ADAPTIVE STRATEGIES FOR

MATHEMATICS TEACHING DURING THE

POST-PANDEMIC IN JUNIOR HIGH
SCHOOLS TEACHERS IN THE
DIVISION OF IFUGAO, PHILIPPINES

BRENDA I. PUGON
Master of Arts in Educational Management
Ifugao State University
BACKGROUND OF THE STUDY

• Mathematics education in junior high schools is crucial for shaping

students' mathematical skills and problem-solving abilities, requiring
effective teaching methods.

• The COVID-19 pandemic has disrupted traditional classroom

instruction, prompting the need for adaptive strategies to enhance
mathematics learning in the post-pandemic era.
Rationale
• Study addresses post-pandemic adaptive strategies in math teaching
in Ifugao, Philippines.

• Provides insights for effective post-pandemic math education and

informs tailored policies and development programs.
Conceptual Framework
Statement of the Problem
• General
Assessed the impact of adaptive strategies employed by teachers in
Ifugao Division in enhancing mathematics learning in the post-pandemic
context.
• Specific
1.What are the observed and encountered problems in mathematics
instruction and performance in the post-pandemic context?
2.What are the adaptive strategies employed by junior high school
teachers in Ifugao Division to enhance mathematics teaching in the
post-pandemic context?
Statement of the Problem
• Specific
3. What factors that facilitate or hinder the successful implementation
of adaptive strategies for mathematics teaching in junior high schools
at Ifugao Division in the post-pandemic era?
4. What are the observed effects of implementing adaptive strategies
for mathematics learning in junior high schools at Ifugao Division in
the post-pandemic context on students' academic performance?
5. Based on the findings, what action plan can be made for the
improvement and enhancement of adaptive strategies for
mathematics learning in Ifugao's junior high schools in the post
-pandemic period?
 METHODOLOGY
• Research Design – “Quantitative” method using “Descriptive” research design

• Research Environment-Public High Schools in SDO-Ifugao (within the 11

municipalities of Ifugao)

• Respondents of the Study-65 teachers from 38 participating schools of Ifugao

Division

• Data Gathering Instrument - Survey questionnaire

METHODOLOGY

Data Gathering Procedure

• Obtain necessary permits and approvals from relevant authorities.

• Design surveys to gather quantitative data on adaptive strategies, including

closed-ended and Likert scale questions.

• Administer surveys to junior high school math teachers in Ifugao's public

secondary schools.
METHODOLOGY
Data Gathering Procedure

• Assess frequency, effectiveness, teachers' competency, and factors influencing

implementation.

• Collect academic performance data from records and assessments, maintaining

confidentiality.

• Utilize descriptive statistics for analysis.

Statistical Tools

• The study employed descriptive statistics, including measures such as

mean, frequency, percentage, and standard deviation, to succinctly
summarize the characteristics of the data
 Socio-Demographic Profile Frequency Percentage
Sex
Male 20 30.77%

R
Female 45 69.23%
Age
20 to 25 years old 3 4.62%
26 to 30 years old 11 16.92%

E
31 to 35 years old 17 26.15%
36 to 40 years old 10 15.38%
41 to 45 years old 12 18.46%
46 to 50 years old 6 9.23%

S
51 to 55 years old 1 1.54%
56 to 60 years old 4 6.15%
61 to 65 years old 1 1.54%
Academic Background

U
Bachelor Degree 52 80.00%
Masteral Degree 13 20.00%
Doctoral Degree 0 0.00%
Post-Doctoral Degree 0 0.00%
Relevant Trainings Attended

L International
National
Regional
Division
1
16
38
31
1.54%
24.62%
58.46%
47.69%

T
District 14 21.54%
Years of Service
1 to 5 years 16 24.62%
6 to 10 years 26 40.00%

S
11 to 15 years 11 16.92%
16 to 20 years 16 24.62%
21 to 25 years 21 32.31%
 Observed and Encountered Problems
Statements Mean Interpretation
1. In the aftermath of the pandemic school year, I have encountered challenges in effectively 4.54 Very Great Extent

R
maintaining student engagement during face-to-face classes.
2. In post-pandemic math instruction, the most challenging aspects include limited opportunities 4.32 Great Extent
for individualized assessment, gauging comprehension during group activities, providing timely
feedback, and adapting assessments for diverse learning styles.

E
3. In face-to-face teaching, technology issues have led to insufficient access, challenges in 4.02 Great Extent
integration, limited digital resources, and difficulties ensuring equitable technology access for all
students.
4. In offering personalized support to students, I've encountered challenges in addressing specific 4.20 Great Extent

S
needs, limited one-on-one time, adapting to diverse learning styles, and assessing progress
effectively.
5. In face-to-face settings, I've faced communication challenges, including maintaining clear 4.05 Great Extent
channels, involving parents, inefficient communication of expectations, and ensuring consistency

U
across stakeholders.
6. Post-pandemic, I've observed learning disparities due to unequal access to resources, challenges 4.25 Great Extent
in home environments, limited support for special needs students, and differences in access to
educational support outside of school.

L
7. Regarding teacher well-being and adapting to post-pandemic teaching, I've faced challenges in 4.29 Great Extent
balancing teaching approaches, addressing students' emotional needs, transitioning back to
regular teaching, and managing increased hybrid teaching workload.
8. In effective face-to-face math instruction, I've encountered issues like limited access to relevant 4.06 Great Extent
materials, challenges in adapting resources, insufficient support for curriculum adjustments, and

T
difficulty finding up-to-date and culturally relevant materials.
9. In face-to-face learning, I've noticed a decline in student motivation, including challenges in 4.22 Great Extent
engaging lessons, maintaining classroom enthusiasm, limited opportunities for hands-on learning,
and low engagement in collaborative activities.

S
10. In post-pandemic face-to-face settings, maintaining classroom discipline has posed challenges, 4.26 Great Extent
including managing distractions, limited strategies for focus, addressing emotional and behavioral
changes in students, and promoting respectful classroom interactions.
Weighted Mean 4.22 Great Extent
 Commonly Used Adaptive Strategies
R Statements
1. I consistently integrate practical scenarios into lessons.
Mean
4.11
Interpretation
Agree

E 2. I regularly use group projects and activities that require

teamwork.
4.28 Frequently Employed

S 3. I consistently integrate digital tools and applications.

4. I provide various levels of difficulty for assignments.
4.14
4.22
Frequently Employed
Frequently Employed

U 5. I regularly include hands-on activities and experiments.

6. I employ a mixed of formative and summative
4.14
4.42
Frequently Employed
Frequently Employed

L assessments.
7. I regularly involve students in setting learning objectives. 4.26 Frequently Employed

T 8. I actively integrate cross-curricular integration in teaching.

9. I offer a variety of resources for different learning styles.
4.29
3.98
Frequently Employed
Frequently Employed

S 10. I regularly incorporate self-assessment and feedback

phases.
4.06 Frequently Employed

Weighted Mean 4.19 Frequently Employed

 Factors For Successful Implementation
Statements Mean Interpretation

R 1. Technology resources have significantly facilitated the implementation of

adaptive mathematics teaching strategies.
2. Adequate professional development opportunities have played a crucial role
4.18

4.29
Frequently Employed

Frequently Employed

E in the successful implementation of adaptive teaching strategies.

3. Collaborative planning and sharing of best practices among teachers have
strongly supported the effective use of adaptive strategies.
4.32 Frequently Employed

S 4. The level of support provided by school administration significantly

facilitates the implementation of adaptive teaching strategies for mathematics.
4.23 Frequently Employed

U
5. The availability of technology resources has posed challenges that hinder the 4.00 Frequently Employed
implementation of adaptive mathematics teaching strategies.
6. Participation in specific professional development opportunities has 4.35 Frequently Employed
contributed to improving the implementation of adaptive teaching strategies.

L 7. Collaborative practices among teachers have resulted in positive outcomes,

strengthening the use of adaptive strategies in mathematics teaching.
4.34 Frequently Employed

T
8. School policies and regulations have been supportive of the effective 4.25 Frequently Employed
implementation of adaptive teaching strategies in mathematics.
9. The availability of learning resources beyond textbooks, such as digital 4.12 Frequently Employed

S
materials, has positively influenced the implementation of adaptive
mathematics teaching strategies.
10. Teacher collaboration has enhanced the overall effectiveness of adaptive 4.22 Frequently Employed
mathematics teaching strategies in promoting student learning.
Weighted Mean 4.23 Frequently Employed
R
Correlation Analysis Result Between Adaptive Strategies And The Teacher’s Profile During The Post-pandemic Era

E Socio-Demographic
Profile of JHS Teachers
p-value
Adaptive Strategies

Remarks

S
U
Sex 0.215 No Significant Correlation

Age 0.515 No Significant Correlation

L Academic Background 0.297 No Significant Correlation

T Relevant Trainings Attended

Years of Service
0.335

0.724
No Significant Correlation

No Significant Correlation
S
 Action Plan for Enhancing Mathematics Education in Ifugao's Junior High Schools during the

R
Post-Pandemic Period

Month Activities

E Month 1-3 Conduct needs assessment surveys and consultations with teachers

S Month 4-6
Identify specific training needs and challenges
Organize professional development workshops and training sessions for

U
teachers
Cover topics such as maintaining student engagement, technology integration,
and well-being support

L Month 7-9 Implement teaching design and resource enhancement initiatives

Collaborate with curriculum experts and educational publishers

T Month 10-12 Facilitate teacher collaboration forums and online communities

S Advocate for supportive policies

Provide ongoing support to the needs of the schools and teachers as well
Conclusions
1. Demographic and Qualifications: Predominantly female teachers in Ifugao
Division, mostly in their late 20s to early 40s, with at least a bachelor's
degree and various years of experience, participate more in regional and
division-level trainings than international ones.

2. Post-Pandemic Challenges: Teachers faced difficulties in maintaining

student engagement, adapting teaching methods, addressing personal
well-being, managing discipline, and mitigating learning disparities.

3. Adaptive Strategies: Teachers used formative and summative assessments,

cross-curricular elements, collaborative activities, student goal-setting, and
differentiated assignments to enhance learning outcomes.
Conclusions
4. Facilitating Factors: Successful adaptive strategies were supported by
professional development, teacher collaboration, sharing best practices,
school administration support, adherence to policies, and fostering a
collaborative culture.
5. Profile and Strategy Relationship: The relationship between teachers’
profiles and their adaptive strategies for teaching mathematics in the post-
pandemic era is insignificant.
6. Action Plan: A comprehensive action plan involves ongoing collaboration,
assessment, and adaptation to improve mathematics learning outcomes in
Ifugao's junior high schools.
Recommendations
1. Investigate gender representation, age distribution, educational
qualifications, and teaching experience in Ifugao Division.

2. Research challenges in student engagement, teaching method

adaptation, teacher well-being, classroom discipline, and
learning disparities.

3. Evaluate the effectiveness of adaptive teaching strategies on

student outcomes and professional development.
Recommendations
4. Implementation Factors: Study the role of professional
development, collaboration, administrative support, and policies
in successful adaptive strategies.

5. Teaching Effectiveness: Explore impacts of pedagogical

approaches, technology, classroom management, and student
engagement on teaching outcomes.

6. Ongoing Evaluation: Regularly evaluate and seek feedback on the

action plan, and study additional factors affecting adaptive strategy
success and long-term student outcomes.
THANK YOU!

BRENDA I. PUGON
________Elementary School
_________________, Ifugao Province
[email protected]