Teachers’ Instructional Adjustments in Face-to-Face Mathematics Classes: Basis for Faculty Development Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 34, Issue 6
Abstract
Mathematics education fosters critical thinking and problem-solving, but the COVID-19 pandemic disrupted learning, forcing a shift to online instruction. This transition exposed disparities in technology access and teacher preparedness. This study aimed to examine the instructional adjustment used by mathematics teachers in their teaching during in-person sessions, focusing on their effectiveness in satisfying curricular objectives and student needs. It was created to provide direction for a faculty development program and to determine the most effective methods for enhancing student learning. Employing a convergent parallel design methodology, 29 mathematics educators selected for the study via survey questionnaires and interviews collected both quantitative and qualitative data. The results indicated that the changes made to the instruction did not affect demographic characteristics such as age, gender, or years of service. Teachers emphasized five main areas: curriculum and planning, assessment and reporting, learner diversity, learning environment, and topic knowledge and pedagogy. Adjustments were implemented to ensure alignment between curricular objectives and instruction, to promote inclusive classrooms, to use innovative teaching practices, and to meet the diverse needs of students. Some different assessment techniques were used to keep track of the student's progress. The study found that it was essential to make modifications to teaching practices to enhance mathematics education and address learning issues. Educators need systematic professional development to enhance their skills, no matter how good their current methods are. The paper recommends that a faculty development program be put in place to ensure that mathematics instruction is flexible and of high quality, while also offering useful training and allowing ongoing professional growth.
Authors and Affiliations
Cristina Dumadag , Ronaldo Punla
Keywords
Related Articles
- EP ID EP767365
- DOI 10.70838/pemj.340601
- Views 19
- Downloads 0
The Google Productivity Tools Skills of Teachers Basis for Training-Workshop
In light of the Enhanced Community Quarantine due to the COVID-19 pandemic and to further promote the #DigitalRise and #SulongEduKalidad programs of the Department of Education, the researcher wants to cascade a training...
Effects of Heterogeneous Grouping on the Academic Performance of Grade Three Pupils in Sta. Cruz Elementary School, District I-A, Division of Antipolo City
The study aimed to determine the effects of heterogeneous grouping on the academic performance of grade three pupils in Sta. Cruz Elementary School, District I-A, Division of Antipolo City during the School Year 2019-202...
What Matters Most To The Job Performance Of Heads Of Public Elementary And Secondary Schools?
Heads of public schools are low-paid key players in nation-building and are generally known to have low financial literacy. As such, some of them are known to have been over-borrowing from government and private financia...
Challenges Faced by 21st Century School Heads in Barrio School Areas
This research aimed to determine the challenges faced by the 21st century school heads in barrio schools of the Third and Fourth District of Quezon Province with an end view of developing an action plan. A self-made chec...
Unsolved Equation: Mathematical Skills of Home Economics Students
Learning mathematics and developing the necessary mathematical skills is integral to our daily lives. This study aimed to determine the level of mathematical skills of the grade 11 Home Economics (HE) students in Maghawa...