An Assessment on the Pedagogical Approaches in the Preparation of Daily Lesson Log in Mathematics by the Public Elementary Teachers in Tuy District

Abstract

This study aimed to assess the pedagogical approaches and its effectivity in the preparation of daily lesson log in Mathematics of public elementary teachers in Tuy district. One hundred eight (108) public elementary teachers were selected in this descriptive-correlational study. Questionnaire was used as the main data gathering instrument. The data were analysed using weighted mean, ranking and t-test. The study yielded the results: Most of the respondents were on middle-ages, female, married, Bachelor’s degree holders, five years below in service and on teacher III positions. The respondents when preparing daily lesson log always use teachers’ guide aligned with the curriculum, meet competencies using collaborative activities, drill and practice strategy, use variety of instructional materials, monitor learner’s participation in discussion and allot time carefully. Further, in whatever profile variables, the respondents prepared daily lesson log in Mathematics using pedagogical approaches in terms of curriculum content, learning competencies, teaching strategies, instructional materials, learning process and time allotment therefore there was no significant difference in their assessments. Additionally, a significant relationship with high positive correlation between the pedagogical approaches and its effectivity in the preparation of daily lesson log in Mathematics implied that using those approaches is an effective way to cater the needs, interests, individual differences and various learning styles among pupils. Lastly, a pedagogical approaches model was designed to guide the teachers to prepare an effective daily lesson log in Mathematics and improve teaching and learning process.