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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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Discipline: search.filters.discipline.Major in Mathematics TeachingSDG: search.filters.sdg.SDG 4 - Quality education

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    Lived experiences of mathematics teachers in the early transition phase of adapting MATATAG curriculum: A phenomenological study of challenges and opportunities
    Rivero, Madelaine D. (Davao del Sur State College, 2025-05)
    This phenomenological study aimed to explore the lived experiences and perceptions of Mathematics teachers during the early transition phase of adapting the MATATAG curriculum in Malungon, Sarangani Province. With the focus on four districts in the municipality, the research aimed to understand teachers' perception of the difference between the previous and the MATATAG Mathematics curricula, as well as the changes in their roles and functions. Utilizing Kurt Lewin's Change Management Model as a theoretical framework, the study identifies both challenges and opportunities encountered by teachers during this significant shift. Data were collected through in-depth interviews with ten participants, including seven mathematics teachers and three educational managers, and thematic analysis was applied to interpret their responses. Findings revealed that teachers recognized improvements in curriculum delivery, accessibility of resources, technology integration, and student engagement under MATATAG. However, challenges related to curriculum pacing, skill integration, and concerns over implementation continuity were noted. Teachers experienced significant changes in their teaching practices, including the adoption of student-centered strategies, increased collaboration with colleagues, and continuous professional reflection. Despite obstacles such as insufficient training, resource limitations, and time constraints, teachers demonstrated adaptability by innovating instructional methods and fostering greater student involvement. Ethical considerations, including informed consent and confidentiality, were strictly followed throughout the research. This study contributes valuable insights into the dynamics of curriculum adaptation, fostering a deeper understanding of the experiences of mathematics educators during transformative educational changes.
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    An analysis of students' learning preference based on Fleming's VAK model, mathematical performance and teachers' pedagogical practices
    Cajes, Demosthenes O. (Davao del Sur State College, 2025-06)
    This descriptive-correlational study examined the impact of students' learning preferences and teachers' performance-based pedagogical practices on mathematics achievement at Digos City Central Elementary School. Participants included 12 mathematics teachers and 222 students from Grades 4 to 6. Students' learning preferences were assessed using Fleming's VAK model (Visual, Auditory, and Kinesthetic), while teacher practices were evaluated across behavioral, cognitive, and affective domains using a modified adapted questionnaire. Data were collected through surveys and academic performance assessments and analyzed using both descriptive and inferential statistics. A descriptive-comparative research design was employed to determine the relationship between instructional strategies, learning preferences, and students' mathematics performance. Findings revealed that Grade 4 students predominantly preferred kinesthetic learning, while Grades 5 and 6 favored visual modalities. Auditory learning was least preferred across all levels. Mathematics performance showed an upward trend from Grade 4 (approaching proficiency) to Grades 5 and 6 (proficient). Teachers' performance-based practices were rated moderately (M = 3.12) and exhibited a weak positive but statistically insignificant correlation with student achievement. In contrast, learning preferences demonstrated a moderate, statistically significant relationship with mathematics performance (p = 0.03). The study concludes that while learning preferences relate modestly to academic outcomes, performance-based teaching practices alone are not strong predictors of student success in mathematics.