Extent of Utilization of Innovative Teaching Strategies in Mathematics and Pupils' Academic Performance

This study examined math performance in a school district under creative teaching approaches. It looked at the age, sex, marital status, highest degree, years of teaching, and seminars attended by mathematics teachers. Among the innovative teaching strategies were small group learning, problem-solving, models and manipulatives, and games. The study also examined teachers’ traits, use of these strategies, and pupils’ academic performance. From 154 pupils and five math teachers, questionnaires and first-quarter grades were gathered using a descriptive survey and descriptive-comparative approach. Frequency counts, percentages, and the Chi-square test helped evaluate hypotheses. Late thirty-something academics most often were men, married, with masters. Most teachers with 1-5 years of experience have not attended a few seminars. Teachers and pupils used creative ideas like small group learning, problem-solving, models and manipulatives, and games. Strong relationships between teachers’ problem-solving and model/manipulative strategies and their sex, marital status, and maximum educational level were found by the study. No significant relationship was found between game or small group learning strategies and teachers’ traits. Though the pupils’ academic performance is commendable, the study revealed no appreciable correlation between innovative teaching strategies and academic success.