead to improved student outcomes. They can provide platforms for teachers to share best practices and innovations, fostering collaboration and continuous improvement in the teaching profession. Ensuring access to ongoing professional development is essential for teachers to stay up to date with new methodologies, including those related to technology integration and addressing diverse student needs.
For education program supervisors and school administrators, supporting teacher development is a priority. Regular professional development opportunities, mentorship programs, and time for collaborative planning will help teachers refine their teaching strategies.
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DOI 10.5281/zenodo.17181615
