Instructional Strategies and Scholastic Performance in Mathematics of Sophomore Students / quintino, Robert A.

Includes bibliographical references.

The major problem of the study is: How do the instructional strategies of mathematics teachers affect the scholastic performance of sophomore students at Olongapo City National High School Year 2007-2008. The null hypothesis of this stated that: there is no significant relationship between the scholastic performance and instructional strategies. A descriptive type of research with the questionnaire as the main instrument of gathering data. This study was conducted to sophomore secondary students of Olongapo City National High School Special Science Curriculum. Specifically, the study conducted from the 158 sophomore student-populations. A standardized questionnaire was used to identify the description of the instructional strategies of the mathematics as perceived by the student-respondents. The unstructured interview and observation. Were also used to verify some facts needing clarification and further explanation in order to support the assumptions that the researcher would make in the processing of the data gathered from the questionnaire. The Pearson product-moment correlation coefficient ® is a liner correlation necessary to find the degree of the association of two sets variables. A Statistical package for social sciences (SPSS) was employed to ensure the accuracy of the computation. Base on the summary of findings from the gathered data, which analyzed and interpreted, the following findings are hereby presented: Instructional strategies in terms of cooperative learning strategy is considered as one of the most proven approaches in increasing achievement. On questioning strategy, the student-respondents gave their teachers an average weighted mean of 3.85 of "Often" for this particular strategy the teacher would want them to be critical about the lessons in math. On Active Listening Strategy, the student-respondents rated their teachers and average mean of 3.87 or "Often" in this particular strategy. This suggested that the teacher was doing well in providing the listening situation so that the students could accumulate knowledge as much as they could. On demonstration strategy, the student-respondents gave the teachers under this indicator an average weighted mean of 3.25 or "Sometimes." It revealed quite apparently the conditions where pupils and teachers had to find better ways to improve the demonstration strategy. On using textbook, the student-respondents gave the teacher under this strategy an average mean of 4.23 or "Always." This was expected since the use of textbook is the immediate solid instructional aid available to the students. Performance in Mathematics, the mean percentage score of posttest fall under "Needs Improvement" though it was not that high, the MPS in mathematics was considered a positive result and it also revealed that their ratings in mathematics did not jive with the results in the Unified test which indicated that they needed improvements. Significant relationship between the instructional strategies and scholastic performance in mathematics. Implications to educational management. The classroom instruction serves as the accepted central component for understanding the vibrant processes and the organization of student's mathematical thinking and learning. Base on the following findings the lone conclusion was hereby drawn: there is no significant relationship between the instructional strategies and scholastic performance in mathematics. In view of the conclusions, the following recommendations are hereby drawn. Ensure of the teachers improvement, administrations should provide development programs for the enhancement of the teachers, should grant scholarship for additional trainings, seminars and workshop and teaching demonstration with particular attention to Demonstration Strategy. Students must be exposed to the scope of test and range of mathematical skills and knowledge to prepare them to different written test other than unified test administered region wide. Teachers must be involved in the test construction of the Unified Test so that the scope of the lessons and skills every rating period shall be covered in the test, the Philippines Secondary School Learning Competencies (PSSLC) as basic for such preparation of lessons and test. School administrators as instructional leaders must incorporate in their program of action and upgrading teacher's competencies and teaching skills on a school-based level to immediately respond to the concerns and issues on instructional strategies. School progress plans such as instructional development, facilities, curriculum enhancement, availability of new and updated books and computer enhancement media and lastly the teacher welfare must the focal point of the administrators to guarantee efficient and regimented delivery of service for the betterment of the studies. This study may be replicated provided others factors shall be considered and incorporated.