TEACHERS’ PERCEPTIONS AND CLASSROOM PRACTICES ON REALISM-CONSTRUCTIVISM IN PUBLIC SECONDARY MATHEMATICS EDUCATION

The study aimed to examine the perception and classroom implementation of the realism-constructivism approach among public secondary mathematics teachers in the school’s division of Nueva Vizcaya. Specifically, it sought to explore the teacher’s perceptions of the approach, determine the extent to which they implement its principle in classroom instruction, and analyzed the relationship between their perceptions and level of implementation. A quantitative research approach was used, employing descriptive-correlational research design. Data were gathered through a researcher-made questionnaire, validated by three experts using the Content Validity Index and pilot tested among the secondary mathematics teachers yielding a high reliability coefficient. The main respondents were the sixty public secondary mathematics teachers in the division. Descriptive statistics such as mean and standard deviation were used to summarize the data, while Kendall’s Tau Correlation Coefficient was used to test the relationship between teacher’s perceptions and extent of implementation in the classroom instruction. Findings revealed that secondary mathematics teachers in the Schools Division of Nueva Vizcaya demonstrate a strong understanding and effective implementation of the realism-constructivism approach, using strategies like real-life applications, discovery learning, and collaboratively problem solving. Their practices align well with the learner-centered goals of the DepEd MATATAG curriculum. The positive correlation between their beliefs and classroom practices underscores the importance of aligning teacher perceptions with instructional methods. To further support this approach, continued professional development, targeted support for areas like inquiry and reflection, and initiatives that link beliefs to practice through reflective and collaborative activities are recommended. Overall, the integration of realism-constructivism strategies contributes to more meaningful and effective mathematics instruction.