Page 39 - GS_Journal_2014

GS Research Journal

especially those with few winnings; 4) other studies should be conducted to look into other
aspects of coaching practices using more variables and in a wider scope.

UTILIZATION OF INNOVATIVE APPROACHES IN TEACHING
ELEMENTARY MATHEMATICS
MANDY B. MADRIAGA

This study determined the extent of utilization of the innovative approaches in teaching
elementary mathematics by the Grades V and VI teachers in Urdaneta District I, Urdaneta
City Division, S.Y. 2013 – 2014. Specifically, it sought to determine the profile of the teacher
respondents in terms of age, sex, civil status, highest educational attainment, length of service
in teaching mathematics and the total number of hours of relevant in – service trainings.
It also looked into the employed innovative approaches in teaching Mathematics, the
extent of the utilization of the innovative approaches in teaching Mathematics by the teacher
respondents, the significant difference between the extent of utilization of the innovative
approaches in teaching Mathematics across profile variables and the significant relationship
between the extent of utilization of the innovative approaches in teaching Mathematics and the
profile variables.
The descriptive method of research was employed and the questionnaire checklist was
used in gathering data. The frequency counts, percentage, average weighted mean, the T-test
and ANOVA (analysis of variance) were the statistical tools used in the analysis of data.
The findings indicate that 1) majority of the respondents belong to age bracket 35 –
50, female dominated, married, have earned their masteral units, have been in the service for
5 years and above, and have attended relevant in- service training for less than 24 hours in
the regional and national levels 2) the employed innovative strategies are competency based
education, outcome based teaching and learning, inductive – deductive method, analytic –
synthetic method, project method and laboratory method 3) the extent of utilization of the
innovative approaches in teaching mathematics is very extensive with overall weighted mean
of 4.36 4) there is a significant difference between the respondents extent of utilization of
the innovative approaches in teaching elementary Mathematics across the length of service
in teaching Mathematics 5) there is a significant relationship between the respondents extent
of utilization of the innovative approaches in teaching Mathematics and their length of service
teaching Mathematics.
Based on the aforecited findings the following conclusions were formulated 1) the
Mathematics teachers of Urdaneta are just I their prime age of maturity, equipped with relevant
educational qualifications and relevant trainings and practically young in the service. 2) the
mathematics teachers of Urdaneta District I comfortably used the innovative approaches in
Mathematics. 3) the teacher respondents’ extent of utilization of the innovative approaches in
teaching mathematics is associated to their length of service in teaching mathematics.

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