Quality of Mathematics Instruction in The Public Elementary Schools in THE DISTRICT OF San Mateo Isabela

- Acknowledgment
- Dedication i
- Panel
- Orig permit
- BACKGROUND OF
THE STUDY GRADUATE SCHOOL
- More literature and
studies
- Chapter 5
- CVQUALITY OF MATHEMATICS INSTRUCTION IN THE PUBLIC ELEMENTARY
SCHOOLS IN THE DISTRICT OF SAN MATEO ISABELA
A Thesis
Presented to
The Faculty of the Graduate School
NORTHEASTERN COLLEGE
Santiago City
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
BY:
SILVERZEN B. CABRERA
First Semester 2018

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APPROVAL SHEET
In partial fulfillment of the requirements for the degree, MASTER OF
ARTS IN EDUCATION (MAEd.), this thesis entitled, “QUALITY OF
MATHEMATICS INSTRUCTION IN THE PUBLIC ELEMENTARY SCHOOLS IN
THE DISTRICT OF SAN MATEO ISABELA”, prepared and submitted by
SILVERZEN B. CABRERA, is hereby recommended for Oral Examination.
REY A. PASCUAL, Ph. D.

Adviser
APPROVED by the Committee on Oral Examination with a grade of
PASSED.
Chairman
Member Member
Member Member
ACCEPTED as partial fulfillment of the requirements for the degree of
MASTER OF ARTS IN EDUCATION (MAEd.)
TOMAS C. BAUTISTA, Ph.D.

President
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ACKNOWLEDGMENT
SBC
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DEDICATION
SBC
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TABLE OF CONTENTS
Page
TITLE PAGE -------------------------------------------------------------------------------- i
APPROVAL SHEET ---------------------------------------------------------------------- ii
ACKNOWLEDGEMENT ---------------------------------------------------------------- iii
DEDICATION ------------------------------------------------------------------------------ iv
TABLE OF CONTENTS ----------------------------------------------------------------- v
LIST OF TABLES ------------------------------------------------------------------------- vii
LIST OF FIGURES ----------------------------------------------------------------------- viii
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND
Introduction --------------------------------------------------------------------- 1
Conceptual Framework of the Study ------------------------------------- 3
Statement of the Problem -------------------------------------------------- 5
Assumptions -------------------------------------------------------------------- 7
Importance of the Study ---------------------------------------------------- 7
Scope and Delimitation of the Study ------------------------------------- 8
Definition of Terms ----------------------------------------------------------- 8
2 REVIEW OF LITERATURE AND STUDIES
Literature ------------------------------------------------------------------------
Studies --------------------------------------------------------------------------
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3 METHODS AND PROCEDURE
Research Design -------------------------------------------------------------
Locale of the Study ----------------------------------------------------------
Respondents of the Study --------------------------------------------------
Data Gathering Instruments -----------------------------------------------
Data Gathering Procedure -------------------------------------------------
Statistical Treatment of Data ----------------------------------------------
4 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA --------------------------------------------
5 SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings -------------------------------------------------------
Conclusions ------------------------------------------------------------------
Recommendations -----------------------------------------------------------
BIBLIOGRAPHY ---------------------------------------------------------------------------
APPENDICES
A. Permit to Study ------------------------------------------------------------------
B. Permit to Float Questionnaire---------------------------------------------------
C. Letter to Respondents ------------------------------------------------------------
D. Questionnaire --------------------------------------------------------------------
CURRICULUM VITAE ------------------------------------------------------------------

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LIST OF TABLES
Table Page
1 Respondents by Age ------------------------------------------------------
2 Respondents by Gender ---------------------------------------------------
3 Respondents by Civil Status ----------------------------------------------
4 Respondents by Highest Educational Attainment -------------------
5 Respondents by Specialization ------------------------------------------
6 Respondents by Present Position ---------------------------------------
7 Respondents by Number of Years Teaching Mathematics -------
8 Respondents by Level of Seminars Attended ------------------------
9 Extent of Realization of Objectives in Teaching Mathematics ----
10 Extent of Usage as to Methods -----------------------------------------
11 Extent of Usage as to Strategies ----------------------------------------
12 Extent of Usage as to Support Devices --------------------------------
13 Extent of Usage as to Teaching – Learning Materials -------------
14 Level of Proficiency as to Methods -------------------------------------
15 Level of Proficiency as to Strategies -----------------------------------
16 Level of Proficiency as to Devices --------------------------------------
17 Level of Proficiency as to Applications ---------------------------------
18 Setbacks Met in Teaching Mathematics -------------------------------

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LIST OF FIGURES
Figure Page
1 Paradigm of the Study --------------------------------------------------------
2 Map of San Mateo, Isabela ---------------------------------------------------

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Chapter 1
BACKGROUND OF THE STUDY
Introduction
The integration of information and communication technology use in the
teaching – learning process has been flourishing throughout the Philippines since
the very beginning of computer age, late in the 1990’s. This is in consonance to
the mandate of Republic Act (R.A.) No. 10533 known as the Enhanced Basic
Education Act of 2013 with the passage:
…recognizes the constitutional mandate of the State

to “establish, maintain and support a complete,
adequate, and integrated system of education
relevant to the needs of the people, the country and
society-at-large.”1
In R.A. 10533 it is stipulated that the state is expected to “Create a
functional basic education system that will develop productive and responsible
citizens equipped with the essential competencies, skills and values for both
lifelong learning and employment.” To achieve this, the state is further instructed
to “broaden the goals of high school education for college preparation, vocational
and technical career opportunities as well as creative arts, sports and
1 Republic Act (RA) 10533. An Act Enhancing the Philippine Basic

Education System by Strengthening Its Curriculum and Increasing the Number of
Years for Basic Education, Appropriating Funds therefor and for other Purposes.
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entrepreneurial employment in a rapidly changing and increasingly globalized
environment.”2
Mathematics education is one of the major thrusts in the educational
system of the philippine government which is described as the fundamental
science that deals with space, time and number.3 Along this line, computer based
technologies in various K to 12 program’s mathematics key learning areas has
been adopted by the educators in various school grade levels.
Sinamar Norte Elementary School is one of the schools wherein teachers
subscribe to the importance of embracing information and communication
technology in the mathematics instruction and quality education towards the
improvement of graduates for sustainable development.4 Although ICT has been
integrated in the learning process, the familiarity of the teachers with the
technology is still a matter of importance. Hence, this study.
2 DepEd Order no. 68 s. 2017. Guidelines on the Implementation of the

Joint Delivery Voucher Program for Senior High School Technical – Vocational
Livelihood (JDVP – SHS TVL) Specializations for SY 2017 – 2018.
3Study Mode Research. Importance of Mathematics, studymode.com
June 10, 2014 Accessed 7 June 2018.
4 Dionisio A. Visco, “Interpersonal Relations as Related to Faculty
Productivity of the Abra School of Arts and Trades”, Unpublished Masteral
Thesis, University of Northern Philippines, Vigan City. 2000.
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MORE MORE
Conceptual Framework of the Study
It is imperative for the teachers to recognize the educational value of the
information and communication technology (ICT) and welcome it as a positive
change in the learning process. The practice of ICT must be explored as new
opportunity for a teacher to discover potentials in enhancing skills in teaching
mathematics. Working towards integrating ICT use in mathematics instruction,
the need for scholastic work is indispensable. At this point, the paradigm is
presented to better understand the conceptual framework of the study.
INPUT PROCESS OUTPUT
Respondents profile;
Extent of realization of
the general objectives
of Mathematics
Continual assessment of
Level of technology the ICT - based
skills of Teachers Mathematics instruction Maximized ICT - based
and employment of Mathematics Instruction
Subscription to ICT – interventions to get
based learning across the problems met
materials, equipment
and facilities
Problems met
FEEDBACK
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Figure 1. Paradigm of the Study
The Information and Communication Technology is designed to help the
teacher to fully understand and absorb the essence of enriching skills in teaching
mathematics.
The paradigm presents the process of interaction of the three components
which are:
Input. The input considers the personal circumstances of the
respondents, the general objectives of mathematics, level of technology skills of
teachers, subscription to ICT materials, equipment and facilities.
Process. This sets activity part of the system by acting as link between
input and output. It is the continuing assessment of ICT based mathematics
instruction and employment of interventions to get across the problems met.
Output. This is the product arrived at through the interlinking of the input
and the process. Generally, outputs are always expected to yield positive
results.
Feedback. Below interloping the whole system is the feedback where
further insights are revealed towards a more strengthened and improved level of
the respondents.
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Statement of the Problem
This study aimed to determine the Quality of Mathematics Instruction in
the Public Elementary Schools in the District of San Mateo, Isabela.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents as to:
1. Age
2. Gender
3. Civil Status
4. Highest Educational Attainment
5. Specialization/Major
6. Present Position
7. Number of years in teaching Mathematics
8. Level of Training/Seminars Attended in Mathematics
2. To what extent do the objectives of Mathematics are realized?
3. What is the extent of usage of the different factors in teaching
Mathematics in terms of:
a. Methods;
b. Strategies;
c. Teaching – Learning Materials;
d. Applications
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4. How efficient are the teacher - respondents in teaching mathematics
with the use of the following:
a. Methods;
b. Strategies
c. Devices (hardware)
d. Applications (software)
5. What is the extent seriousness of problems met in teaching
Mathematics?
Assumptions
This study is guided by the following assumptions that the:
1. General objectives of Mathematics instruction are realized.
2. Teachers employ ICT based learning materials, devices and facilities
in teaching mathematics
3. Use of ICT – based learning materials in teaching is plagued with
deficiencies
Importance of the Study
The results of this study are of importance to the following:
School Heads. It will serve as part of reference to initiate actions that will
improve the ICT – based Mathematical instructions.

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Teachers. As agents of education process will be benefited from this study
for they will be aided in identifying weaknesses that can be improved and at the
end of the day, they will be compensated with increased honor to its maximum.
Students. They will be equipped with high level mathematical skills,
acquire desirable values and enables them to be part of productive manpower of
the nation.
Parents. They will be more aware of their important roles to play in the
education of their children.
Community. The findings of this study will make the community people
aware of their roles in supporting the education programs of the school.
Future Researchers. This may serve as reference in their study.
Scope and Delimitation of the Study
This study was conducted at public elementary schools at San Mateo,
Isabela, School Year 2018 - 2019. It aimed to determine the Quality of
Mathematics Instruction in the Public Elementary Schools in the District of San
Mateo, Isabela. This process involved the teachers teaching Mathematics 1, their
demographic profiles, specifically, age, gender, civil status, highest educational
attainment, present position, years in teaching mathematics, performance rating
and relevant seminars attended.

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Definition of Terms
The following are the terms defined either operationally or as used in the
study.
Addition. Is finding the total, or sum, by combining two or more numbers.
Composite numbers. Is a positive integer that can be formed by
multiplying together two smaller positive integers.5
Computing Devices. A machine for performing calculations automatically.
computer, computing machine, data processor, electronic computer, information
processing system. interconnection - (computer science) the act of
interconnecting (wires or computers or theories etc.)6
Discussion. The action or process of talking about something, typically in
order to reach a decision or to exchange ideas.
Downloads. To copy or move programs or information into a computer's
memory, especially from the internet or a larger computer.
Exponentiation. The operation of raising one quantity to the power of
another.7
5 Ibid.
6 https://www.thefreedictionary.com/computing+device
7 Ibid.
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Extraction of roots. The operation of finding the root of a given number or
quantity.8
Factors. Factors are numbers we can multiply together to get another
number.9
Greatest Common factor. (GCF), is the greatest factor that divides two
numbers..10
Hinge questions. A diagnostic tool which a teacher employs when their
students reach the “hinge” point..11
Least Common Factor. (LCM) of 2 numbers is the smallest number that
they both divide evenly into.12
Lecture. An educational talk to an audience, especially to students in a
university or college.
Mobile Devices. A portable computing device such as a smartphone or
tablet computer.
8The Free Dictionary, Web: www.thefreedictionary.com. Accessed: 31

August 2018.
9 Math is Fun, Web: www.mathsisfun.com/. . Accessed: 31 August.
10 Factoring - Greatest Common Factor (GCF) - First Glance - Math.com
11 www.sec-ed.co.uk/best-practice/teaching-practice-hinge-questions/
12 Least common multiple (LCM) - Math Term Definition, Web:
http://home.avvanta.com/~math/def2.cgi?t=lcm.
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Multiples. A number that can be divided by another number without a
remainder.13
Multiplication. A repeated addition.
Operations. Is a calculation from zero or more input values
(called operands) to an output value. 14
Powerpoint. a software package designed to create electronic
presentations consisting of a series of separate pages or slides.
Prime numbers. Is a natural number greater than 1 that cannot be formed
by multiplying two smaller natural numbers.15
Projector. An object that is used to project rays of light, especially an
apparatus with a system of lenses for projecting slides or film onto a screen.
rmds.deped.gov.ph. Learning Resource portal of Department of
Education .16
Scientific. Notation is a special way of writing numbers.
Spreadsheet. an electronic document in which data is arranged in the
rows and columns of a grid and can be manipulated and used in calculations.
13 Dictionary.com
14 Wikipedia.
15 Wikipedia, Web: www.en.wikipedia.org. Accessed: 31 August 2018.
16 https://lrmds.deped.gov.ph/
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Subtraction. Taking one number away from another.
White board. A wipeable board with a white surface used for teaching or
presentations.
Whole numbers. Are positive numbers, including zero, without any
decimal or fractional parts. 17
Word Processor. a program or machine for storing, manipulating, and
formatting text entered from a keyboard and providing a printout..18
17What are Whole Numbers? - Definition & Examples, Web:

www.study.com. Accessed: 31 August 2018.
18 Ibid.
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Chapter 2
REVIEW OF LITERATURE AND STUDIES
This chapter presents some literature and studies which were gathered
from the different sources that have bearing with the present research.
Literature
This section bares several readings that lead to the development of this
research.
In the work of Murray, it was stressed that, women mathematicians in the
United States are usually minorities19. Since 1980, women have earned over 17
percent of the Mathematics doctorate in the United States. This posits that the
trends in gender are clear. However, parity is still a way to go. Thus parity will
take more work to overcome mathematical anxiety, making women as role
models for the younger women generation.
19Murray M.A.M., Women Becoming Mathematicians: Creating A Identify

In Post-World War II America, (Cambridge, Mass: The MIT Press, 2000), pp. 132
- 133.
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Ashcraft emphasized that math anxiety can cause math avoidance 20. This
will result in fewer competencies because students feel negatively towards Math.
Brelin explained the importance of mathematics to pupils in their social
responsibilities21. With this, teachers should be encouraged to attend in-service
trainings as this will improve their teaching competencies. Teachers must be
resourceful, creative, efficient and competent in dealing with classroom
problems.
Scanduan stated that Mathematics teachers play a major role in the
educative process22. It requires the highest degree of dedication. Above all
teachers must have the mastery of the subject matter so they may spell out the
difference in imparting the lessons scheduled for the day.
He also emphasized that while it is true that focus of Mathematics
teachings is the development of the skills of the learners, it is of paramount
importance that values, attitudes and other positive traits should be integrated in
their teachings.
20 M.H. Ashcraft, “The Relationship Among Working Memory, Math

Anxiety And Performance,” Journal Of Education Of Experimental Psychology:
General, (2002), Pp. 224-237
21E.R. Brelin, Mathematics in General Instruction, (Ohio: Ohio University
Press, 2002), p. 35.
22Joseph Scanduan, “Research In Psycho Mathematics,” The
Mathematics Teachers, (Vol. 20, May, 2001), p. 313.
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Studies
Balunos in her study concluded that mathematics is a subject said to be
disliked by many of the learners.23 However, if teachers are versatile and are
equipped with the modern strategies and techniques in teaching, it is most likely
that teaching the said subject is fun rather than torture. It is said after all that
learning takes place better when it is pleasurable and experiential.
In the light of the findings she recommended: (1) School-based trainings
on the preparation of low/no cost instructional materials in mathematics should
be designed by school administrators. This will help solve the problem on the
lack of instructional materials; (2) teachers should be encouraged to enroll in the
graduate studies program during Saturdays and on summer for their personal
and professional growth and for salary increase; (3) teachers should be
recommended to attend regional and national seminars with the registration fee
to be borne out from the special education fund or local school board fund.
The work of Balunos has a semblance to this present piece of work
because both studies attempted to find out the problems in teaching
Mathematics.
23 Veverly F. Balunos, “The Perceptions of the teachers in the

implementation of Mathematics I in Echague West District,” (Unpublished
Master’s Thesis, Northeastern College, Santiago City, 2012).
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Agustin24 in her study concluded that teaching Mathematics is challenging.
Teachers should have the love for it, despite the notion that this subject is being
disliked by many. True enough, if teachers have the mastery of the different
methods, techniques, strategies and approaches in the daily teaching and
learning process, it is mostly likely that teaching Mathematics can be fun and not
a torture. It is said after all that learning takes place better when it is pleasurable
and experiential.
The research of Agustin has a bearing with the present work because both
studies attempted to find out the problems of teachers Mathematics. They differ
in the subject and locale of the study.
Agustin’s respondents were teachers teaching Grade II, while the present
study’s respondents are Grade II teachers teaching Mathematics at Echague
South District.
Saetin her study concluded that teaching Mathematics is challenging and
the teachers should have the love for it, despite the notion that this subject as
being disliked by many. 25 If teachers have the mastery of the subject and the
24 Marites Agustin, “The Implementation of Mathematics II in Echague

West District,” (Unpublished Master’s Thesis, Northeastern college, Santiago
City, 2012).
25 Jennie Saet, “Strengthening the Teaching of Mathematics in the
intermediate Grades,” (Unpublished Master’s Thesis, Northeastern College,
Santiago City, 2013).
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different methods, techniques, strategies, and approaches in the daily teaching
and learning process, it is likely that teaching Mathematics can be fun and more
challenging.
She recommended that: (1) School-based training on the preparation of
low/no cost instructional materials in Mathematics should be designed by school
administrators. This will help solve problems on the lack of instructional
materials; (2) teachers should be encouraged to enroll in the graduate studies
program during Saturdays and on summer for their personal and professional
growth and for salary increase; (3) teachers should be cognizant of the methods,
techniques, strategies and approaches appropriate in teaching that best suit the
maturity level of their pupils; (4) school heads should observed teachers at work
regularly to help them improve their teaching competencies.
Saet’s research has a bearing with the present piece of work because
both studies attempted to discover the problems encountered by the teachers in
teaching Mathematics.
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Chapter 3
METHODS AND PROCEDURES
This chapter presents the research method and procedures availed of in
the conduct of the study. It focused on the following concerns:
Research Design
Locale of the Study
Respondents of the Study
Data Gathering Instruments
Data Gathering Procedure
Statistical Treatment of Data
Research Design
The study was undertaken with the intent to examine the quality of
mathematics instruction in the public schools in the district of San Mateo, Isabela
and to gauge the extent of problems encountered in the teaching of mathematics.
in this case, the descriptive method was used through the conduct of survey to
the respondents. Their perceptions on the quality of mathematics instruction
were gathered, tabulated, analyzed and subjected to in – depth interpretation.

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The descriptive method of research was chosen based on the assertion of
John W. Best,26 an authority on Educational Research who stated that:
The descriptive method of research best reveals

the current and existing condition of a subject under
study through ample description and quantification.
Locale of the Study
The study was conducted in the municipality of San Mateo, Isabela. It
covered several public elementary schools.
26 John W. Best, Research in Education. Second Edition. (New Hensley:

Prentice Hall, Inc., 1970), p. 72.
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Public Elementary Schools

San Mateo, Isabela
Figure 1
Map of San Mateo, Isabela
Historical Development of San Mateo
The historical development of the San Mateo dates back even before its
founding in 1946 when it became a municipality from mother town Santiago.

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In 1942, during the Japanese time, a shadow government of the Japanese
Imperial Army existed better known as Yoshisawa, in honor of Colonel
Yoshisawa, the highest ranking officer of the Japanese Imperial Army, who came
to San Mateo. Mayor Doroteo Barbero was appointed in 1942 but in 1943 he was
tortured to death by the Japanese soldiers who suspected him as a “guerilla.” His
former secretary Estanislao Bueno succeeded him. Mayor Bueno had difficulties
in running the affairs of the puppet administration. He was dictated by the
Japanese and closely watched by the guerrillas to the extent of being branded as
pro-Jap. The stigma of puppetry in his name finally cleared when the American
Forces stationed in Tuguegarao, Cagayan, vindicated him. He served from 1943
to 1945.
Don Mateo Cadeliña, a Second World War veteran, first stepped in San
Mateo (first name Marasat) sometime in 1908 upon invitation of his older sister
named Policarpia “Polin” Cadeliña, who learned about a vast plain of promising
agricultural land along the Magat River. He returned to Bacarra, his hometown,
and in 1912, with his family together with the first pioneering Ilocano settlers took
a “Biray” boat from the port of Curimao, Ilocos Norte, sailed around Northern
Luzon through rough seas defying storms and turbulent waves, landed at Aparri,
Cagayan. They took a “barangay” or raft and after a month-long trip landed at
Turayong, Cauayan, Isabela. The escape from sheer economic want was not
made overnight. The Ilocano settlers cleared the fields by the sheer might of
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manual labor in pursuit of their aspirations. The tobacco industry proved
profitable in the sandy loam fertile soil. Later, corn was grown and still much
later, upland rice planting was introduced with the “ammay” rice variety brought
by the Cagayanos. Like the great American settlers in the new world they fought
hard their way leaving no stones unturned in a war against poverty. Misfortunes
nor deaths did not subdue their enthusiasm to establish a community of
abundance and happiness.
The pioneering settlers, mostly Bacarreños, who came from the Ilocos
Region then the “Ibangirs” from the Central Plain of Luzon, enjoyed the way they
were. They were sociable, hospitable, disciplined, brave, courageous, patient,
industrious, persevering and had the spirit of “Bayanihan.” They were religious
and had the anxiety for education and the foremost virtues of thrift and industry.
Governor Gabriel R. Visaya found his way to San Mateo in 1922 upon
invitation of Don Mateo Cadeliña and Padre Fidel Reginaldo. He initiated a series
of catechism classes and at the same time did tobacco buy-and-sell business
with Vidal Guerrero, Don Jose Ramones and Don Francisco Ramones. Don
Gabriel Visaya, before he became Governor of Isabela, was appointed as
Municipal Secretary of Carig (first name of Santiago City) to Mayor Raymundo
Ibay in 1929. Concerned with the plight of his people, he fought to separate
Marasat from the Municipality of Cauayan (now a city) to become a Municipality
of Santiago (now a city). It was through his able leadership together with Don
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Mateo Cadeliña that hastened the creation of the Municipality of San Mateo on
March 17, 1946 by virtue of the Executive Order No.97 of the late President
Sergio Osmeña with Don Mateo Cadeliña, as the first Mayor.
A man of astounding ability and persuasive power, Don Gabriel R. Visaya
was uninterruptedly elected as Board Member from 1951 to 1963, enabling him
to complete the survey and construction of San Mateo-Alicia Road which he
proposed way back 1946. He had a continuous brilliant public service for 36
years.
In the national elections on April 23, 1946, President Manuel A. Roxas
won and appointed Cornelio Alipio to replace Mayor Cadeliña who belonged to
the Nacionalista Party. He served the unexpired term of Mayor Cadeliña from
1946 to 1951 for he won in the forth coming elections. Mayor Alipio transferred
the sites of the municipal plaza, public market, school and cemetery from Old
Centro to its present location. He started the construction of the public market.
Mayor Cadeliña came back to power when he unseated Mayor Alipio in
the following local elections of 1951. He built a new municipal hall of Matnog
type.
In the local elections of 1955, Mayor Marcelo J. Santiago from the “Tanap”
region emerged as the political leader. Mayor Santiago put up two market
buildings, the health unit and the reading centers during his administration. He
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was responsible for the establishment of the Bureau of Fisheries. He named the
streets and made general improvements.
Mayor Hermogenes L. Ramil, a teacher and a brilliant orator succeeded
Mayor Santiago in 1960. He improved the municipal streets and opened feeder
roads. He could have been a remarkable leader would it not for his untimely
death after two years of dedicated service. He was assassinated. His Vice
Mayor, Braulio P. Lucas, served the unexpired term of two years from 1962 to
1963. He initiated the beautification of the municipal grounds and fenced it with
hollow blocks including the town plaza. A veteran politician having served as
councilor and vice-mayor, Mayor Lucas worked hard to move San Mateo to
prosperity.
An interesting political figure of strong influence assumed the political
leadership of San Mateo in 1964 when he won in the local elections of
1963. Mayor Severo G. Lachica, a teacher by profession first hit the political
circle when he was elected as number one councilor under the Ramil
Administration. From there, he won unprecedented victories and maintained his
mayoralty position for 22 years until 1986 when he was forced to step down
under the Revolutionary Government of President Corazon C. Aquino as an
aftermath of the EDSA Revolution when the late President Ferdinand E. Marcos
was deposed from power.

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Most notable achievement of Mayor Lachica was the construction of the
present modern edifice of the Municipal Hall and the renovation of the old
building in 1983.
Other important achievements include the districting of the different
barrios in the poblacion known as District I, District II, District III and District IV,
and which later on were made barangays such as Barangay I, Barangay II,
Barangay III and Barangay IV.
Other important projects were the construction of the Imelda Triangular
Park (now Freedom Park), the Children’s Park, the Ramon Magsaysay Memorial
Auditorium (now the Livelihood Training Center) and the reconstruction of the
burned down buildings of the public market in 1971. He also concreted municipal
streets, roads, bridges, school buildings and RHU Center. He assisted in the
putting-up of the Bureau of Telecommunications tower, buildings and facilities.
In 1986, after the People power or EDSA Revolution, this resulted to the
unprecedented fall of President Ferdinand E. Marcos, sweeping reforms were
made from the national to the barangay bureaucracy. By virtue of the Philippine
Constitution, a general revamp in the bureaucracy was made. The change of
leadership in the office of the Mayor was formally done on May 22, 1986, and
subsequently the new set of the Sangguniang Bayan Members including the Vice
Mayor assumed office. They were called Officer-In-Charge (OIC). Dr. Venancio
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O. Villarta, the incumbent vice-mayor was appointed the first OIC in the
Municipality of San Mateo.
Mayor Venancio O. Villarta, a medical doctor by profession with a simple
but strong personality, has for his credit a 15-years continuous brilliant political
career. He first threw his hat to the political arena with a landslide victory as vice
mayor in the 1980 local elections. In 1986, he became OIC Mayor for more than
one (1) year. The elections of 1988 gave him a resounding success, which
catapulted in the succeeding political contests. Mayor Villarta’s remarkable
accomplishments include the landscaping of the municipal compound,
improvement of the Freedom Park, improvement of the Ramon Magsaysay
Memorial Auditorium (now the Livelihood Training Center), and construction of
different buildings such as the R.I.C., Liga ng mga Barangay, Senior Citizen, the
Burolan (now being used as stock room) and the postal building. He also
constructed the Modern Abattoir and the San Mateo Commercial Center in place
of public market which was totally razed by fire on April 28, 1994.
On May 11, 1998 election, the Vice Mayor Feliciano V. Palomares then
won as municipal mayor. The Agrikulturang Maka-Masa Festival, which was one
of the major programs of President Joseph Estrada, was held in the municipality
on April 26-30, 1999. It was a big success that made San Mateo known not only
in the Region but also in the entire nation. Under his administration, some of the
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developments of San Mateo include the LGU-Urban Water Supply and Sanitation
and the concrete bridge linking Bagong Sikat and the mainland of San Mateo.
The national and local elections on May 14, 2001, saw a turnaround trend
in favor of Hon. Roberto C. Agcaoili, a leader with vision and commitment was
elected as the new municipal mayor with a landslide victory. The wide margin of
votes showed the maturing posture of the electorate.
Respondents of the Study
As source data of the study are the 16 public elementary school teachers
in San Mateo, Isabela.
Data Gathering Instruments
In mining the needed data, the following instruments will be used. These
are:
The Questionnaire. This was the primary tool in gathering relevant data.
The questionnaire was presented to the research adviser for comments and
suggestions before it was produced to its final form.
 Try – Out of the Questionnaire. This was done to determine if the items
presented on the questionnaire is fully understood before the actual
distribution to the target respondents.

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 Scoring of the Questionnaire. The data gathered was treated with 5-
point Likert Scale as reflected in the different legends.
As to the extent of realization of the objectives of mathematics, the
following scale was used:
Score Scale Qualitative Description
5 4.21 – 5.00 Fully Realized (FR)
4 3.41 – 4.20 Realized (R)
3 2.61 – 3.40 Moderately Realized (MR)
2 1.81 – 2.60 Slightly Realized (SR)
1 1.00 – 1.80 Least Realized (LR)
In the extent of usage of different factors in teaching Mathematics, the
scale below was used:
5 4.21 – 5.00 Always (A)
4 3.41 – 4.20 Often (O)
3 2.61 – 3.40 Sometimes (S)
2 1.81 – 2.60 Rarely (R)
1 1.00 – 1.80 Never (N)
In gauging the level of proficiency in the use of the different factors in
teaching of Mathematics, the scale below was used:

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5 4.21 – 5.00 Very Proficient (VP)
4 3.41 – 4.20 Proficient (P)
3 2.61 – 3.40 Moderately Proficient (MP)
2 1.81 – 2.60 Slightly Proficient (SP)
1 1.00 – 1.80 Least Proficient (LP)
In rating the seriousness in teaching Mathematics:
5 4.21 – 5.00 Very Serious (VS)
4 3.41 – 4.20 Serious (S)
3 2.61 – 3.40 Moderately Serious (MS)
2 1.81 – 2.60 Slightly Serious (SS)
1 1.00 – 1.80 Least Serious (LS)
Data Gathering Procedure
Permission was secured from the Schools Division Superintendent and
the Schools District Supervisor to conduct the study and float questionnaires to
the target respondents. Through the assistance of the school heads,
questionnaire were served to the respondents, conducted interviews along the
process and the retrieval of the same was done. The data gathered were collated
and tabulated for statistical treatment.

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Statistical Treatment of Data
1. Percentage. In computing for the percentage, the formula used was:
F
P x 100
N
Where:
P = representing the percentage
F = representing the frequency
N = representing the total number of respondents
2. Weighted Mean. This was used to measure the extent of impact of the
different areas that influence the Technology and Livelihood Education trainings.
The formula of weighted mean is:
FX
WM 
X
Where:
WM = Weighted Mean
F = Frequency
X = Weight
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T-test computation. This was used to test the hypothesis of the study. The
.05 level of significance determined the mean difference in accepting or rejecting
the null hypothesis. The formula used was:27
The formula is:
X1  X 2
t
n1  1S1 2  n2  1S 2 2 1 1

n1  n2  2 n1 n 2
where:
X1 = mean score of the variable 1
X2 = mean score of the variable 2
s1 = standard deviation of the variable 1
s2 = standard deviation of the variable 2
n1 = number of items of the of the variable 1
n2 = number of items of the variable 2
27 Pagoso and Garcia, Fundamental Statistics, (Manila: Sinag-Tala

Publishers Inc., 1992,) p. 212.
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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, analyzed and interpreted in
response to the questions raised.
PART I - Profile of the Respondents
This part of the study deals with the frequency and distribution of the
teacher respondents in terms of age, gender, civil status, position, highest
educational attainment, present position, specialization, number of years in the
service and the levels of seminars attended.
Age. Table 2 reflects the distribution of respondents as to age.
As seen on the given data, most of the teacher - respondents belong to 46
years old and above bracket, as 7 or 43.75 percent out of 16 respondents
confirmed. Some other teachers are distributed to different age brackets based
on their responses.
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Table 2
Respondents by Age
Particulars Frequency Percentage
25 years old and below 1 6.25
26 – 30 1 6.25
31 – 35 4 25.00
36 – 40 2 12.50
41 – 45 1 6.25
46 years old and above 7 43.75
Total 16 100.00
Four (4) teachers or 25.00 percent belonged to 31 – 35 age bracket; 2 or
12.50 percent under 31 – 35 and one respondent or 6.25 percent each belonged
to age brackets 26 – 30, 41 – 45 and 25 years old and below.
Analysis of the data reveals that most of the respondents were already
near on the retirement age of 65 but no matter what the age is, as long as their
duties and functions are done religiously.
Gender. this is one of the demographic profiles of the respondents that
affect the perceptions of respondents on the areas covered by this research
presented.
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Table 3
Gender
Male - -
Female 16 100.00
Total 16 100.00
As to the gender of the teacher respondents, all teachers were females
with an equivalent percentage of 100 percent. This is a rare case, where no male
teacher was involved. This has once again proven that teaching is more of a
woman’s world. There were no male teachers at the time of survey.
Civil Status. Next table shows the distribution of respondents as to civil
status.
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Table 4
Civil Status
Single 1 6.25
Married 15 93.75
Widow/er - -
Total 16 100.00
Revealed as dominant was “Married” status with 15 or 93.75 percent out
of 16 respondents and a single response for “Single” status.
The data gathered implies that as an individual becomes stable in terms of
source of living, settling down becomes part of his life. When it comes to the
teaching tasks, it can be concluded that they are vested with dual responsibilities,
not only to their respective families, but also to the children at school.
Highest Educational Attainment. Promotions of teachers are based on
their highest educational attainment as one of the criteria stipulated in the
qualification standard set forth by the Department of Education. Table 4 presents
the highest educational attainment of teacher – respondents.

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Table 5
Highest Educational Attainment
Bachelor’s Degree 14 87.50
Master’s Degree 2 12.50
Doctorate Degree - -
Total 16 100.00
There were 14 or 87.50 who confirmed that they finished their Bachelor’s
degree while 2 or 12.50 confirmed to be masteral graduates. The table implies
that there is a need for the teachers to pursue their studies in the Graduate
School to upgrade their professional career and development.
This motivates teachers to upgrade themselves for their growth and
development.
Specialization/Major. Table 5 reveals the specialization of the teacher –
respondents possessed.
Table 6
Respondent by Specialization / Major

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General Education 11 68.75
MAPEH 1 6.25
Math 1 6.25
Science 1 6.25
EPP 1 6.25
Filipino 1 6.25
Total 16 100.00
It was revealed on the data gathered that most of the teacher -
respondents fall under the “General Education” category where they have no
specialization or major subjects. Followed by the rest with the same response of
1 or 6.25 each, these were MAPEH, Math, Science, EPP and Filipino subject
majors.
The table implies that the teacher – respondents teaching Mathematics
are not specialized in the subject.
Present Position. Table 6 shows the present position of teacher –
respondents.
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Table 7
Respondent by Their Present Position
Teacher l 3 18.75
Teacher ll 1 6.25
Teacher lll 12 75.00
Master Teacher l - -
Master Teacher ll - -
Total 16 100.00
It can be viewed from the table that most respondents were 12 or 75.00
percent who claimed they were Teacher III, 3 or 18.75 percent confirmed they
were Teacher I, and 1 or 6.25 percent asserted he/she is Teacher II. No
response for higher positions.
Length of Service. The number of years one has stayed in the job reflects
not only of love and interest but more so of loyalty to the profession. The table
below shows the respondents’ number of years in teaching Mathematics.

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Table 8
Respondents by Number of Years Teaching Mathematics
1–5 3 18.75
6 – 10 6 37.50
11 – 15 - -
16 – 20 3 18.75
21 – 25 3 18.75
26 – 30 1 6.25
Total 16 100.00
Table 7 shows the frequency and percentage distribution of the
respondents by length of service. There were 6 or 37.50 percent who fell under
the bracket of 6 - 10 years of experience, 3 or 18.75 percent each for three
brackets, 1 – 5 years, 16 - 20 years and 21 – 25 years in service. A single
response for 26 – 30 years of experience was garnered. As observed from the
table, teachers have different number of years in the service.
Seminars Attended.
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Table 9
Respondents by Level of Seminars Attended
School 8 50.00
District 10 62.50
Division 9 56.25
Regional 7 43.75
National 7 43.75
International 1 6.25
Frequency of Mention
According to the data gathered, most attended seminar by the teacher –
respondents were the “District” level with 10 or 62.50 percent, followed by
“Division” level with 9 or 56.25 percent confirmed to have attended. Eight or
50.00 for “School” level ; “Regional” and “National” levels with both 7 or 43.75
attendance. A single response or 6.25 percent confirmed to have attended the
“International” level.
The data imply that the teacher-respondents attended seminars in various
levels which is an indication that they were aware of the importance of updating
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themselves with the latest innovation in education so that they will be more
effective and efficient in the delivery of quality education to the pupils.
Part II – Information Proper
Objectives of Mathematics
Table 9 presents the objectives of the teacher – respondents in teaching
Mathematics.
Table 10
Extent of Realization of Objectives in Teaching Mathematics
Particulars WM QD Rank
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1. Understand the meaning, use and relationships of

operations on whole numbers that include
exponentiation and extraction of roots. 4.00 R 6
2. Deepen understanding of factors and multiples of

numbers, prime and composite numbers and parity of
numbers. 4.19 R 3
3. Compare the properties of numbers and number sets. 4.31 FR 1.5
4. Show the effect of multiplication, division, exponentiation

and extraction of roots on the magnitude of numbers. 4.06 R 5
5. Demonstrate fluency in identifying factors and multiples

of a set of numbers. 4.13 R 4
6. Demonstrate fluency in identifying the greatest common

factor and least common multiple of a set of numbers. 3.94 R 7.5
7. Solve problems involving factors, multiples, prime and

composite numbers and parity of numbers. 3.94 R 7.5
8. Demonstrate fluency in operations with real numbers

using mental computations, paper and pencil and
technology. 4.31 FR 1.5
Average Weighted Mean 4.11 Realized
As gleaned in the table, two items came out dominant as rank 1.5,
“Compare the properties of numbers and number sets” and “Demonstrate fluency
in operations with real numbers using mental computations, paper and pencil and
technology” with a weighted mean of 4.31 described as “Fully Realized” by the
teacher – respondents. Followed by the rest which were described as “Realized”
objectives and these were: “Deepen understanding of factors and multiples of
numbers, prime and composite numbers and parity of numbers” with 4.19
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weighted mean, rank 3; “Demonstrate fluency in identifying factors and multiples
of a set of numbers” with 4.13 weighted mean rank 4; “Show the effect of
multiplication, division, exponentiation and extraction of roots on the magnitude
of numbers” with 4.06 weighted mean rank 5; “Understand the meaning, use and
relationships of operations on whole numbers that include exponentiation and
extraction of roots” with 4.00 weighted mean rank 6; the least were two items,
“Demonstrate fluency in identifying the greatest common factor and least
common multiple of a set of numbers” and “Solve problems involving factors,
multiples, prime and composite numbers and parity of numbers” with both
weighted mean of 3.94 rank 7.5.
The average weighted mean of 4.11 means that the objectives of
Mathematics in teaching were “Realized” by the teacher – respondents.
Factors Used in Teaching Mathematics
Methods. Table 10 reveals the extent of usage of methods in teaching
Mathematics.
Table 11
Extent of Usage as to Methods
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1. Tutorial: students assigned to other students

for assistance, peer teaching. 3.44 O 8
2. Coaching: special assistance provided for

students having difficulty in the course 4.13 O 5
3. Teacher – centered 3.19 S 9.5
4. Direct instruction 3.81 O 6
5. Drill and practice 4.56 A 1
6. Lecture 4.38 A 3
7. Question and answer 4.44 A 2
8. Scientific 3.19 S 9.5
9. Discussion 4.31 A 4
10. Discovery learning 3.63 O 7
Average Weighted Mean 3.91 Often
On the methods used by the teacher – respondents in teaching
Mathematics, what came out dominant was, “Drill and practice” with 4.56
weighted mean followed by rank 2, “Question and answer” with 4.44 weighted
mean; rank 3, “Lecture” 4.38 with weighted mean; rank 4 “Discussion” with 4.31
weighted mean all described as “Always” used by the teacher – respondents.

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“Oftentimes” used methods were “Coaching: special assistance provided
for students having difficulty in the course” with weighted mean of 4.13 was rank
5; “Direct instruction” with weighted mean of 3.81 was rank 6; “Discovery
learning” with weighted mean of 3.67 was rank 7; “Tutorial: students assigned to
other students for assistance, peer teaching” with weighted mean of 3.44 was
rank 8. Two methods were “Sometimes” used, “Teacher – centered” and
“Scientific” both having the same weighted mean of 3.19 were rank 9.5.
In general, the average weighted of 3.91 means that the methods were
“Often” used by the teacher – respondents in teaching Mathematics.
Strategies. Table 11 presents the strategies used in teaching
Mathematics.
Table 12
Extent of Usage as to Strategies
1. Tells pupils about the power and importance of

math with enthusiasm and high expectations. 4.50 A 3
2. Looks ahead to the specific concepts pupils are

expected to master for annual end-of-year tests 4.38 A 6
3. Paces instruction accordingly 4.19 O 8
4. Uses formative assessments to ensure that pupils

are understanding the concepts 4.94 A 1
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5. Talks to pupils individually 3.94 O 10
6. Includes “hinge questions” in the lessons plans to

gauge understanding before continuing the lesson 4.06 O 9
7. Walk throughout your classroom as pupils work

on problems and observe the dynamics 4.31 A 7
8. Helps pupils to have a growth mindset 4.44 A 4.5
9. Engage pupils in conversations about their work

and have them describe why they solved a
problem in a certain way 4.44 A 4.5
10. Builds excitements and rewards progression 4.56 A 2
Average Weighted Mean 4.38 Always
As to the strategies used by the teacher – respondents in teaching
Mathematics, “Uses formative assessments to ensure that pupils are
understanding the concepts” came out rank 1 with 4.94 weighted mean; “Builds
excitements and rewards progression” was rank 2 with 4.56 weighted mean;
“Tells pupils about the power and importance of math with enthusiasm and high
expectations” was rank 3 with 4.50 weighted mean; “Helps pupils to have a
growth mindset” and “Engage pupils in conversations about their work and have
them describe why they solved a problem in a certain way” rank 4.5 with 4.44
weighted mean; “Looks ahead to the specific concepts pupils are expected to
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master for annual end-of-year tests” was rank 6 with 4.38 weighted mean; “Walk
throughout your classroom as pupils work on problems and observe the
dynamics” was rank 7 with 4.31 weighted mean. All the seven items described
as “Always” used strategies in teaching Mathematics.
Described as “Oftentimes” used strategies in teaching Mathematics were:
rank 8, “Paces instruction accordingly” with 4.19 weighted mean; rank 9,
“Includes “hinge questions” in the lessons plans to gauge understanding before
continuing the lesson” with 4.06 weighted mean and the least rank 10, “Talks to
pupils individually” with 3.94 weighted mean.
Summing up all the above cited strategies, the average weighted mean of
4.38 means that these were “Always” used by the teacher – respondents in
Support Devices. Table 12 reveals the support devices used in teaching
Mathematics.
Table 13
Extent of Usage as to Support Devices
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1. Projector 2.63 S 9
2. Laptop 4.56 A 1
3. Memory stick (USB) 4.31 A 3
4. Black board 4.13 O 4
5. Mobile devices (cp, tablet, iPod, and the likes) 3.47 O 7
6. White board 1.88 R 10
7. Wireless Microphone 3.69 O 5.5
8. CD/DVD player 2.75 S 8
9. Calculator 3.69 O 5.5
10. Localized materials 4.50 A 2
Average Weighted Mean 3.56 Often
1. Word processor (msword or its equivalent)

2. Spreadsheet (Excel)
3. Powerpoint
4. Digital mathematics
5. Geometry tools
6. Wireless Microphones
7. Microsoft Mathematics
8. Graphic Calculators
9. Reference books
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10. textbooks
Three items were considered as “Always” used support devices by the
teachers in teaching Mathematics and what came out first in rank was
“Computing devices (laptop, desktop)” with 4.56 weighted mean; next in rank
was “Local materials” with 4.50 weighted mean; and third in rank was “Memory
stick (USB)” with 4.31 weighted mean. Four support devices were “Oftentimes”
used by the teacher – respondents and these were: “Black board” with 4.13
weighted mean as rank 4; “Speaker” and “Calculating devices” with the same
weighted mean of 3.69 as rank 5.5 and “Mobile devices (cp, tablet, iPod, and the
likes)” with 3.47 weighted mean as rank 7. “Sometimes” used support devices
were “CD/DVD player” with 2.75 weighted mean s rank 8 and “Projector” with
2.63 weighted mean as rank 9. Only one support device was “Rarely” used, the
“White board” with 1.88 weighted mean as rank 10.
In general, the support devices were “Oftentimes” used by the teacher –
respondents in teaching Mathematics as evidenced by the average weighted
mean of 3.56.
Teaching – Learning Materials. The next table reveals the teaching –
Learning Materials used by the teacher – respondents.

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Table 14
Extent of Usage as to Teaching – Learning Materials
1. Word processor (msword or its equivalent) 4.31 A 5.5
2. Spreadsheet (Excel) 4.31 A 5.5
3. Powerpoint 4.50 A 3.5
4. Teacher guides 4.81 A 1
5. Online resources 4.13 O 7.5
6. Supplementary materials 4.13 O 7.5
7. E-books 3.56 O 10
8. Downloads from irdms.deped.gov.ph 3.88 O 9
9. Reference books 4.56 A 2
10. Textbooks 4.50 A 3.5
Average Weighted Mean 4.27 Always
There were 6 items described as “Always” used Teaching – learning
materials, these were: “Teacher guides” with 4.81 weighted mean as rank 1;
“Reference books” with 4.56 weighted mean as rank 2; “Powerpoint” and
“Textbooks” with both 4.50 weighted mean as rank 3.5; “Word processor
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(msword or its equivalent)” and “Spreadsheet (Excel)” having the same weighted
mean of 4.31 as rank 5.5. The rest were described as “Oftentimes” used, “Online
resources” and “Supplementary materials” having the same weighted mean of
4.13 as rank 7.5; “Downloads from irdms.deped.gov.ph” with 3.88 weighted
mean as rank 9 and the least “E-books” with 3.56 weighted mean as rank 10.
The average weighted mean of 4.27 means that the teaching – learning
materials were “Always” used by the teacher – respondents in teaching
Mathematics.
Level of Proficiency of the Different Factors Used in Teaching Mathematics
Methods
Table 15
Extent of Proficiency as to Methods
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1. Tutorial: students assigned to other students for

assistance, peer teaching. 3.88 P 8
2. Coaching: special assistance provided for

students having difficulty in the course 4.06 P 5
3. Teacher – centered 3.44 P 10
4. Direct instruction 3.94 P 6.5
5. Drill and practice 4.56 VP 1
6. Lecture 4.25 VP 4
7. Question and answer 4.44 VP 2
8. Scientific 3.81 P 9
9. Discussion 4.31 VP 3
10. Discovery learning 3.94 P 6.5
Average Weighted Mean 4.06 Proficient
On the level of proficiency, out of the ten methods used, four items were
described by the teacher – respondents that they were “Very Proficient” to the
following: “Drill and practice” with 4.56 weighted as rank 1; “Question and
answer” with 4.44 weighted mean as rank 2; “Discussion” with 4.31 weighted
mean as rank 3 and “Lecture” with 4.25 weighted mean as rank 4.
The rest of the methods were “Coaching: special assistance provided for
students having difficulty in the course” with 4.06 weighted mean as rank 5;
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“Direct instruction” and “Discovery learning” having the same weighted mean of
3.94 each as rank 6.5; “Tutorial: students assigned to other students for
assistance, peer teaching” with 3.88 weighted mean as rank 8; Scientific” with
3.81 weighted mean as rank 9 and the least “Teacher – centered” with 3.44
weighted mean as rank 10.
The average weighted mean of 4.06 means that the teacher –
respondents were “Proficient” in the methods cited above in teaching
Mathematics.
Strategies. Table 15 shows the level of proficiency of the teacher –
respondents as to strategies used in teaching Mathematics.
Table 16
Extent of Proficiency as to Strategies
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1. Tells pupils about the power and importance of

math with enthusiasm and high expectations. 4.44 VP 2.5
2. Looks ahead to the specific concepts pupils are

expected to master for annual end-of-year tests 4.19 P 7
3. Paces instruction accordingly 3.81 P 9.5
4. Uses formative assessments to ensure that

pupils are understanding the concepts 4.56 VP 1
5. Talks to pupils individually 3.81 P 9.5
6. Includes “hinge questions” in the lessons plans

to gauge understanding before continuing the
lesson 3.94 P 8
7. Walk throughout your classroom as pupils work

on problems and observe the dynamics 4.38 VP 4
8. Helps pupils to have a growth mindset 4.44 VP 2.5
9. Engage pupils in conversations about their work

and have them describe why they solved a
problem in a certain way 4.25 VP 6
10. Builds excitements and rewards progression 4.27 VP 5
Average Weighted Mean 4.21 Very Proficient
What came out dominant among the strategies in teaching Mathematics
was “Uses formative assessments to ensure that pupils are understanding the
concepts” with 4.56 weighted mean; next in rank were two items with the same
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weighted mean of 4.44 each, “Tells pupils about the power and importance of
math with enthusiasm and high expectations” and “Helps pupils to have a growth
mindset”; “Walk throughout your classroom as pupils work on problems and
observe the dynamics” with 4.38 weighted mean as rank 4; “Builds excitements
and rewards progression” with 4.27 weighted mean as rank 5 and “Engage
pupils in conversations about their work and have them describe why they solved
a problem in a certain way” with 4.25 weighted mean as rank 6. The teacher –
respondents were “Very Proficient” to the above – cited strategies used in
The remaining four strategies were considered by the teacher –
respondents that they were “Proficient” in teaching Mathematics, “Looks ahead to
the specific concepts pupils are expected to master for annual end-of-year tests”
with 4.19 weighted mean as rank 7; “Includes “hinge questions” in the lessons
plans to gauge understanding before continuing the lesson” with 3.94 weighted
mean as rank 8; “Paces instruction accordingly” and “Talks to pupils individually”
having the same weighted mean of 3.81 as rank 9.5.
respondents that they were “Very Proficient” to the strategies used in teaching
Mathematics.
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Devices. Table 16 shows the level of proficiency of the teacher –
respondents as to devices.
Table 17
Extent of Proficiency as to Devices
1. Projector 3.00 MP 8
2. Computer/Laptop 4.44 VP 1
3. Memory stick (USB) 4.13 P 2
4. Wide screen monitor 3.44 P 5
5. Tablets 2.56 SP 10
6. Smartphones (i-phone, android) 3.00 MP 8
7. Speaker 3.69 P 3
8. CD/DVD 3.19 MP 6
9. Personal Digital Assistant (PDA) 3.00 MP 8
10. External Hard Disk 3.63 P 4

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As shown in the data gathered, “Computer/Laptop” with 4.44 weighted
mean came out as rank 1 described by the teacher – respondents that they were
“Very Proficient” in using this device. Followed by “Memory stick (USB)” with
4.13 weighted mean as rank 2; “Speaker” with 3.69 weighted mean as rank 3;
“External Hard Disk” with 3.63 weighted mean as rank 4; and “Wide screen
monitor” with 3.44 weighted mean of rank 5, all described that they were
“Proficient” in using these kind of devices.
Rank 6 was “CD/DVD” with 3.19 weighted mean; rank 8 was “Projector”
with 3.00 weighted mean; two items as rank 8, “Smartphones (i-phone, android)”
3 and “Personal Digital Assistant (PDA)” with 3.00 weighted mean described as
they were “Moderately Proficient” to these devices. The least which they were
“Slightly Proficient” to use was “Tablets” with 2.56 weighted mean as rank 10.
The average weighted mean of 3.41 means that the teacher respondents
were “Proficient” in using these devices in teaching Mathematics.
Applications. Table 17 reveals the level of proficiency of teacher –
respondents as to Applications.
Table 18
Extent of Proficiency as to Applications
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1. Word processor (msword) 4.25 VP 1
2. Spreadsheet (Excel) 3.94 P 4
3. Powerpoint 4.06 P 3
4. Encarta 3.50 P 6.5
5. Online resources 4.13 P 2
6. Graphics 3.25 MP 10
7. E-books 3.40 MP 8
8. Downloads from irdms.deped.gov.ph 3.88 P 5
9. Youtube 3.50 P 6.5
10. E-mails 3.31 MP 9
As to applications, the teacher – respondents were “Very Proficient” to
“Word processor (msword)” which came out rank 1 with 4.25 weighted mean.
Likewise, they were “Proficient” to the following applications as stated: “Online
resources” with 4.13 weighted mean as rank 2; “Powerpoint” with 4.06 weighted
mean as rank 3; “Spreadsheet (Excel)” with 3.94 weighted mean as rank 4;
“Downloads from irdms.deped.gov.ph” with 3.88 weighted mean as rank 5; and
two items with the same weighted mean of 3.50, “Encarta” 3.50 and “Youtube” as
rank 6.5.
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According to teacher – respondents, they were “Moderately Proficient” to
the following: “E-books” with 3.40 weighted mean as rank 8; E-mails” with 3.31
weighted mean as rank 9; and “Graphics” with 3.25 weighted mean as rank 10
respondents were “Proficient” in the use of the applications in teaching
Mathematics.
Setbacks Met. Table 18 reveals the setbacks met by the teacher –
respondents in teaching Mathematics.
Table 19
Setbacks Met in Teaching Mathematics
1. Inadequate Devices 3.56 S 3

2. Inadequate supplementary materials 3.75 S 2
3. Limited internet connection 3.88 S 1
4. Power interruption 3.25 MS 7
5. Repair and maintenance of devices 3.50 S 4
6. Re-formatting of operating system (OS) 3.25 MS 7
7. Lack of knowledge in the use of devices 2.75 MS 15
8. Difficulty in using applications 2.94 MS 13
9. Lack of administrative support (ICT concerns) 2.88 MS 14
10. Lack of in – house trainings (ICT - based
mathematics instruction) 3.25 MS 7
11. Rare opportunity to attend DepEd
seminars/workshops beyond school levels for
professional growth and updates on newest
trends in teaching. 3.19 MS 10
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12. Dearth of textbooks 3.06 MS 12

13. Teachers Guide 3.19 MS 10
14. Room ventilation 3.31 MS 5
15. Overcrowded room 3.19 MS 10
Moderate
Average Weighted Mean 3.26
Serious
Four out of fifteen problems encountered by the teacher – respondents in
teaching Mathematics were considered “Serious” stated as: “Limited internet
connection” with 3.88 weighted mean as rank 1; “Inadequate supplementary
materials” with 3.75 weighted mean as rank 2; “Inadequate Devices” with 3.56
weighted mean as rank 3; and “Repair and maintenance of devices” with 3.50
weighted mean as rank 4. All the rest described as “Moderately Serious”
problems, these were “Room ventilation” with 3.31 weighted mean as rank 5;
“Power interruption”; “Re-formatting of operating system (OS)”; and “Lack of in –
house trainings (ICT - based mathematics instruction)” with the same 3.25
weighted mean each as rank 7; having the same weighted mean of 3.19 were
“Teachers Guide”; “Overcrowded room”; and “Rare opportunity to attend DepEd
seminars/workshops beyond school levels for professional growth and updates
on newest trends in teaching” was rank 10. “Dearth of textbooks” with 3.06
weighted mean as rank 12; “Difficulty in using applications” with 2.94 weighted
mean as rank 13; “Lack of administrative support (ICT concerns)” with 2.88
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weighted mean as rank 14 and the least “Lack of knowledge in the use of
devices” with 2.75 weighted mean as rank 15.
Summing up all the problems encountered, the average weighted mean
3.26 means that the teacher – respondents considered these problems as
“Moderately Serious” in teaching Mathematics.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECCOMENDATIONS
This chapter presents the summary of findings, the conclusions drawn and
recommendations arrived at based on the result of the study.
Summary of Findings
The following were the salient findings of the study:
Part I – Respondents’ Profile
As for the age distribution of the respondents, there were 7 or 43.75
percent whose age are under the age bracket of “46 years old and above” and
single respondent or 6.25 percent each belonged to age brackets “26 – 30”, “41 –
45” and “25 years old and below”.
Gender. On gender stratification, there were 16 or a hundred percent of
the teacher-respondents were “Females”.
Civil Status. On civil status stratification, there were 15 or 93.75 percent
of the teacher-respondents were “Married” and a single response for “Single”
status.
Highest Educational Attainment. On respondents’ highest educational
attainment, there were 14 or 87.50 percent who were holders of Bachelor’s

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degree, and 2 or 12.50 percent who were full-fledged graduates of Master of Arts
in Education (MAEd.).
Specialization/Major. On respondents’ specialization/major, there were 11
or 68.75 percent of the respondents who were under the “General Education”
and a single response or 6.25 percent for “MAPEH”, “Math”, “Science”, “EPP”
and “Filipino” subject majors.
Present Position. On respondents’ present position, there were 12 or
75.00 percent who were “Teacher III”, 3 or 18.75 percent who were “Teacher I”,
and a single response or 6.25 percent for “Teacher II.
Length of Service. On length of service, there were 6 or 37.50 percent for
6 -10 years of experience; 3 or 18.75 percent each for 1 - 5 years, 16 – 20 years,
and 21 – 25 years in service, and a single response for 26 - 30 years of service.
Seminars Attended. On attendance to seminars/trainings, there were 10
or 62.50 percent who had attended the “District” level seminar; 9 or 56.25
percent confirmed attending the “Division” level; 8 or 50.00 percent for “School”
level; 7 or 43.75 for both “Regional” and “National” levels; and a single response
for the “International” level.

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Part - II. Information Proper
Objectives
As to the extent of realization of the objectives in teaching Mathematics,
first in rank were “Compare the properties of numbers and number sets” and
“Demonstrate fluency in operations with real numbers using mental
computations, paper and pencil and technology” with a weighted mean of 4.31
described as “Fully Realized” by the teacher – respondents. The least were
“Demonstrate fluency in identifying the greatest common factor and least
common multiple of a set of numbers” and “Solve problems involving factors,
multiples, prime and composite numbers and parity of numbers” with both
weighted mean of 3.94.
The average weighted mean of 4.11 means that the objectives of
Mathematics in teaching were “Realized” by the teacher – respondents.
Factors Used in Teaching Mathematics
On the extent of usage of methods in teaching Mathematics, rank 1 was
“Drill and practice” with a weighted mean of 4.56 meaning “Always” used by the
respondents. Least registered and “Sometimes” used were “Teacher – centered”
and “Scientific” with a weighted mean of 3.19 each.
The average weighted of 3.91 means that the methods were “Often” used
by the teacher – respondents in teaching Mathematics.

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On the extent of usage of strategies in teaching Mathematics, rank 1 was
“Uses formative assessments to ensure that pupils are understanding the
concepts” with 4.94 weighted mean and the least was “Talks to pupils
individually” with 3.94 weighted mean.
The average weighted mean of 4.38 means that the strategies were
“Always” used by the teacher – respondents in teaching Mathematics.
On the extent of usage of support devices in teaching Mathematics, rank 1
was “Computing devices (laptop, desktop)” with 4.56 weighted mean. The least
was “White board” with 1.88 weighted mean.
The average weighted mean of 3.56 denotes that the support devices
were “Oftentimes” used in teaching Mathematics.
On the extent of usage of teaching – learning materials in teaching
Mathematics, dominant was “Teacher guides” with 4.81 weighted mean. Least in
rank was “E-books” with 3.56 weighted mean
The average weighted mean of 4.27 means that the teaching – learning
materials were “Always” used by the teacher – respondents in teaching
Mathematics.
Level of Proficiency of the Different Factors Used in Teaching Mathematics

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On the level of proficiency of the teacher – respondents as to methods,
rank 1 was “Drill and practice” with 4.56 weighted. Least was “Teacher –
centered” with 3.44 weighted mean.
respondents were “Proficient” in the methods cited above in teaching
Mathematics.
On the level of proficiency of the teacher – respondents as to strategies,
rank 1 was “Uses formative assessments to ensure that pupils are understanding
the concepts” with 4.56 weighted mean. Least in rank were “Paces instruction
accordingly” and “Talks to pupils individually” with the same weighted mean of
3.81.
respondents that they were “Very Proficient” to the strategies used in teaching
Mathematics.
On the level of proficiency of the teacher – respondents as to devices,
rank 1 was “Computer/Laptop” with 4.44 weighted mean. Least in rank was
“Tablets” with 2.56 weighted mean.
The average weighted mean of 3.41 means that the teacher respondents
were “Proficient” in using these devices in teaching Mathematics.

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On the level of proficiency of the teacher – respondents as to applications,
rank 1 was “Word processor (msword)” with 4.25 weighted mean. Least was
“Graphics” with 3.25 weighted mean.
respondents were “Proficient” in the use of the following applications in teaching
Mathematics.
On the extent of seriousness of the problems encountered by the teacher
– respondents, rank 1 was Limited internet connection” with 3.88 weighted mean.
Least in rank was “Lack of knowledge in the use of devices” with 2.75 weighted
mean.
The average weighted mean 3.26 means that the teacher – respondents
considered these problems as “Moderately Serious” in teaching Mathematics.
Conclusion
Recommendations
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BIBLIOGRAPHY
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APPENDIX A
July 16, 2018
ALKJDFAS;DFJAS;DFSA
ASDF;SDFSAFD;JSA
San Mateo, Isabela
Sir:
Greetings!
I am currently conducting a research study entitled, “QUALITY OF

THE DISTRICT OF SAN MATEO ISABELA”, in partial fulfillment of the
requirements for the degree, Master of Arts in Education (MAED) at Northeastern
College, Santiago City, School Year 2018.
In relevance, may I seek your benevolence by approval of the floating of

questionnaires to my fellow teachers teaching mathematics in the public
elementary schools of this municipality.
Your favorable consideration on this request is very much appreciated.
Respectfully yours,
Researcher
Noted:
MADELI R. BAUTISTA, Ed.D.; Ph.D.

Dean
APPROVED:
ALKJDFAS;DFJAS;DFSA
ASDF;SDFSAFD;JSA
San Mateo, Isabela
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APPENDIX B
July 14, 2018
The School Head

(public school)
San Mateo, Isabela
SUBJECT: Permit to Float Questionnaire - Thesis
Sir:
This is to request permission from your good office to float questionnaire

to the teachers teaching MAPEH in the public secondary schools for my thesis
entitled “QUALITY OF MATHEMATICS INSTRUCTION IN THE PUBLIC
ELEMENTARY SCHOOLS IN THE DISTRICT OF SAN MATEO ISABELA”, in
partial fulfillment of the requirements for the degree, Master of Arts in Education
(MAED) at Northeastern College, Santiago City, School Year 2018.
Your favorable consideration on this request is very much appreciated.
Respectfully yours,
Researcher
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APPENDIX C
July 16, 2018
Dear fellow teachers,
Greetings!
I am currently conducting a research study entitled, “QUALITY OF

THE DISTRICT OF SAN MATEO ISABELA”, in partial fulfillment of the
requirements for the degree, Master of Arts in Education (MAED) at Northeastern
College, Santiago City, School Year 2018.
Thank you for sparing part of your valuable time to answer this
questionnaire.
Respectfully yours,
Researcher
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APPENDIX D
QUESTIONNAIRE
Directions: This questionnaire is aimed to measure the quality of Mathematics

instruction in the public elementary schools in the district of San
Mateo Isabela, school year 2018.
Please answer the following by writing the information in the space
provided for:
Part I - Profile of Respondents
Name (Optional): ____________________________________________
Age: _____ Gender: _____ Civil Status: _____
Highest Educational Attainment: Specialization: _____________
College Graduate ____
Masteral Graduate ____
Doctoral Graduate ____
Present Position:
Teacher l ____ Master Teacher l ____
Teacher ll ____ Master Teacher ll ____
Teacher lll ____
Number of years in teaching:
1 – 5 years ____ 16 – 20 years ____
6 – 10 years ____ 21 – 21 years ____
11 – 15 years ____ 26 – 30 years ____
In – service trainings relevant to your functions (check levels attended):
School ____ Regional ____
District ____ National ____
Division ____ International ____
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Part ll. Information Proper
1. Objectives
Directions: Please rate the extent of realization of the objectives of the

mathematics. Use the scale below:
Point Qualitative Description Symbol

5 Fully Realized FR
4 Realized R
3 Moderately Realized MR
2 Slightly Realized SR
1 Least Realized LR
Extent
Particulars
5 4 3 2 1
1. Understand the meaning, use and relationships of
operations on whole numbers that include exponentiation
and extraction of roots
2. Deepen understanding of factors and multiples of numbers,
prime and composite numbers and parity of numbers
3. Compare the properties of numbers and number sets;
4. Show the effect of multiplication, division, exponentiation
and extraction of roots on the magnitude of numbers.
5. Demonstrate fluency in identifying factors and multiples of
a set of numbers;
6. Demonstrate fluency in identifying the greatest common
factor and least common multiple of a set of numbers;
7. Solve problems involving factors, multiples, prime and
composite numbers and parity of numbers.
8. Demonstrate fluency in operations with real numbers using
mental computations, paper and pencil and technology.
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PART III. Factors used in teaching mathematics
Directions: Rate the extent of usage of the different methods in teaching

mathematics based on the scale given:

5 Always A
4 Often O
3 Sometimes S
2 Rarely R
1 Never N
Extent
Methods
5 4 3 2 1
1. Tutorial: students assigned to other students for assistance,
peer teaching.
2. Coaching: special assistance provided for students having
difficulty in the course
3. Teacher - centered
4. Direct instruction
5. Drill and practice
6. Lecture
7. Question and answer
8. Scientific
9. Discussion
10. Discovery learning
Extent
Strategies
5 4 3 2 1
1. Tells pupils about the power and importance of math with
enthusiasm and high expectations.
2. Looks ahead to the specific concepts pupils are expected
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to master for annual end-of-year tests
3. Paces instruction accordingly

4. Uses formative assessments to ensure that pupils are
understanding the concepts
5. Talks to pupils individually
6. Includes “hinge questions” in the lessons plans to gauge
understanding before continuing the lesson
7. Walk throughout your classroom as pupils work on
problems and observe the dynamics
8. Helps pupils to have a growth mindset
9. Engage pupils in conversations about their work and have
them describe why they solved a problem in a certain way
10. Builds excitements and rewards progression
Extent
Support devices
5 4 3 2 1
1. Projector
2. Laptop
3. Memory stick (USB)
4. Black board
5. Mobile devices (cp, tablet, iPod, and the likes)
6. White board
7. Wireless Microphone
8. CD/DVD player
9. Calculator
10. Building blocks
Extent
Learner’s Materials
5 4 3 2 1
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3. Powerpoint
4. Mathematics worksheets
5. Interactive Geometry Software
6. Wireless Microphones. Students are able to hear their
teachers more clearly. Children learn better when they hear
the teacher clearly
9. Reference books
10. textbooks
PART IV. Proficiency on the Different Factors used in Teaching Mathematics
Directions: In gauging the level of proficiency in the use of the different

factors in teaching mathematics, use the scale below:

5 Very Proficient VP
4 Proficient P
3 Moderately Proficient MP
2 Slightly Proficient SP
1 Least Proficient LP
Extent
Methods used
5 4 3 2 1
1. Tutorial: students assigned to other students for
assistance, peer teaching.
2. Coaching: special assistance provided for students
having difficulty in the course
3. Teacher - centered
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4. Direct instruction
5. Drill and practice
6. Lecture
7. Question and answer
8. Scientific
9. Discussion
10. Discovery learning
Extent
Strategies
5 4 3 2 1
1. Tells pupils about the power and importance of math with
enthusiasm and high expectations.
2. Looks ahead to the specific concepts pupils are expected
to master for annual end-of-year tests
3. Paces instruction accordingly
4. Uses formative assessments to ensure that pupils are
understanding the concepts
5. Talks to pupils individually
6. Includes “hinge questions” in the lessons plans to gauge
understanding before continuing the lesson
7. Walk throughout your classroom as pupils work on
problems and observe the dynamics
8. Helps pupils to have a growth mindset
9. Engage pupils in conversations about their work and
have them describe why they solved a problem in a
certain way
10. Builds excitements and rewards progression
Extent
Deviced used
5 4 3 2 1
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3. Powerpoint
4. Mathematics worksheets
5. Interactive Geometry Software
6. Wireless Microphones. Students are able to hear their
teachers more clearly. Children learn better when they
hear the teacher clearly
9. Reference books
10. textbooks
a. As to applications
Extent
Application used
5 4 3 2 1
1. Word processor (msword)
3. Powerpoint
4. Encarta
5. Online resources
6. Graphics
7. E-books
8. Downloads from irdms.deped.gov.ph
9. Youtube
10. E-mails
Part V. What are the setbacks in teaching mathematics?

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Extent
Particulars
5 4 3 2 1
1. Inadequate Devices
2. Inadequate supplementary materials
3. Limited internet connection
4. Power interruption
5. Repair and maintenance of devices
6. Re-formatting of operating system (OS)
7. Lack of knowledge in the use of devices
8. Difficulty in using applications
9. Lack of administrative support (ICT concerns)
10. Lack of in – house trainings (ICT - based mathematics
instruction)
11. Rare opportunity to attend DepEd seminars/workshops
beyond school levels for professional growth and updates
on newest trends in teaching.
12. Dearth of textbooks
13. Teachers Guide
14. Room ventilation
15. Overcrowded room
End of survey.
Thank you very much!
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Researcher
CURRICULUM VITAE
PERSONAL DATA
Name :
Date of Birth :
Place of Birth :
Marital Status :
Home Address :
Email Address :
Spouse :
Children :
Father :
Mother :
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EDUCATIONAL ATTAINMENT
Elementary :
Secondary :
Tertiary :
Post Graduate :
ELIGIBILITY
AWARDS RECEIVED
WORK EXPERIENCES
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TRAININGS/SEMINARS ATTENDED

Quality of Mathematics Instruction in The Public Elementary Schools in THE DISTRICT OF San Mateo Isabela

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Quality of Mathematics Instruction in The Public Elementary Schools in THE DISTRICT OF San Mateo Isabela

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- Acknowledgment

SCHOOLS IN THE DISTRICT OF SAN MATEO ISABELA

The Faculty of the Graduate School

of the Requirements for the Degree

MASTER OF ARTS IN EDUCATION

First Semester 2018

In partial fulfillment of the requirements for the degree, MASTER OF

ARTS IN EDUCATION (MAEd.), this thesis entitled, “QUALITY OF

MATHEMATICS INSTRUCTION IN THE PUBLIC ELEMENTARY SCHOOLS IN

THE DISTRICT OF SAN MATEO ISABELA”, prepared and submitted by

SILVERZEN B. CABRERA, is hereby recommended for Oral Examination.

REY A. PASCUAL, Ph. D.

APPROVED by the Committee on Oral Examination with a grade of

ACCEPTED as partial fulfillment of the requirements for the degree of

MASTER OF ARTS IN EDUCATION (MAEd.)

TOMAS C. BAUTISTA, Ph.D.

TITLE PAGE -------------------------------------------------------------------------------- i

APPROVAL SHEET ---------------------------------------------------------------------- ii

ACKNOWLEDGEMENT ---------------------------------------------------------------- iii

TABLE OF CONTENTS ----------------------------------------------------------------- v

LIST OF TABLES ------------------------------------------------------------------------- vii

LIST OF FIGURES ----------------------------------------------------------------------- viii

1 THE PROBLEM AND ITS BACKGROUND

Conceptual Framework of the Study ------------------------------------- 3

Statement of the Problem -------------------------------------------------- 5

Importance of the Study ---------------------------------------------------- 7

Scope and Delimitation of the Study ------------------------------------- 8

Definition of Terms ----------------------------------------------------------- 8

2 REVIEW OF LITERATURE AND STUDIES

3 METHODS AND PROCEDURE

Research Design -------------------------------------------------------------

Locale of the Study ----------------------------------------------------------

Respondents of the Study --------------------------------------------------

Data Gathering Instruments -----------------------------------------------

Data Gathering Procedure -------------------------------------------------

Statistical Treatment of Data ----------------------------------------------

4 PRESENTATION, ANALYSIS AND

5 SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings -------------------------------------------------------

A. Permit to Study ------------------------------------------------------------------

B. Permit to Float Questionnaire---------------------------------------------------

C. Letter to Respondents ------------------------------------------------------------

CURRICULUM VITAE ------------------------------------------------------------------

1 Respondents by Age ------------------------------------------------------

2 Respondents by Gender ---------------------------------------------------

3 Respondents by Civil Status ----------------------------------------------

4 Respondents by Highest Educational Attainment -------------------

5 Respondents by Specialization ------------------------------------------

6 Respondents by Present Position ---------------------------------------

7 Respondents by Number of Years Teaching Mathematics -------

8 Respondents by Level of Seminars Attended ------------------------

9 Extent of Realization of Objectives in Teaching Mathematics ----

10 Extent of Usage as to Methods -----------------------------------------

11 Extent of Usage as to Strategies ----------------------------------------

12 Extent of Usage as to Support Devices --------------------------------

13 Extent of Usage as to Teaching – Learning Materials -------------

14 Level of Proficiency as to Methods -------------------------------------

15 Level of Proficiency as to Strategies -----------------------------------

16 Level of Proficiency as to Devices --------------------------------------

17 Level of Proficiency as to Applications ---------------------------------

18 Setbacks Met in Teaching Mathematics -------------------------------

1 Paradigm of the Study --------------------------------------------------------

2 Map of San Mateo, Isabela ---------------------------------------------------