MATHEMATICS TEACHING PRACTICES AND STUDENT PERFORMANCE: A STUDY OF MSU COMMUNITY HIGH SCHOOLS

Abstract

This study examined the teaching styles, discursive styles, and questioning techniques of mathematics teachers and their relationship to students’ mathematics performance in selected Mindanao State University (MSU) Community High Schools. The study employed a descriptive-correlational research design using both quantitative and qualitative approaches. Data were gathered through teacher demographic questionnaires, a 100-item questionnaire on teaching, discursive, and questioning practices, classroom observation checklists, interviews, student reflection questionnaires, journals, field notes, and audio-video documentation. The participants included 42 mathematics teachers from nine MSU Community High Schools, together with selected student respondents. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS), Chi-Square Test, and Pearson Product-Moment Correlation, while qualitative information was examined through classroom observations, interviews, and documented classroom activities. The findings showed a significant difference in mathematics performance between students from high-performing and low-performing MSU Community High Schools. Students in high-performing schools generally demonstrated higher mathematics performance, with a mean grade of 87.01 compared with 82.67 among students in low-performing schools. Classroom observations further indicated differences in instructional resources, teacher enthusiasm, student learning behaviors, and school-community support. High-performing schools were observed to have better access to instructional resources and more positive classroom practices, while limited resources and weaker student engagement were observed in low-performing schools. The study highlights the importance of effective mathematics teaching practices, classroom interaction, questioning, instructional resources, and supportive learning environments in improving students’ mathematics learning outcomes.