Effectives of Instructional Practices and Interventions in Addressing Teaching Challenges in Mathematics 6 in Nagtipunan North District

Successful mathematics instruction hinges on suitable teaching methods, institutional backing, and strategic interventions to tackle classroom difficulties and enhance student performance. Gaining insight into teachers' views on these elements is crucial for bolstering Mathematics 6 instruction in primary schools. A quantitative descriptive research approach was employed, involving 95 Mathematics 6 educators from public primary schools in the Nagtipunan North District, Division of Quirino. The study utilized total enumeration sampling, encompassing all qualified participants. Data collection was conducted using a validated questionnaire created by the researcher, and the analysis involved frequency, percentage, mean, and standard deviation. Results indicated that the respondents were professionally qualified and engaged in seminars and training at various levels. Instructional practices and support for Mathematics 6 were generally seen as effective, with evaluative tools receiving the highest ratings, while instructional materials were deemed moderately sufficient. Teaching challenges were largely viewed as minor, though issues related to evaluative tools were considered moderately significant. Intervention measures to address teaching challenges were also rated as effective, especially the provision of instructional materials, small group discussions, and financial assistance. Overall, the findings suggest that effective teaching practices, ongoing professional development, sufficient institutional support, and well-designed intervention activities enhance Mathematics instruction and reduce teaching challenges. It is recommended to strengthen instructional resources, refine assessment practices, and maintain professional development programs to further advance Mathematics teaching and learning in the district. These findings could inform improvement programs and professional development efforts in elementary mathematics education.