The Utilization of Teaching Approaches of Secondary Teachers in Mathematics

This study investigated the teaching approaches and challenges encountered by secondary Mathematics teachers in the Schools Division Office (SDO) of Tabaco City, Albay during School Year 2023–2024. Specifically, it sought to identify the approaches utilized, determine the extent of their application across Discovery Learning, Modeled Teaching, Explicit Teaching, Inquiry-Based Learning, and Cooperative Learning, examine differences in utilization between Junior and Senior High School teachers, explore challenges faced in implementation, and propose lesson exemplars to enhance practice. Employing a descriptive survey design, the study gathered data from 89 Mathematics teachers across ten public secondary schools in Tabaco City. The extent of utilization of the approaches was measured using a Likert Scale, while differences between groups were analyzed through One-way Analysis of Variance (ANOVA). The respondents included teachers from Bantayan National High School (6), Bognabong High School (3), Comon High School (3), Hacienda High School (5), Malictay High School (4), Mariroc High School (2), San Antonio National High School (10), San Lorenzo National High School (12), San Miguel National High School (4), and Tabaco National High School (40). Findings revealed that secondary Mathematics teachers employed a range of pedagogical approaches, with Explicit Teaching and Modeled Teaching being more consistently applied, while Discovery and Inquiry-Based Learning were moderately utilized due to contextual constraints such as time limitations, large class sizes, and varying student readiness. Cooperative Learning was observed to be effective but less frequently implemented, particularly in classes with diverse learner abilities. Statistical analysis indicated significant differences in the extent of utilization between Junior and Senior High School teachers, suggesting variations in instructional demands and curriculum expectations. Challenges identified included limited resources, insufficient training in innovative strategies, and difficulties in balancing content coverage with learner-centered approaches. To address these, lesson exemplars were developed to provide structured yet flexible models that integrate multiple approaches, thereby supporting teachers in enhancing engagement, critical thinking, and collaborative problem-solving among students. Overall, the study underscores the importance of adaptive and context-sensitive teaching strategies in Mathematics education and highlights the need for sustained professional development and instructional support to optimize learning outcomes in secondary schools.