Analyzing Educator’s Perceptions and Implementation of Positivism in Elementary Mathematics Education

Abstract

The study aimed to analyze educator’s perception and implementation of positivism in elementary mathematics education, specifically with the San Mateo South District. The study was conducted to determine the extent to which teachers perceived positivist principles, how teachers implement these in their classroom practice, and whether a significant relationship exists between their perception and implementation. The study employed a quantitative-descriptive correlational design using a researcher-made questionnaire that was validated using content validity index among three (3) experts and subjected to pilot testing among 10 elementary teachers from the nearby district, yielded with a reliability coefficient of 0.922. The respondents included all 57 public elementary mathematics teachers. Data were analyzed using mean, standard deviation, and Kendall Tau correlation. Results revealed that educators strongly perceived positivist strategies such as drills, standardized assessments, and memorizations as essential components of effective mathematics instruction, and these strategies were also found to be highly implemented in classroom actual implementation. Moreover, a significant and moderately strong positive correlation was found, conforming that teachers’ perceptions are directly linked to their instructional implementation. These findings suggest that despite curriculum reforms under the MATATAG framework, positivist philosophies continue to influence classroom practices. The study recommends the integration of professional development programs that align teachers’ beliefs with evolving pedagogical models, allowing for a gradual integration of teacher-centered (Positivism) to learner-centered (Constructivism) classrooms.