Challenges in Teaching Intermediate Mathematics among Teachers in Misamis Oriental Division
DOI:
https://doi.org/10.54536/ajahs.v5i1.6100Keywords:
Challenges, Teaching Intermediate MathematicsAbstract
The study explored the challenges faced by public school teachers in teaching Intermediate Mathematics in Misamis Oriental Division during the School Year 2024–2025. It aimed to describe teachers’ characteristics, assess their level of challenges, and determine significant relationships among variables. Using a descriptive-correlational method, 200 teachers from Opol, Alubijid, Laguindingan, and Gitagum Districts were selected through stratified random sampling. Data were gathered using a researcher-made questionnaire and analyzed through descriptive and inferential statistics, including t-tests and Pearson’s r. Most respondents were female, aged 41–50, with Teacher I positions, bachelor’s degrees, 16–20 years of teaching experience, and positive attitudes toward Mathematics. Findings revealed that teachers generally agreed they faced challenges in teaching Mathematics. The most significant difficulty was developing students’ problem-solving skills, as many students struggled to apply learned concepts to complex problems, requiring strategies that enhance critical thinking, reasoning, and creativity. The lowest-rated challenge was maintaining student engagement, suggesting that while teachers can spark interest, sustaining it remains a concern. The study concludes that teaching Mathematics effectively demands more time and innovative approaches to improve students’ problem-solving abilities. It recommends pursuing graduate studies, conducting engagement-focused activities, and attending training programs to address instructional challenges.
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