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Students' academic experiences are greatly influenced by effective teaching methods, especially in topics like mathematics. This study explores the opinions of math teachers about using different teaching pedagogies with high school pupils. Without an organized plan, information could be shared that isn't relevant to the interests of the students, which highlights the need of using a variety of techniques to create positive discipline and encourage student motivation. Twenty-two high school math instructors from a public school in New Isabela, Tacurong City, Sultan Kudarat, were chosen as respondents using a Purposive Sampling Technique. The study uses a validated questionnaire to measure teacher impressions and uses a quantitative comparative design. To evaluate the collected data, statistical methods such as mean, One-way-analysis of Variance, and Tukey-Kramer were used. The computed F-value of 3.238 indicates that the results show a significant difference in the learning achievement of High School pupils in Mathematics when exposed to diverse teaching styles. This emphasizes how crucial it is to modify teaching strategies to meet the various needs of students. The study provides insightful information about how different teaching methods can improve students' academic performance in mathematics, laying the groundwork for further research and possible advancements in teaching methods. Comprehending the viewpoints of educators about these tactics can facilitate the creation of focused interventions aimed at enhancing the educational experience for High School Mathematics pupils.
Sugabo et al. (Mon,) studied this question.