Volume : 12, Issue : 3, MAR 2026

ASSESSING THE INFLUENCE OF STRATEGIC TEACHING – LEARNING RESPONSES AND CONSTRUCTIVE CLASSROOM MANAGEMENT IN MATHEMATICS TEACHING

WENNIE C. PASTOR, MA.ED*, GARDO A. PARAGSA, MA.ED, EDLYN G. RAYCO, MA.ED, ROCHELLE M. SAYSON, MA.ED, MARDY B. TAUTO-AN, MA.ED

Abstract

The pursuit of academic excellence in the Philippine basic education system is increasingly defined by the ability of school heads and teachers to synchronize instructional delivery with environmental control. Within the Department of Education, instructional leadership is recognized as a pivotal force in ensuring that teaching strategies are not only delivered but are effectively received by the learner. This is particularly crucial in Grade 3 Mathematics, a foundational stage where students transition from basic numeracy to complex problem-solving involving multiplication and routine logic.

School heads serve as the "control center" of the educational dashboard, tasked with monitoring classroom practices, providing technical coaching, and promoting learner-centered instruction. However, current observations at Doong Elementary School, a remote islet institution in Cebu Province, reveal persistent variations in how teachers respond to learning gaps. Despite continuous professional development, inconsistencies in learner engagement and academic performance suggest a breakdown in the "connective tissue" between how a lesson is taught and how the classroom is managed.

This research is grounded in the premise that academic success relies on the synergy between strategic teaching-learning responses—such as those implemented in the National Learning Camp (NLC)—and constructive classroom management. The latter is defined not by rigid behavioral compliance, but by a holistic environment that maximizes "time-on-task." When these two pillars are aligned, the classroom moves from a "reactional" state to a "preventive" and "developmental" one, allowing for deeper engagement with fundamental academic skills.

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 4

Number of Downloads : 22

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ARTICLES & JOURNALS

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INTERNET SOURCES

1. DepEd Order No. 18, s. 2020 - Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education Learning Continuity Plan - Guidelines in the Printing and Delivery of Self-Learning Modules (SLMs) - Deped Tambayan (depedtambayanph.net)

2. Piaget, Jean (Aug 8, 2020)— One of the most popular theories of cognitive development was created by Jean Piaget, a Swiss psychologist who believed that cognitive ... Jean Piaget and His Theory & Stages of Cognitive Development. Retrieved from https://educationaltechnology.net › jean-piaget-and-his-...

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4. Piaget, Jean (May 2, 2022)— Jean Piaget's theory of cognitive development suggests that children move through four different stages of learning. His theory focuses not ... Piaget's 4 Stages of Cognitive Development Explained. Retrieve from https://www.verywellmind.com › Piaget-stages-of-cog... Republic Act 10173 – Data Privacy Act of 2012

5. Begun and held in Metro Manila, on Monday, the twenty-fifth day of July, two thousand eleven. ... SECTION 1. Short Title. – This Act shall be known as the “Data Privacy Act of 2012. Retrieved from https://www.privacy.gov.ph › data-privacy-act Republic Act No. 9155 - Official Gazette

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