ABSTRACT
Fractions are among the most challenging topics for elementary learners, and the difficulty often increases due to limited instructional time and strict curriculum pacing. This study examined how Grades 3 to 6 mathematics teachers in public elementary schools in Abuyog, Leyte perceive the effects of time constraints on teaching fractions. Using a quantitative descriptive-comparative design, data were collected from 30 purposively selected teachers through a validated Likert-scale questionnaire. Findings revealed that teachers frequently experience time pressure, classroom disruptions, and rigid pacing that force them to rush or skip lessons. No significant differences were found based on age, gender, years of service, or designation. The results indicate that institutional factors such as curriculum rigidity, mass promotion, and administrative tasks, rather than teacher characteristics, contribute to instructional challenges. The study concludes that limited instructional time weakens mastery learning and recommends flexible pacing, mastery-based instruction, reduced non-teaching workloads, and supportive policies to strengthen students’ understanding of fractions.
Keywords: instructional time, curriculum pacing, teacher perceptions, fractions, elementary mathematics, student performance, mass promotion, teaching practices, Abuyog Leyte
INTRODUCTION
The Programme for International Student Assessment (PISA) continues to show that many students struggle with mathematical literacy, especially in foundational skills such as fractions, decimals, and percentages. In the 2022 results, a large number of students performed at the lowest proficiency levels, reflecting persistent gaps in understanding (OECD, 2023). This issue is not only global but also evident in the Philippines, where studies by Bermejo and Vistro-Yu (2023) confirm that Filipino learners continue to face significant misconceptions in learning fractions.
These gaps are often tied to how teachers manage instructional time. Pressured by curriculum demands, administrative tasks, and class suspensions, many are forced to rush or omit lessons. Fractions, being both foundational and abstract, require consistent scaffolding and practice elements that are lost when time is misused. The Philippine Institute for Development Studies (2024) reported that non-teaching duties and disruptions further reduce effective teaching time, especially in mathematics.
Research underscores the value of sufficient, quality instruction. Kraft and Novicoff (2024) emphasized that the structure and duration of instructional time foster deeper understanding, while Ismail, Maat, and Khalid (2024) highlighted that teachers’ pacing decisions directly affect students’ mastery of fractions. Education Week (2024) echoed this, warning that fragmented fraction instruction leaves long-term comprehension gaps.
This study therefore examines how the skipping or compression of lessons in fractions affects Grade 3–6 learners’ performance. It aligns with DepEd Order No. 8, s. 2015, which emphasizes structured instruction. Findings aim to guide teachers, administrators, and policymakers in ensuring sufficient time for foundational topics, improving teaching practices, and building stronger mathematical foundations for students.
Teaching fractions is a crucial yet challenging part of elementary mathematics. Specifically, this study examines how time constraints, disruptions, curriculum pacing, and teacher beliefs influence instructional decisions and skipped lessons in teaching fractions:
What is the profile of the mathematics teacher-respondents in terms of:
1.1 Age
1.2 Gender
1.3 Length of Service
1.4 Teacher’s Designation
What are the perceptions of mathematics teachers regarding the hidden price of compressed teaching in fractions in terms of:
2.1 Perceived Instructional Time Pressure during the Teaching of Fractions (INDICATOR 1)
2.2 Instructional Adjustments due to Disruptions and Curriculum Demands (INDICATOR 2)
2.3 Teacher Decision-Making Influenced by Assumptions about Student Progression (INDICATOR 3)
2.4 Curriculum Expectations and Pacing Adjustments by Teachers (INDICATOR 4)
2.5 Beliefs about Fraction Learning across Grade Levels (INDICATOR 5)
Is there a significant difference in the hidden price of compressed teaching in fractions based on the teachers’ profiles?
What general wellness program can be developed to address the instructional challenges faced by teachers in Abuyog, Leyte?
METHODOLOGY
Research Design
The study utilized a descriptive-comparative design under a quantitative action research approach to determine teachers’ profiles and perceptions and identify significant differences based on age, gender, length of service, and designation.
Research Instrument
Data were gathered using a researcher-made questionnaire with two parts: demographic profile and five indicators time pressure, disruptions, decision-making, curriculum pacing, and beliefs on fraction learning. Expert-validated, pilot-tested, and checked through Cronbach’s Alpha, the instrument proved reliable for data collection.
Validation of the Research Instrument
The researcher-made questionnaire underwent content and construct validation by three experts in mathematics education and research to ensure clarity and relevance. After minor revisions and a pilot test, Cronbach’s Alpha confirmed the instrument’s validity and reliability for data collection.
Locale of the Study
The study will be conducted in selected public elementary schools in Abuyog, Leyte. Schools were chosen for varied sizes and settings to obtain authentic insights from mathematics teachers with direct experience in teaching fractions.
Participant Selection and Sampling
The study involved 30 purposively selected elementary mathematics teachers from Abuyog, Leyte, meeting criteria of teaching mathematics, handling fractions in the past year, and willingness to participate. Conducted from June to August 2025, it gathered insights on skipped or compressed lessons.
Data Gathering Procedure
School approval was secured before distributing questionnaires. Participants were informed of the study’s purpose, ensured confidentiality, gave consent, and their responses were collected, encoded, and analyzed for academic purposes.
Statistical Treatment
Descriptive statistics (frequency, percentage, mean, standard deviation) summarized the data, while inferential analyses using t-tests and ANOVA examined perception differences across teacher profiles. Results were presented in tables and figures with direct interpretations aligned to research questions.
Ethical Considerations
The study adhered to ethical standards: participation was voluntary with the right to withdraw anytime, ensuring confidentiality, anonymity, and secure data handling. Permission from school administrators was obtained, and teacher duties were respected to prevent work disruptions.
CONTACT US FOR THE FULL COPY.
