Learner-Centered Teaching Strategy in Mathematics: Real-Life Application Activities for Grade 5

Abstract

This study focused on the development of a learner-centered teaching strategy in Mathematics that incorporated real-life application activities for Grade Five pupils in Liloan District, Southern Leyte Division during the academic year. It examined several aspects of the teaching-learning process, specifically the pupils’ performance in Mathematics, the extent to which teachers developed performance standards, the teaching strategies they employed, and the implementation of learner-centered instructional procedures. Employing a descriptive survey method, the researcher gathered data through a researcher-made achievement test administered to pupils and a survey questionnaire distributed to teachers, subject area coordinators, and school heads. Findings revealed that Grade Five pupils demonstrated an average level of performance in Mathematics, indicating room for improvement. Performance standards were found to be satisfactorily developed, suggesting that teachers had established clear expectations for learning outcomes. Teaching strategies were oftentimes utilized, showing that teachers made consistent efforts to apply varied approaches in instruction. However, learner-centered instructional procedures were only sometimes applied, highlighting a gap in fully engaging pupils in active, meaningful learning experiences. These results underscored the need for stronger emphasis on learner-focused practices to enhance pupils’ mathematical understanding and performance. In response, the study developed a learner-centered teaching strategy with real-life application activities designed to improve engagement, deepen comprehension, and strengthen learning outcomes. By integrating real-world contexts into lessons, the strategy aimed to make Mathematics more relevant, practical, and accessible, thereby fostering improved academic achievement and greater enthusiasm for the subject among Grade Five pupils.