Exploring the Mathematics Comprehension of Grade IV Pupils in Rizal District, Kalinga: Instruction, Motivation, and Challenges

Abstract

This study explored the mathematics comprehension of Grade IV pupils in Rizal District, Kalinga, with emphasis on instructional practices, student motivation, and challenges encountered in teaching and learning Mathematics. It used a descriptive-survey design involving 20 Grade IV teacher-respondents from selected public elementary schools. Data were gathered through a structured questionnaire, unstructured interviews, and documentary analysis, and were analyzed using frequency count, percentage, and weighted mean. Results showed that most teacher-respondents were young, female, married, and Bachelor of Elementary Education graduates. Instructional materials were rated moderately adequate, while teaching methods, evaluative techniques, and motivational practices were used very often. Discovery method, experimentation, collaborative learning, board computation, project outputs, and teacher-given points were the leading practices. The most serious problems were weak understanding of problems, weak reasoning skills, lack of knowledge of fundamental operations, and lack of interest. The study concludes that mathematics comprehension is shaped by instructional materials, learner-centered strategies, assessment practices, motivation, and timely remediation. It recommends strengthening instructional resources, using varied teaching approaches, and providing focused support to improve pupils' mathematical understanding and confidence.