ASSESSING POSITIVIST APPROACH IN TEACHING MATHEMATICS AND SCIENCE IN RAMON SECONDARY SCHOOLS
DOI:
https://doi.org/10.55197/qjssh.v6i3.724Keywords:
positivist approach, Mathematics education, Science teaching, assessment practices, secondary schoolsAbstract
This study assessed the application of the positivist teaching approach in Mathematics and Science Instruction in Secondary schools in the District of Ramon. Using a mixed-methods research design, quantitative data were collected through a validated and reliable survey instrument (Cronbach’s alpha=0.87). While qualitative insights were gathered through interviews and classroom observations. The study involved 40 teacher-respondents selected through purposive sampling. Quantitative data were analyzed using descriptive statistics, while theatic analysis was applied to qualitative responses. Results revealed that positivist strategies, such as structured lesson delivery, use of objective assessments, and emphasis on measurable outcomes, are widely practice by teachers. However, challenges such as student disengagement, neglect of learning diversity, and limited development of higher-order thinking skills were also identified. Despite these, teachers acknowledged the effectiveness of positivist methods in reinforcing basic skills and preparing students for standardized tests. The findings imply a need for balanced teaching approasches that integrate positivst strategies with more student-centered and constructivist methods to address the limitations of purely objective instruction. However, challenges such as student disengagement, neglect of learning diversity, and limited development of higher-order thinking skills were also identified. Despite these, teachers acknowledged the effectiveness of positivist methods in reinforcing basic skills and preparing students for standardized tests. The findings imply a need for balanced teaching approaches that integrate positivist strategies with more student-centered and constructivist methods to address the limitations of purely objective instruction.
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