{'fraction_non_alphanumeric': 0.024954900781719785, 'fraction_numerical': 0.011725796752856284, 'mean_word_length': 5.680722891566265, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
MATHEMATICS TEACHING SKILLS AND STUDENTS’ LEVEL OF PERFORMANCE: INPUT TO A PARADIGM SHIFT MODEL

This study aimed to determine the relationships between Mathematics Teaching Skills such as 1) Employing Mathematics Enhanced Activities, 2) Innovation in Teaching Mathematics , 3) Caring Attitude Towards Mathematics, 4) Teachers’ Creativity, and 5) Teachers’ Motivation and the Students’ Performance measured by: 1) Grade Point Average in Grade 10, 2) Attitude Towards Math and 3) Involvement in Mathematics Activities in order to propose a plan of action which will serve as an input to a paradigm shift model for an improved learning environment in Mathematics education. . The respondents of this study were the Math teachers and Grade 10 students of the four selected schools namely: Philippine School Doha, Philippine International School Doha, Valenzuela City School of Math and Science and Malinta National High School. The subjects of this study were the 17 teachers selected from Qatar Schools and 13 teachers from the Philippines. The total population of the Grade 10 students of the four selected schools was 368 which comprised of 200 students from Qatar and 168 students from the Philippines. The statistical tools employed in this study were frequency counts and percentages to describe the profile of the respondents, means and standard deviations to describe the level of Math teaching skills and students’ performance, Pearson’s r to determine the significant relationships and the one–way analysis of variance (ANOVA) to determine significant differences among the variables mentioned. The findings of this study revealed that:. 1) There is no significant relationship between Math teaching skills and students’ performance. 2) Teachers’ motivational skills differed significantly when grouped according to gender. 3) Enjoying Mathematics enhanced activities and caring attitude towards Math are two skills which significantly differed when teachers are grouped according to their students’ Math performance. 4) Schools differ significantly according to students’ performance. 5) Proposed paradigm shifts from teacher-effective system to learner-effective system were designed to create a culture of high expectation, collaboration and excellence. Based on the findings, the following conclusions were drawn: 1) None of the Mathematics teaching skills were correlated with any of the students’ performance. 2) Male teachers motivate students better than the female teachers. 3) Employing Mathematics enhanced activities affect the students’ performance. 4) Mathematics teaching skills of Philippines and Qatar schools differed significantly except in teaching innovations. 5) Students’ performance differed significantly in each school. 6) Mathematics teaching skills consisting of employing Mathematics enhanced activities and caring attitude are two of the many skills for which the teachers should study to create a paradigm shift in Mathematics education. 7) Schools have their own set of criteria in measuring success considering that students’ performance in terms of grade-point average, attitude towards Math and involvement in Math activities differed significantly. Index Terms – Teaching Skills, Enhanced Activities, Innovation in Teaching Math, Caring Attitude, Teacher’s Creativity, Paradigm Shift