Original Article

Mathematics Achievement Among Senior High School Students: The Roles of Innovative Teaching Strategies and Socioeconomic Status

Myra T. Antiller

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: antillermyra@gmail.com     

Mark Anthony Gusto

University of Perpetual Help System DALTA, Las Piñas City, Philippines
Email: mark_gusto2003@yahoo.com 

Abstract

This study examined the relationship among innovative teaching strategies, socioeconomic status, and mathematics achievement among senior high school students in selected schools in Las Piñas City. Recognizing the importance of effective instructional practices and contextual factors in shaping academic outcomes, the study sought to determine the extent to which innovative teaching strategies were utilized by mathematics teachers, describe the socioeconomic status and mathematics achievement of students, and examine the relationships among these variables. A quantitative descriptive-correlational research design was employed involving 100 senior high school students selected through purposive sampling. Data were gathered using an adapted survey questionnaire measuring the utilization of innovative teaching strategies, specifically peer tutoring, problem-solving strategy, use of manipulatives and models, and gamification. Students’ socioeconomic status and mathematics achievement were likewise collected and analyzed using descriptive and inferential statistical procedures, including weighted mean, frequency and percentage distribution, Pearson Chi-Square, and Pearson product-moment correlation. Findings revealed that innovative teaching strategies were utilized to a moderate extent, with problem-solving strategy obtaining the highest mean rating. Most respondents belonged to the poor to lower-middle socioeconomic category, while the overall mathematics achievement level was classified as outstanding. No significant relationship was found between innovative teaching strategies and socioeconomic status. However, socioeconomic status demonstrated a significant relationship with mathematics achievement. Among the innovative teaching strategies examined, only gamification exhibited a statistically significant positive relationship with mathematics achievement. The findings underscore the importance of addressing socioeconomic disparities while promoting instructional innovations that enhance student engagement and learning outcomes. The study highlights gamification as a promising instructional approach for supporting mathematics achievement among senior high school learners.

Keywords

mathematics achievement, socioeconomic status, innovative teaching strategies, gamification, senior high school students

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Suggested APA Citation

Antiller, M. T., & Gusto, M. A. J. (2026). Mathematics achievement among senior high school students: The roles of innovative teaching strategies and socioeconomic status. QualiSearch Journal of Educational Research and Practice, 2(5), https://doi.org/10.66437/qjerp.v2i5.009               

Copyright and Licensing

This article is published under an open-access model by QualiSearch Academic Press. Authors retain copyright of their work while granting the journal the right to publish and disseminate the article for scholarly and educational purposes.

Peer Review Statement

This article underwent editorial screening and double-blind peer review prior to publication in the QualiSearch Journal of Educational Research and Practice (QJERP).

Ethical Approval Statement

This study received ethical clearance from the Graduate School of Education, University of Perpetual Help System DALTA, Las Piñas City. Approval was granted prior to data collection in compliance with the Data Privacy Act of 2012 and NPC Circular No. 2023-04. All involved institutions issued formal permission to conduct the study, and informed consent, confidentiality, and voluntary participation were strictly upheld.

Author Bio

Myra T. Antiller is a mathematics educator with extensive teaching experience in both the Philippines and the United States. She is currently pursuing a Master of Arts in Education at the University of Perpetual Help System DALTA Graduate School and holds a bachelor's degree from Camarines Norte State College. Her professional experience includes serving as an Algebra I Teacher at Roy Martin Middle School under the Clark County School District in Nevada, USA, as well as mathematics teaching positions at the Academy of Excellence in Milwaukee, Wisconsin, Las Piñas City National Senior High School–CAA Campus, and CAA National High School–Annex in Las Piñas City, Philippines. She is a licensed teacher under the Nevada Department of Education, the New Mexico Public Education Department, and the Professional Regulation Commission of the Philippines. Her research interests include mathematics education and pedagogy, curriculum development for secondary education, and the integration of technology in algebra and geometry instruction. Her current research focuses on the relationship between innovative teaching strategies, socioeconomic status, and mathematics achievement among senior high school students

Mark Anthony J. Gusto, LPT, PhD is an educational leader, researcher, and mathematics educator with extensive experience in academic administration, higher education, and secondary education. He currently serves as College President of Dr. Filemon C. Aguilar Memorial College of Las Piñas and previously held the position of Vice President for Academic Affairs in the same institution. He is also an Associate Professor VI and Statistics and Research Instructor at the University of Perpetual Help System DALTA. Dr. Gusto earned his Doctor of Philosophy major in Educational Leadership and Management and holds a Master of Arts in Education major in Mathematics from the University of Perpetual Help System DALTA. Throughout his professional career, he has taught mathematics, statistics, probability, and research courses at both the secondary and graduate levels. His scholarly interests include mathematics education, educational leadership, statistics, action research, educational management, and institutional development. He has served as a keynote speaker, research mentor, and lecturer in numerous academic and professional development programs and has received recognition for his contributions to educational research and mathematics instruction.

Correspondence

Myra T. Antiller

University of Perpetual Help System- DALTA, Las Piñas City, Philippines

antillermyra@gmail.com