The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher’s quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers’ professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers’ quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers’ quality level in terms of SEARS-MT dimensions. A mixed method of quantitative–qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers’ quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

Teaching students to read mathematically through the use of reading strategies train them to think critically and comprehend mathematics text. Reading strategies were so popular and proven effective in teaching language, but their effectiveness in mathematics classroom remains controversial among mathematics teacher. Hence, this study was undertaken to determine the significant impact of two approaches of teaching: structured content reading instruction and direct instruction on students' mathematics achievement, reading comprehension and critical thinking skills. Structured content reading instruction was well designed reading instruction that exposed students to reading strategies during pre -reading, during and post reading activities. Direct instruction was highly organized teacher led instruction that engaged students to daily review, corrective assessment and independent practice. The participants of the study were four intact classes at PHINMA Cagayan de Oro College. Pretestposttest quasi-experimental control group designed were used as research design. Analysis of covariance revealed that there is evidence that structured content reading teaching approach has improved the scores of the students in reading comprehension test. However for achievement and critical thinking, the effects of structured and direct instruction are comparable. The result implied that structured content reading instruction is effective in improving students' reading comprehension. Hence, the researcher recommends that teacher may use both methods in teaching mathematics to enhance students' reading of mathematical terms, achievement and critical thinking.

The study aimed to identify the significant impact of phenomenon-based learning and embedding proof writing to this new teaching strategy on students' mathematical creativity in tertiary education. The study used a quasi-experimental pretest-posttest non-equivalent control group design. There were 2 experimental groups, one exposed to phenomenon-based learning alone and the other was exposed to phenomenon-based learning with classroom proof-writing activities, and one control group exposed to the conventional method. Multiple solution tasks were used to measure students' level of creativity. The data were analyzed using mean, standard deviation, and ANCOVA. The analysis revealed that students exposed to phenomenon-based learning with proof writing had the highest posttest creativity score. Students in this group had a significantly higher level of creativity among the three groups. Further, students exposed to phenomenon-based learning alone may not outperform students exposed to phenomenon-based learning with proof writing, but they still had significantly higher posttest mean scores compared to students exposed to the conventional type of teaching. The researchers recommend to teachers in tertiary education to use phenomenon-based learning with proof writing in teaching mathematics and its related courses since this instructional approach engages students in learning that is more focused to real-life issues, apply skills and knowledge from different subjects, and enhance important skills like creativity, problem-solving, communication, and teamwork.

No abstract

This study aimed to determine the effectiveness of 5I's Learning Path with Cultural Approach embedded in Computer-Aided Instructional (CAI) Material to the conceptual understanding among 1 st year Bachelor of Science in Hospitality Management students, who are officially enrolled during 1 st Semester, School Year 2019-2020 taking Mathematics in the Modern World at Sultan Kudarat State University-Tacurong City Campus. Two sections of 31, students each class were used as participants of the study and randomly selected as control and experimental groups which employed a quasi-experimental research design. The level of conceptual understanding of the students was measured using their scores in taking the Conceptual Understanding Test (CUT). Mean, standard deviation, and the analysis of covariance (ANCOVA) were used to analyze the data collected. Results revealed that 5I's Learning Path with Cultural Approach embedded in CAI helped develop the students' conceptual understanding.