Mathematics Teachers’ Knowledge, Attitudes, and Practices in using Evidence-based Instructional Practices

The recent results from national and international standardized examinations in Mathematics have pushed the Philippines Department of Education (DepEd) to revisit the instructional approaches used in the Filipino classrooms. One of the recommendations of DepEd is the use of evidence-based instructional practices (EBIPs). However, little is known regarding the factors that influence Filipino mathematics teachers’ implementation of a certain teaching strategy. The main objective of this current study is to find out whether mathematics teachers’ knowledge and attitudes predict their practice of EBIPs. This descriptive study involved 114 teacher-respondents from one district in Laguna. Data were gathered using a researchers-made questionnaire distributed online using Google forms. Findings revealed that 47.5% of mathematics teachers, in general, are knowledgeable of EBIPs while 36.57% of the respondents have misconceptions about EBIPs. In addition, it was found that, generally, they have a positive attitude towards EBIPs (M = 3.63, SD = 0.51). The result also showed that the respondents employ EBIPs in their classrooms to a moderate extent (M = 3.19, SD = 0.46). Teacher-respondents reported that they are satisfied with the implementation of a teaching strategy when a strategy is beneficial for the learners’ holistic development and helps improve the pedagogical process. Stepwise multiple regression analysis revealed that mathematics teachers’ attitude towards EBIPs and misconception of EBIPs predict their use of the evidence-based practice. Findings indicate the there is a need to correct these misconceptions through proper information dissemination of EBIPs.