Instructional and Art of Questioning Practices as Predictors of Academic Achievement of Elementary Mathematics
DOI:
https://doi.org/10.64612/ijiv.v2i6.150Keywords:
elementary education, instructional practices, quantitative correlational design, Philippines, art of questioningAbstract
This study examined the instructional practices and art of questioning of teachers as predictors of the academic achievement of Grade 6 pupils in mathematics in public elementary schools in Monkayo West District, Division of Davao de Oro. Specifically, it determined the levels of teachers’ instructional practices in terms of planning, teaching, and assessment, teachers’ art of questioning practices in terms of questioning techniques and types of questions, pupils’ academic achievement, the relationships among the variables, and the significant predictors of mathematics achievement. A quantitative correlational research design was employed involving 273 Grade 6 pupils selected through stratified random sampling. Data were gathered using validated researcher-adopted questionnaires, while pupils’ fourth-quarter mathematics grades were obtained from official school records. Descriptive statistics, Pearson product-moment correlation, and multiple regression analyses were used to analyze the data. The findings revealed that teachers frequently demonstrated effective instructional practices and art of questioning practices, while pupils attained a Very Satisfactory level of academic achievement. Both instructional practices and art of questioning practices showed significant positive relationships with academic achievement. Moreover, planning practices and questioning techniques emerged as significant predictors of mathematics achievement. The study concludes that effective instructional planning and purposeful questioning contribute to improved mathematics performance. Continuous professional development focusing on evidence-based instructional planning and effective questioning strategies is recommended to strengthen mathematics instruction and enhance learner achievement.
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Copyright (c) 2026 Jenny Mae C. Awit, Roel P. Villocino
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