Contextualized and Culturally Relevant Mathematics Teaching in Grade 4: Practices, Challenges, and Support Systems among Public School Teachers
DOI:
https://doi.org/10.5281/zenodo.23094392Keywords:
contextualized teaching, culturally responsive pedagogy, Mathematics education, teacher challenges, support systemsAbstract
This study examined the implementation of contextualized and culturally relevant Mathematics teaching among Grade 4 public school teachers in the Schools Division of Manila during School Year 2025–2026. Specifically, it investigated teachers’ demographic profile, level of implementation, extent of challenges encountered, and availability of support systems. It also determined significant differences in implementation when grouped according to demographic variables and examined the relationships among implementation, challenges, and support systems. A descriptive quantitative research design was employed, involving 234 teachers selected through stratified random sampling. Data were collected using a validated survey questionnaire with a Cronbach’s alpha of 0.91, indicating high reliability. Statistical tools such as frequency, percentage, mean, weighted mean, One-Way ANOVA, and Pearson correlation were utilized. Findings revealed that most teachers were mid-career (55.56%) and had limited training exposure (42.74% with no training). The level of implementation of contextualized and culturally relevant Mathematics teaching was moderately implemented (General Mean = 3.09), indicating partial integration of practices. Teachers experienced highly challenging barriers, particularly in curriculum constraints, lack of contextualized materials, and insufficient training. Support systems were moderately available, suggesting gaps in leadership, professional development, and community engagement. Significant differences in implementation were found based on training exposure, while significant relationships existed among implementation, challenges, and support systems. Based on the findings, a Contextualized and Culturally Relevant Mathematics Teaching Enhancement Program was developed and found to be highly acceptable across all evaluated criteria.
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