This mixed-method study examined the barriers in teaching-learning mathematics in rural senior high schools. Results were made as the bases in the development of an Instructional Improvement Plan (IIP) to address the perceived pedagogical, societal, and systemic barriers for countryside development. Validated survey-questionnaire and phenomenological interviews were the sources of data. Adapted evaluation tool was used to evaluate the IIP. Statistical tools such as frequency, rank, mean, and standard deviation were used to treat and analyze the data. Results revealed that students’ prevalent pedagogical barrier was lack of classroom management; societal barrier was geographical location; and systemic barrier was the class size. Mathematics teachers’ prevalent pedagogical barrier was lack of knowledge of teaching methods; societal barrier was lack of family support for students; and systemic barrier was hygiene facilities. All these barriers lead to the declining of the quality of mathematics learning in rural senior high schools and the improvement of the current situation is a must need for the betterment of the teaching-learning process of mathematics. The study also revealed that both students and mathematics teachers established coping mechanisms which implied that they have the capacity to adapt, to change, and to face barriers. IIP anchored in the Enhanced School Improvement Planning Process (DepEd, 2015) was given a “very good” rating by the evaluators. It is therefore recommended that the plan be fully implemented in the rural schools or in similar context in order to serve its purpose.

Authors:
Argie Guijarno, Bingawan National High School, Philippines
Rosemarie Felimon, West Visayas State University, Philippines

About the Presenter(s)
Dr Argie Guijarno is a School Administrator at Bingawan National High School in Philippines

See this presentation on the full schedule – Saturday Schedule

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