Math Teachers’ Pedagogical Practices: An Index to Students Learning Outcomes


  • Roger De Guzman Capua Faculty, College of Education, Ifugao State University-Potia Campus, Philippines



Pedagogical and instructional practices, learning outcomes, mathematical skills


This study focused on teachers’ pedagogical practices as an index to students learning outcomes. It catered to five key problems, such as assessing the students on their teacher’s knowledge and delivery of the lessons, which was confirmed positively by a majority of the students-respondents. Aligned with this is on teachers’ method and strategies and the ability to convert lessons into productive outcomes evidenced by the responses where the majority were positive responses. There were areas of difficulties confirmed, foremost of which were teachers’ lack of focus on the nature of the problems, which responded in the follow–up interview was overcome by considering the conduct of a rigid interviews and exercises. Further surfaced were caused by difficulties students encountered, which is teachers’ lack of focus on the tenor of problems under study. To cap up the study’s context is an interview focusing on students’ feelings and responses to the subject where the common contention was on students’ demand toward the clear lesson.



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How to Cite

Capua, R. D. G. (2021). Math Teachers’ Pedagogical Practices: An Index to Students Learning Outcomes. EDUCATUM Journal of Social Sciences, 7(1), 67–76.