Innovation Strategies in Teaching Mathematics: A Quasi-Experimental Approach

This study aimed to determine the effectiveness of innovative teaching strategies in improving mathematics academic performance among the Grade 10 students of Luayon National High School. This quantitative study employing the quasi-experimental approach used the Wilcoxon Signed Rank Test to determine if there was a significant difference between the pretest and posttest scores of the control and experimental groups. The Mann-Whitney test was utilized to determine if there was a significant difference between the mean gain scores of the control and the experimental groups. After the intervention, the experimental group had a greater mean gain score than the control group. There was a significant difference between the pretest and posttest of the control and the experimental group. In the same vein, there was a significant difference between the mean gain score of the control and the experimental group. The results of the study showed that innovative strategies in teaching mathematics were a useful tool for closing students’ gaps in solving problems involving polynomial functions and circles. Students in the experimental group outperformed the control group in terms of math proficiency and self-assurance because of different innovative teaching strategies. This is because the experimental group’s students were able to receive different innovative teaching strategies that were especially tailored to meet their unique learning needs and learning styles, which enabled them to interact more deeply with the subject matter and thus gained a deeper comprehension of the ideas covered.