The Extent of Use of the MTB-MLE in Teaching Grade 3 Mathematics and Its Effect on the Performance of the Pupils

The study aimed to identify the extent of use of the MTB-MLE in teaching Grade III Mathematics and its perceived effect on the performance of the pupils. The school covered in this study was Ayungon District’s Public Elementary Schools. Respondents were the 38 teachers handling Grade 3 classes. The following statistical tools were used in the analysis of data: frequency, percentage, weighted mean, Cronbach’s α (alpha) and Spearman Rank Correlation Coefficient. Findings revealed that majority of the teachers handling mathematics were non-master’s degree holder and most of them have been teaching for 6- 10 years and all of them have attended relevant trainings in K to 12 instruction. Moreover, most of the pupils obtained a “Fairly Satisfactory” grade in Math in the second grading period. It was also found that a “very weak” relationship exists between the extent of use of MTB-MLE practices in teaching Mathematics in the following areas: teacher practices in using the language, instructional materials, strategies in teaching mathematics, assessment and evaluation and parents’ involvement in relevant activities with their academic performance. Furthermore, it was found that there is a weak relationship between the teachers’ profile and the extent of use of MTB-MLE in teaching Mathematics. In general, a relationship was found “very weak” between the use of MTB-MLE in teaching Mathematics and its perceived effect on pupils’ academic performance.