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UCU GS Research Journal
INSTRUCTIONAL STRATEGIES IN TEACHING MATHEMATICS 3
IN THE MOTHER TONGUE
SHERRY LEE L. GARCIA

This study determined the use of Instructional Strategies in Mathematics 3 in the
Mother Tongue by 160 teacher-respondents from 40 schools in Region I, during SY 2015-2016.
Specifically, this study sought to answer specific problems on the profile of the respondent-
teachers in Mathematics with respect to a) age, b) sex, c) highest educational attainment,
d) mother tongue used in teaching instructional strategies, e) number of relevant in-service
training/s, and f) number of years in the service; whether or not there are differences in the
extent of use of instructional strategies in Mathematics 3 in the Mother Tongue across the profile
variables; and whether or not there are significant relationships between the use of instructional
strategies in Mathematics 3 in the Mother Tongue by teachers in teaching Mathematics, and
their profile variables. Finally, it investigated the level of performance in the extent of use of
instructional strategies in Mathematics among pupils in Mathematics Grades 3.
The salient findings are: Most belong to the age bracket of 30-39 years old, the female
respondent-teachers dominated from male respondent-teachers, holder of B.S. degree with M.A.
units, uses Mother Tongue (Pangasinan) in Pangasinan Province, had at least 2 relevant in-service
trainings, and 6-10 years of service as teacher in Mathematics. The respondent - teachers used
of Instructional Strategies in teaching Mathematics 3 very extensively. No significant differences
were observed in the extents of use of Instructional Strategies in Mathematics 3 in the Mother
Tongue by the teachers, with respect to their profile variables. No significant relationships
between the extents of use of Instructional Strategies in Mathematics 3 in the Mother Tongue
and the profile variables. The respondent – teachers of Mathematics 3 had high level of teaching
performance. They used Instructional Strategies in teaching Mathematics 3 in the Mother Tongue
very extensively.
The conclusions include the following: The respondent- teachers are qualified to teach
Mathematics in Grades 3. The extents use of Instructional Strategies in Mathematics 3 in the
Mother Tongue is not differentiated by the profile variables. The extents of use of Instructional
Strategies in Mathematics 3 by teachers are associated with the profile variables namely, age and
number of years in service, only.
The recommendations are: In-service trainings in Mathematics should include the
utilization of instructional strategies in Mathematics in the Mother Tongue. The use of Instructional
Strategies by teachers in Mathematics 3 should be maintained. Teachers should update their
knowledge and skills in the use of Instructional Strategies in teaching mathematics in the Mother
Tongue. Further, other studies should include other variables, and conducted on a wider scope
and in other subjects taught in the Mother Tongue.
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