Abstract
Studies indicate that students are often promoted to higher grade levels due to policy requirements rather than demonstrated mastery, suggesting systemic factors that prioritize curriculum completion over learning depth. This quantitative descriptive-correlational study examined the profile of teacher-respondents, their perceptions of learners’ challenges, and the instructional strategies used in teaching mathematical word problems among thirty Grade 4 to 6 teachers in Javier, Leyte, with data analyzed using ANOVA. Results showed that learners tend to rely on memorization, experience difficulties in comprehension, and display low confidence in word problems, while teachers reported repetitive instructional methods and accelerated pacing to meet curriculum expectations. These findings suggest that learners’ limited performance is influenced by instructional and systemic factors emphasizing compliance and coverage. The study concludes that policy-based promotion and rigid curriculum pacing contribute to shallow learning outcomes. It is recommended that school supervision must shift from protecting teacher performance to protecting learner performance. Strict, unannounced monitoring, removal of scripted evaluations, accountability for training, and mastery-based promotion are the concrete steps that must be taken.
Keywords: mathematics problem solving, teaching strategies, learner performance, curriculum completion
INTRODUCTION
Education is meant to build mastery, yet many classrooms focus more on completing the curriculum than on ensuring understanding. This results in students moving to higher grade levels without fully developing the skills needed for problem solving. In mathematics, particularly in addition and multiplication, learners often depend on memorized steps instead of applying concepts in new situations (Hussein & Csíkos, 2023; Yang, 2021).
Learners’ performance in mathematics can be described in terms of conceptual understanding, computational skills, and problem comprehension. Weak conceptual understanding limits their ability to transfer knowledge beyond routine exercises (Powell, 2020). Many also lack fluency in computation, slowing them down and lowering their confidence (Capuyan, 2019). Problem comprehension is another barrier, as learners struggle to analyze word problems and identify the right operations, often leading to frustration (Fuchs, Fuchs, & Stecker, 2021).
Teachers respond to these struggles using teaching strategies such as instructional adaptability, remedial interventions, and motivational and emotional support. When teachers adjust lessons and provide remediation, learners improve in both reasoning and computation (Capuyan, 2019; Lumbao, 2022). Motivation also plays an important role. Praise, encouragement, and recognition foster persistence and confidence, allowing learners to overcome difficulties (Boaler, 2019; Schunk & DiBenedetto, 2020). However, teachers often face systemic pressures that push them to move quickly through the curriculum, limiting their ability to focus on mastery (DepEd, 2021).
Recent Philippine studies provide strong evidence that the education system’s emphasis on curriculum completion and grade promotion undermines true learner mastery. For example, consultations by Philippine Business for Education (PBEd) revealed that 10–30% of students promoted to the next grade level do not meet basic competency or mastery in required subjects.
This research was conducted among Grades 4 to 6 mathematics teachers in Javier, Leyte. These respondents were chosen because they handle learners at a critical stage where mastery of addition and multiplication is expected, yet difficulties remain. By looking into teachers’ profiles, their perceptions of learners’ struggles, and their strategies, the study provides evidence on how teaching practices influence problem-solving performance.
Statement of the Problem
This study examines the relationship between the demographic profile of Grade 4 to 6 teachers in Javier, Leyte, and their perceptions of learner performance and teaching strategies in solving mathematical word problems. Specifically, it aims to determine how these factors influence teachers’ views and practices:
1. What is the profile of the teacher-respondents in terms of:
1.1 Age
1.2 Gender
1.3 Length of Service
1.4 Designation
2. What are the perceptions of the respondents on the challenges learners face and the teaching strategies used in problem solving involving multiplication and addition in terms of:
2.1. Conceptual Understanding
2.2. Computational Skills
2.3. Problem Comprehension
2.4. Instructional Adaptability and Remedial Intervention
2.5. Motivational and Emotional Support
3. Is there a significant relationship in the respondents’ perceptions on learners’ challenges and teaching strategies when grouped according to their profile variables?
4. What intervention program could be recommended based on the results?
METHODOLOGY
Research Design
This study used a quantitative descriptive-correlational design. It described the profile of teacher-respondents in terms of age, gender, length of service, and designation, and examined their perceptions of learners’ challenges and teaching strategies in problem solving. ANOVA was employed to determine significant relationship in teachers’ perceptions when grouped according to their profile variables.
Respondents of the Study
The respondents of this study were Grade 4 to 6 teachers from selected public elementary schools in Javier, Leyte. They were chosen through purposive sampling, targeting teachers directly handling mathematics instruction. This ensured that the participants could provide relevant insights on learners’ challenges and the teaching strategies used in problem solving involving addition and multiplication.
Locale of the Study
This study was conducted in selected public elementary schools within the municipality of Javier, Leyte. The schools were chosen due to their proximity to the researchers, making data gathering more efficient while still representing common classroom contexts where problem-solving challenges in addition and multiplication occur.
Research Instrument
The study employed a structured survey questionnaire with three parts: teachers’ profile (age, gender, length of service, designation), learners’ performance (conceptual understanding, computational skills, problem comprehension), and teaching strategies (instructional adaptability with remedial interventions, motivational and emotional support). All items used a Likert scale and were validated by the researcher’s adviser for clarity and reliability.
Data Gathering Procedure
Before distributing the questionnaires, the researchers sought approval from the school heads by sending formal request letters. Once permission was granted, the validated survey forms were distributed to the identified respondents. After collection, the responses were encoded, organized, and subjected to statistical analysis. Confidentiality and anonymity of the participants were strictly maintained throughout the process.
ETHICAL CONSIDERATIONS
The study strictly followed ethical standards to protect the rights of respondents. Permission was obtained from school authorities, and informed consent was secured from respondents who participated voluntarily with the option to withdraw anytime. Confidentiality and anonymity were maintained, with data stored securely for academic use only. Researchers ensured fairness, respect, and integrity, presenting findings honestly and objectively.
Likert Scale
4 – Strongly Agree
3 – Agree
2– Disagree
1– Strongly Disagree
Mean Scores Interpretation
The study used a four-point Likert scale where mean scores from 3.25 to 4.00 were interpreted as Strongly Agree, 2.50 to 3.24 as Agree, 1.75 to 2.49 as Disagree, and 1.00 to 1.74 as Strongly Disagree.
RESULTS AND DISCUSSION
This chapter presents the results of data analysis and interpretation based on the study’s problems and hypotheses. Using Analysis of Variance (ANOVA), it determines significant differences in teaching strategies and competence across demographic groups. Data are presented through tables with descriptive interpretations to provide clarity and meaningful insights.
What is the profile of the teacher-respondents in terms of:
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