Teaching Mathematics in Senior High School: Learner Challenges and Instructional Practices in a Rural Public School at Eastern Potia National High School

Abstract

Mathematics education in rural secondary schools continues to face persistent challenges related to learner preparedness, instructional resources, and contextual constraints. This study examined the learner challenges and instructional practices in teaching Mathematics in Senior High School at Eastern Potia National High School, a rural public school in the Philippines. Using a qualitative case study design, data were gathered through semi-structured interviews with Mathematics teachers, classroom observations, and analysis of instructional documents. Thematic analysis revealed two major domains: (1) learner-related challenges, including weak foundational skills, low mathematics self-confidence, language barriers, and limited home academic support; and (2) instructional practices employed by teachers, such as contextualized teaching, scaffolded instruction, differentiated activities, and adaptive assessment strategies. Findings indicate that while rural learners face compounded academic and socio-economic challenges, teachers employ flexible and learner-centered practices to mitigate learning gaps. The study highlights the importance of contextualized mathematics instruction, sustained teacher support, and targeted interventions to improve learning outcomes in rural Senior High School settings. Implications for curriculum implementation, teacher professional development, and rural education policy are discussed.

Keywords: Mathematics education, rural schools, Senior High School, instructional practices, learner challenges