Quality Teaching-Learning Engagement of Lourdes College High School and St. Mary's Academy of Carmen as Determinant of Students' Mathematics Achievement

J. Mamatan-Rola

Dan-ag: Journal of Educational Studies, Volume 4 (2015), pp. 40–50 

Abstract

This study looked into the quality of teaching-learning engagement of Lourdes College High School and St. Mary's Academy of Carmen as a determinant of students’ mathematics achievement. The study considered teaching strategies, parents’ involvement in students’ school life, classroom management, assessment practices, monitoring of students’ progress, use of technology and instructional materials, interventions, and achievement test results. The respondents were second to fourth year students of the two schools. The study used a descriptive research design with survey questionnaires for the data gathering. Findings reveal that teaching strategies, classroom management, assessment practices, monitoring of students’ progress, use of technology and instructional materials, and intervention were rated good. The students had average academic achievement in mathematics. Overall, the quality of teaching-learning engagement in mathematics determined or explained the students’ mathematics achievement, Results of the study helped the teachers acknowledge the need to engage students academically for them to have high mathematics achievement.

Keywords: quality teaching-learning engagement; mathematics achievement; teaching strategies; classroom management; student engagement

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DOI:  https://doi.org/10.5281/zenodo.22211020 

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