An Experimental Study on Mathematics Teaching Strategies and Academic Performance of Students

Remy Mae Joy L. Dela Peña and Romulo G. Doronio
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Remy Mae Joy L. Dela Peña: Senior High School Teacher, Department of Education, Philippines
Romulo G. Doronio: Faculty, Assumption College of Nabunturan, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 1188-1193

Abstract: This study aimed to find how students’ mathematics academic performance changed the impact of mathematics teaching strategies, specifically direct instruction, inquiry-based learning, collaborative learning, and technology integration, on students’ academic performance in mathematics. It concentrated on analyzing the pre-test scores of students in mathematics before implementing mathematical teaching strategies, evaluating the post-test scores of students after applying mathematics teaching strategies, and examining the difference between the pre-test and post-test scores to assess the interventions’ effectiveness. The research utilized a quasi-experimental design with a one-group pre-test-post-test design. The study was conducted at San Miguel National High School, San Miguel, Compostela, Davao de Oro. According to the results of the pre-test, students were found to have a “Fairly Satisfactory†grasp of mathematical concepts and skills, slightly higher than the minimum level of proficiency. This demonstrated the intervention’s essential significance. The implementation of teaching strategies resulted in a significant increase in students’ post-test scores, elevating their competency level to “Very Satisfactory.†These results signify that the interventions facilitated an enhancement in students’ academic performance in Mathematics. These results indicated that there is a significant difference between the pre-test and post-test scores of the experimental group, demonstrating that the applied mathematical teaching strategies were effective in improving students’ academic performance. This implies that the use of direct instruction, inquiry-based learning, collaborative learning, and technology integration improved the academic performance of students in the experimental group.

Date: 2025
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