ABSTRACT

This study aimed to determine the teachers’ level of confidence in teaching and students’ level of

mastery on competencies in the K to 12 mathematics Curriculum at the District of Cabagan.

Specifically the study assessed the standards or competencies in Mathematics do the teachers

find confidence and not confidence to teach, the self-reported explanations and problems of

teachers for being confident and not confident in teaching mathematics concepts, the level of

mastery of competencies in mathematics of the students when grouped according to grade level,

the least mastered competencies of students in mathematics, the self-reported reasons or

problems of students for the least mastered competencies in mathematics and the levels of

cognition of competencies (remembering, understanding, applying, analyzing, evaluating and

creating) of students in mathematics.

There were 88 student respondents and 25 teachers involved in the study. Suitable

questionnaires via Google forms were used to gather data and pieces of information to obtain the

objectives of the study.

A four-point scale was used to measure the level of confidence of teachers in teaching the

standards or competencies. Grade 7 and 10 teachers are highly confident while the general

mathematics teachers are moderately confident in teaching the subject. Overall, the Secondary

Mathematics teachers in Cabagan District were moderately confident in teaching the

Mathematics during a pandemic. The level of mastery of competencies of the students was

determined using a five-point scale (very high, high, average, low, very low). It was found out

that the mastery level of grade 7, grade 10 and general mathematics learners is at “average

mastery”. Thus the level of mastery of competencies of the mathematics students is at average

mastery with a percentage score ranging from 41% to 60% out of 100%.
 The least mastered competencies in Mathematics 7 includes representation of the absolute

value of a number on a number line as the distance of a number from 0, describing principal

roots and tells whether they are rational or irrational, illustration of the different subsets of real

numbers, multiplication and division of polynomials and finding the solution of linear equation

or inequality in one variable. The least mastered competencies in Mathematics 10 were deriving

inductively the relations among chords, arcs, central angles and inscribed angles, proving

theorems related to chords, arcs, central angles and inscribed angles, illustrating the center-radius

form of the equation of a circle and determining the center and radius of a circle given its

equation and vice versa. The least mastered competencies in General Mathematics includes

solving problems involving functions, representing real-life situations using exponential

functions, solving exponential equations and inequalities, finding the domain and range of an

exponential function and determining the intercepts, zeroes and asymptotes of an exponential

function. Students’ level of cognition is at Understanding stage with a mean percentage of

61.31%. This was interpreted as 61.31% of the students understand the competencies in

mathematics.

Results of this study clearly point out that the main reason why teachers’ confidence level is

at “Moderate Confidence” is their lack (little) interest in teaching considering that we are in a

pandemic period. The main reason why the students’ level of mastery is at “average mastery” is

their difficulty in understanding Math problems.