Teacher’s Pedagogical Practices and Learners’ Attitude and Achievement in Mathematics 6: An Input to Professional Development Program for Mathematics Teachers

This study investigated the complex interplay between teachers' pedagogical practices, Grade 6 learners' attitudes toward mathematics, and academic achievement within the Geographically Isolated and Disadvantaged Areas (GIDA) of Kabugao District. Utilizing a descriptive-correlational and comparative design, the research assessed 15 Grade 6 teachers and their learners across mono-grade and multi-grade school classifications. Data were elicited through the P-MATHEX survey, the Attitude Toward Mathematics Inventory (ATMI), and the Rapid Mathematics Assessment (RMA). Statistical analysis revealed that while teachers frequently employ diverse pedagogical practices (Grand Mean = 3.99), school classification and educational attainment were not significant predictors of instructional frequency (P = .88). Furthermore, learners exhibited a "Transition (Proficient)" achievement level (Mean = 39.85) and a consistently positive attitude toward the subject (Mean = 3.70). Correlation analysis yielded a weak, non-significant relationship between pedagogical practices and learners' attitudes (r = .24) and achievement (r = -.37). No significant disparity was found in mathematics achievement between mono-grade and multi-grade settings (P = .31). The study concludes that the frequent application of current pedagogy does not invariably translate into heightened student outcomes, suggesting that academic resilience in rural settings is driven by intrinsic motivation and socio-cultural factors rather than instructional frequency alone. These findings informed the development of the Contextualized and Affective Mathematics Pedagogy (CAMP) Training Matrix, a professional development framework designed to transition educators from quantitative frequency to high-impact, qualitative instructional execution.