TEACHING PRACTICES: INPUT TO STUDENT PERFORMANCE IN THE NATIONAL ACHIEVEMENT TEST IN MATHEMATICS AMONG THE SECOND YEAR HIGH SCHOOL STUDENTS IN THE DIVISION OF ZAMBALES, PHILIPPINES

The study aimed to find out the different teaching practices of the mathematics teachers of public secondary schools and the NAT performance in Mathematics II for the School Year 2011-2012. The descriptive research design was used. Data were gathered through the use of the questionnaire checklist. The respondents of the study were second year high school students of Zone II Division of Zambales. The data were analyze using the percentage, weighted mean, ANOVA, t-test and regression analysis. Findings showed that a typical student respondent is aged 14.009, a female, whose mother’s and father’s educational attainment was a college level, with a mean monthly family income of Php 14,300.32. The weighted MS (Mean Percentage Score) in NAT Mathematics is 42.85. The respondents perceived the teaching practice, professional development of teachers as often done; the planning and lesson preparation, lesson implementation, assessment of learning and classroom management was also often practiced. Significant difference on the perceptions of the respondents toward the teaching practices of mathematics teachers when grouped according to sex, educational attainment of mother and father and monthly family income was established. A significant relationship between teaching practices and NAT Performance in Mathematics II as to professional and classroom management while was found. Teachers to undertake professional enhancement, exposure and development like acting as lecturer, resource person and consultant is highly suggested