TEACHERS’ CONTEXTUALIZATION PRACTICES AND THE MATH PERFORMANCE OF STUDENTS

Author Name: 1. Albert A. Llego 2. Ferdinand V. Tamoria

Volume/Issue: 02/02

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://www.doi-ds.org/doilink/08.2021-31546835/UIJIR

Affiliation:

1. Kalalake National High School, Olongapo City, Zambales, Philippines,
2. President Ramon Magsaysay State University, Castillejos, Zambales, Philippines

ABSTRACT

This study was conducted to assess the contextualization practices of teachers and its relationship to the Mathematical performance of students. The study employed mixed method research design using descriptive method in analyzing gathered data. To determine the difference in the extent of teachers’ contextualization practices from the perspective of the respondents, Analysis of Variance was used. Pearson r was used to describe the relationship between the level of contextualization of teachers and the Mathematics performance of students. Participants were 213 randomly selected Grade 7 Junior High School students, 7 Math teachers, and 6 school heads from 3 public secondary schools. Results showed that there was no significant difference in the extent of contextualization practices of teachers as perceived by the three groups. Furthermore, results showed that there is a weak relationship between the localization practices of Mathematics teachers and the level of Mathematical performance of students.

Key words: contextualization, Math, performance