Innovative Teaching Practices of Teachers Influencing Learners’ Mathematics Performance
Abstract
This study investigated the innovative teaching practices of teachers and their influence on learners’ mathematics performance in public elementary schools within South District II, Division of Cebu City, Philippines, during School Year 2018-2019. The research specifically assessed the extent to which teachers employed instructional strategies including active learning, game-based learning, differentiated instruction, technology integration, and problem-based learning, and examined their relationship with learners’ mathematics performance. A descriptive-correlational research design was employed, involving 101 out of 135 teachers selected through stratified and simple random sampling. A self-made questionnaire validated by experts and tested for reliability was utilized. Data on teachers’ instructional practices were collected via Likert-scale surveys, while learners’ mathematics performance was obtained from school records. Quantitative analysis using mean, standard deviation, and Spearman's Rho revealed that teachers highly valued differentiated instruction and technology integration, both rated as very high in practice, and students generally achieved a very satisfactory level in mathematics. Notably, only game-based learning showed a significant positive correlation with learners’ performance, indicating its potential impact on learning outcomes. The findings suggested that integrating game-based strategies could enhance engagement and learning outcomes in mathematics. Educational authorities were recommended to promote the adoption of game-based learning, provide relevant training for teachers, and support continuous assessment of instructional practices. Emphasizing game-based methods, alongside sustained use of differentiated instruction and technology, fostered more effective teaching and improved student performance. Future researchers should explore other active learning strategies, conduct longitudinal studies, and include diverse school settings to deepen understanding of effective instructional approaches in mathematics education.