Strategies of Secondary Mathematics Teachers in Module Development: The Case of Cotabato City

Background/purpose. Instructional modules are essential tools in supporting effective teaching and learning, particularly in mathematics education. Despite the increasing emphasis on learner-centered approaches, many teachers continue to adopt traditional strategies that prioritize content delivery over student engagement. This study was conducted to examine the strategies employed by secondary mathematics teachers in Cotabato City in developing instructional modules, to identify areas for improvement in instructional practices. Materials/methods. An explanatory sequential mixed-methods design was used. The initial phase involved a survey of 25 secondary mathematics teachers and 40 mathematics education students using a validated 24-item questionnaire. This was followed by a series of focus group discussions guided by open-ended interview questions. Quantitative data were analyzed using descriptive statistics and Pearson's correlation coefficient (r) to determine relationships among variables, while qualitative responses were subjected to thematic analysis to further explain the survey results. Results. The study found that teachers predominantly utilized strategies focused on explaining and evaluating, reflecting conventional approaches centered on knowledge transmission and assessment. In contrast, strategies associated with the 5E Instructional Model—such as engaging, exploring, and elaborating—were rarely employed. This indicates a lack of emphasis on inquiry-based and student-centered methods in module development. Conclusion. The results highlight the need for professional development programs that equip teachers with practical skills in designing instructional modules based on active learning principles. Strengthening these areas may contribute to more meaningful learning experiences and improved outcomes for mathematics learners.