PowerPoint presentation for the research on adaptive strategies for mathematics teaching

Research on adaptive strategies for mathematics teaching for junior high school in the division of ifugao phillipines

1. ADAPTIVE STRATEGIES FOR MATHEMATICS TEACHING DURING THE POST-PANDEMIC IN JUNIOR HIGH SCHOOLS TEACHERS IN THE DIVISION OF IFUGAO, PHILIPPINES BRENDA I. PUGON Master of Arts in Educational Management Ifugao State University

2. BACKGROUND OF THE STUDY Mathematics education in junior high schools is crucial for shaping students' mathematical skills and problem-solving abilities, requiring effective teaching methods. The COVID-19 pandemic has disrupted traditional classroom instruction, prompting the need for adaptive strategies to enhance mathematics learning in the post-pandemic era.

3. Rationale Study addresses post-pandemic adaptive strategies in math teaching in Ifugao, Philippines. Provides insights for effective post-pandemic math education and informs tailored policies and development programs.

4. Conceptual Framework

5. Statement of the Problem General Assessed the impact of adaptive strategies employed by teachers in Ifugao Division in enhancing mathematics learning in the post-pandemic context. Specific 1.What are the observed and encountered problems in mathematics instruction and performance in the post-pandemic context? 2.What are the adaptive strategies employed by junior high school teachers in Ifugao Division to enhance mathematics teaching in the post-pandemic context?

6. Statement of the Problem Specific 3. What factors that facilitate or hinder the successful implementation of adaptive strategies for mathematics teaching in junior high schools at Ifugao Division in the post-pandemic era? 4. What are the observed effects of implementing adaptive strategies for mathematics learning in junior high schools at Ifugao Division in the post-pandemic context on students' academic performance? 5. Based on the findings, what action plan can be made for the improvement and enhancement of adaptive strategies for mathematics learning in Ifugao's junior high schools in the post -pandemic period?

7. METHODOLOGY Research Design – “ Quantitative” method using “Descriptive” research design Research Environment- Public High Schools in SDO-Ifugao (within the 11 municipalities of Ifugao) Respondents of the Study-65 teachers from 38 participating schools of Ifugao Division Data Gathering Instrument - Survey questionnaire

8. METHODOLOGY Data Gathering Procedure Obtain necessary permits and approvals from relevant authorities. Design surveys to gather quantitative data on adaptive strategies, including closed-ended and Likert scale questions. Administer surveys to junior high school math teachers in Ifugao's public secondary schools.

9. METHODOLOGY Data Gathering Procedure Assess frequency, effectiveness, teachers' competency, and factors influencing implementation. Collect academic performance data from records and assessments, maintaining confidentiality. Utilize descriptive statistics for analysis.

10. Statistical Tools The study employed descriptive statistics, including measures such as mean, frequency, percentage, and standard deviation, to succinctly summarize the characteristics of the data

11. RESULTS Socio-Demographic Profile Frequency Percentage Sex Male Female   20 45   30.77% 69.23% Age 20 to 25 years old 26 to 30 years old 31 to 35 years old 36 to 40 years old 41 to 45 years old 46 to 50 years old 51 to 55 years old 56 to 60 years old 61 to 65 years old   3 11 17 10 12 6 1 4 1   4.62% 16.92% 26.15% 15.38% 18.46% 9.23% 1.54% 6.15% 1.54% Academic Background Bachelor Degree Masteral Degree Doctoral Degree Post-Doctoral Degree   52 13   80.00% 20.00% 0.00% 0.00% Relevant Trainings Attended International National Regional Division District   1 16 38 31 14   1.54% 24.62% 58.46% 47.69% 21.54% Years of Service 1 to 5 years 6 to 10 years 11 to 15 years 16 to 20 years 21 to 25 years   16 26 11 16 21   24.62% 40.00% 16.92% 24.62% 32.31%

12. RESULTS Statements Mean Interpretation 1. In the aftermath of the pandemic school year, I have encountered challenges in effectively maintaining student engagement during face-to-face classes. 4.54 Very Great Extent 2. In post-pandemic math instruction, the most challenging aspects include limited opportunities for individualized assessment, gauging comprehension during group activities, providing timely feedback, and adapting assessments for diverse learning styles. 4.32 Great Extent 3. In face-to-face teaching, technology issues have led to insufficient access, challenges in integration, limited digital resources, and difficulties ensuring equitable technology access for all students. 4.02 Great Extent 4. In offering personalized support to students, I've encountered challenges in addressing specific needs, limited one-on-one time, adapting to diverse learning styles, and assessing progress effectively. 4.20 Great Extent 5. In face-to-face settings, I've faced communication challenges, including maintaining clear channels, involving parents, inefficient communication of expectations, and ensuring consistency across stakeholders. 4.05 Great Extent 6. Post-pandemic, I've observed learning disparities due to unequal access to resources, challenges in home environments, limited support for special needs students, and differences in access to educational support outside of school. 4.25 Great Extent 7. Regarding teacher well-being and adapting to post-pandemic teaching, I've faced challenges in balancing teaching approaches, addressing students' emotional needs, transitioning back to regular teaching, and managing increased hybrid teaching workload. 4.29 Great Extent 8. In effective face-to-face math instruction, I've encountered issues like limited access to relevant materials, challenges in adapting resources, insufficient support for curriculum adjustments, and difficulty finding up-to-date and culturally relevant materials. 4.06 Great Extent 9. In face-to-face learning, I've noticed a decline in student motivation, including challenges in engaging lessons, maintaining classroom enthusiasm, limited opportunities for hands-on learning, and low engagement in collaborative activities. 4.22 Great Extent 10. In post-pandemic face-to-face settings, maintaining classroom discipline has posed challenges, including managing distractions, limited strategies for focus, addressing emotional and behavioral changes in students, and promoting respectful classroom interactions. 4.26 Great Extent Weighted Mean 4.22 Great Extent Observed and Encountered Problems

13. RESULTS Commonly Used Adaptive Strategies Statements Mean Interpretation 1. I consistently integrate practical scenarios into lessons. 4.11 Agree 2. I regularly use group projects and activities that require teamwork. 4.28 Frequently Employed 3. I consistently integrate digital tools and applications. 4.14 Frequently Employed 4. I provide various levels of difficulty for assignments. 4.22 Frequently Employed 5. I regularly include hands-on activities and experiments. 4.14 Frequently Employed 6. I employ a mixed of formative and summative assessments. 4.42 Frequently Employed 7. I regularly involve students in setting learning objectives. 4.26 Frequently Employed 8. I actively integrate cross-curricular integration in teaching. 4.29 Frequently Employed 9. I offer a variety of resources for different learning styles. 3.98 Frequently Employed 10. I regularly incorporate self-assessment and feedback phases. 4.06 Frequently Employed Weighted Mean 4.19 Frequently Employed

14. RESULTS Factors For Successful Implementation Statements Mean Interpretation 1. Technology resources have significantly facilitated the implementation of adaptive mathematics teaching strategies. 4.18 Frequently Employed 2. Adequate professional development opportunities have played a crucial role in the successful implementation of adaptive teaching strategies. 4.29 Frequently Employed 3. Collaborative planning and sharing of best practices among teachers have strongly supported the effective use of adaptive strategies. 4.32 Frequently Employed 4. The level of support provided by school administration significantly facilitates the implementation of adaptive teaching strategies for mathematics. 4.23 Frequently Employed 5. The availability of technology resources has posed challenges that hinder the implementation of adaptive mathematics teaching strategies. 4.00 Frequently Employed 6. Participation in specific professional development opportunities has contributed to improving the implementation of adaptive teaching strategies. 4.35 Frequently Employed 7. Collaborative practices among teachers have resulted in positive outcomes, strengthening the use of adaptive strategies in mathematics teaching. 4.34 Frequently Employed 8. School policies and regulations have been supportive of the effective implementation of adaptive teaching strategies in mathematics. 4.25 Frequently Employed 9. The availability of learning resources beyond textbooks, such as digital materials, has positively influenced the implementation of adaptive mathematics teaching strategies. 4.12 Frequently Employed 10. Teacher collaboration has enhanced the overall effectiveness of adaptive mathematics teaching strategies in promoting student learning. 4.22 Frequently Employed Weighted Mean 4.23 Frequently Employed

15. RESULTS Correlation Analysis Result Between Adaptive Strategies And The Teacher’s Profile During The Post-pandemic Era Socio-Demographic Profile of JHS Teachers Adaptive Strategies p-value Remarks Sex 0.215 No Significant Correlation Age 0.515 No Significant Correlation Academic Background 0.297 No Significant Correlation Relevant Trainings Attended 0.335 No Significant Correlation Years of Service 0.724 No Significant Correlation

16. RESULTS Action Plan for Enhancing Mathematics Education in Ifugao's Junior High Schools during the Post-Pandemic Period Month Activities   Month 1-3 Conduct needs assessment surveys and consultations with teachers   Identify specific training needs and challenges Month 4-6 Organize professional development workshops and training sessions for teachers   Cover topics such as maintaining student engagement, technology integration, and well-being support Month 7-9 Implement teaching design and resource enhancement initiatives   Collaborate with curriculum experts and educational publishers Month 10-12 Facilitate teacher collaboration forums and online communities   Advocate for supportive policies   Provide ongoing support to the needs of the schools and teachers as well

17. Conclusions Demographic and Qualifications: Predominantly female teachers in Ifugao Division, mostly in their late 20s to early 40s, with at least a bachelor's degree and various years of experience, participate more in regional and division-level trainings than international ones. 2. Post-Pandemic Challenges: Teachers faced difficulties in maintaining student engagement, adapting teaching methods, addressing personal well-being, managing discipline, and mitigating learning disparities. 3. Adaptive Strategies: Teachers used formative and summative assessments, cross-curricular elements, collaborative activities, student goal-setting, and differentiated assignments to enhance learning outcomes.

18. Conclusions 4. Facilitating Factors: Successful adaptive strategies were supported by professional development, teacher collaboration, sharing best practices, school administration support, adherence to policies, and fostering a collaborative culture. 5. Profile and Strategy Relationship: The relationship between teachers’ profiles and their adaptive strategies for teaching mathematics in the post- pandemic era is insignificant. 6. Action Plan: A comprehensive action plan involves ongoing collaboration, assessment, and adaptation to improve mathematics learning outcomes in Ifugao's junior high schools.

19. Recommendations Investigate gender representation, age distribution, educational qualifications, and teaching experience in Ifugao Division. Research challenges in student engagement, teaching method adaptation, teacher well-being, classroom discipline, and learning disparities. Evaluate the effectiveness of adaptive teaching strategies on student outcomes and professional development.

20. Recommendations 4. Implementation Factors: Study the role of professional development, collaboration, administrative support, and policies in successful adaptive strategies. 5. Teaching Effectiveness: Explore impacts of pedagogical approaches, technology, classroom management, and student engagement on teaching outcomes. 6. Ongoing Evaluation: Regularly evaluate and seek feedback on the action plan, and study additional factors affecting adaptive strategy success and long-term student outcomes.

21. THANK YOU! BRENDA I. PUGON ________ Elementary School _________________, Ifugao Province [email protected]