Utilization and Challenges of Integrative Teaching Strategies in Mathematics for Junior High School Students of Holy Trinity College of General Santos City
DOI:
https://doi.org/10.54536/jtel.v3i2.4514Keywords:
Content-Based Instruction, Integrative Teaching Strategies, Interdisciplinary Learning, Mathematics Education, Thematic TeachingAbstract
This study examines the utilization and challenges of integrative teaching strategies (ITS) among Mathematics teachers at Holy Trinity College of General Santos City, focusing on thematic teaching, content-based instruction, and focused inquiry. ITS promotes interdisciplinary learning, critical thinking, and student engagement by integrating various subjects and real-world applications. Despite their benefits, their implementation in Mathematics education remains underexplored. Findings indicate that Mathematics teachers frequently employ ITS, with thematic teaching fostering collaboration, content-based instruction utilizing diverse resources, and focused inquiry enhancing critical thinking. However, challenges such as insufficient professional development, time constraints, and difficulties aligning curriculum standards with interdisciplinary approaches persist. A weak negative correlation was found between ITS utilization and these challenges, suggesting that increased ITS use slightly mitigates difficulties but is not the primary determinant of challenges faced. The study recommends continuous professional development, improved resource allocation, and structured collaboration time to enhance ITS integration. Further research should explore ITS effects on student outcomes, including academic achievement and critical thinking, as well as the role of technology in supporting interdisciplinary learning and overcoming logistical barriers.
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