The A Qualitative Case Study of Teaching Practices at Dipaculao National High School, Aurora, Philippines

Abstract

Abstract

Contextualized teaching practices have gained increasing attention in basic education for their potential to enhance learner engagement and deepen conceptual understanding, particularly in rural school settings. This qualitative case study examined the teaching practices of a Teacher II in Mathematics at Dipaculao National School, Aurora, Philippines, with particular attention to the integration of school-based programs such as Gulayan sa Paaralan as pedagogical resources. Anchored in constructivist and contextualized learning frameworks, the study explored how real-life contexts were used to support mathematics instruction and learner participation. Data were collected through semi-structured interviews, analysis of lesson plans and instructional materials, and review of school program documents. Thematic analysis revealed that teaching practices were characterized by contextualized problem-solving, experiential learning activities, interdisciplinary integration, and adaptive instructional strategies. Despite challenges related to time constraints and resource availability, the teacher sustained meaningful instruction through reflective practice and pedagogical flexibility. The study concludes that contextualized teaching practices enhance mathematics learning by making abstract concepts more relevant and accessible, and underscores the role of teacher agency in maximizing school-based programs as instructional resources.