نبذة مختصرة : This study determined the students’ Mathematics performance and problem-solving skills in contextualized culture-based instruction. It also sought to find out if there was a significant difference in the students’ Mathematics performance and problem-solving skills before and after exposure to contextualized culture-based instruction, and if there was a significant relationship between students’ Mathematics performance and problem-solving skills in contextualized culture-based instruction. The researcher purposely chose the Grade 9 students at Supang National High School of the school year 2019-2020 as respondents. The Mathematics Performance Test comprised a 30-item multiple-choice type of test with a reliability coefficient of KR20 value of 0.729 and 0.804 of the Problem-Solving Test which comprised 5-item open-ended word problems. The study utilized the mean, standard deviation, and paired-sample t-test set at 0.05 alpha level of significance. The study revealed that students’ exposure to contextualized culture-based instruction upgraded students’ Mathematics performance from “satisfactory” to “very satisfactory” and their problem-solving skills from “did not meet expectation” to “outstanding”. Consequently, students performed better in Mathematics and greatly developed their problem-solving skills after they were exposed to contextualized culture-based instruction which simply meant that this teaching strategy is effective. Moreover, there was a significant relationship between students’ Mathematics performance and problem-solving skills when exposed to contextualized culture-based instruction. This explains that students’ Mathematics performance can be explained or predicted by their problem-solving skills. Students who performed well in Mathematics are also expected to perform well in problem-solving.
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