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

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