Performance and Teaching Strategies of BSEd Mathematics Graduates in a State University, Region III, Philippines

This quantitative descriptive-correlational research study aimed to determine the teaching strategies and performance of the Bachelor of Secondary Education – Mathematics Graduates at a state university in Region III. In gathering the data, the researchers used two survey questionnaires as the research instruments from 20 BSE Mathematics graduates, 300 students, 60 mathematics co-teachers, and 20 supervisors. The study found that the graduates of BSEd Mathematics are typically females, young adults who have been in teaching service for more than five years with an academic rank of Teacher I and are currently taking their doctorates. These mathematics graduates have always used teaching strategies, namely, experiential learning, student-led classroom, project-based learning, inquiry-based learning, differentiated instruction, and cooperative learning, which are believed to be effective in teaching mathematics. The study also found that these mathematics graduates have an outstanding performance in teaching mathematics in terms of commitment, knowledge of the subject, teaching for independent learning, and management of learning. A significant and strong positive relationship was also identified between teaching strategies and teaching performance, emphasizing the critical role of strategic teaching methods in improving educational outcomes. Based on these findings, it is recommended that future and current mathematics teachers adopt various teaching strategies to enhance student engagement, critical thinking, and understanding through diverse and interactive activities. Further research should explore specific teaching strategies that most effectively enhance teaching performance, providing deeper insights into best practices for mathematics education.