Characterizing Outcomes-Based Mathematics Teaching: Mark of Paulinian Education

The study determined outcomes-based mathematics teaching characteristics that mark Paulinian education in St. Paul University Surigao Junior High School. The instruments used were researcher-made questionnaires for the 6 Junior High School Mathematics teachers and 151 Science Class students who taught and enrolled respectively in St. Paul University Surigao during the school year 2019-2020. Data gathered were analyzed using the means, standard deviation, and t-test. Exploratory Factors Analysis was also employed to yield generally significant characteristics based on the data from the responses. The mathematics teachers perceived that the students under study achieved the mathematics learning outcomes and competencies, to some extent. The said students also perceived that they have achieved, to some extent. Hence, the teachers' instructional approaches and perception of their students’ achieved mathematics learning outcomes and competencies are validated by the students' actual achievements. It was then revealed that there is no significant difference between the participants’ perceptions on the extent of the mathematics learning outcomes and competencies achieved by the students, except for the honesty and truthfulness traits. Exploratory factor analysis revealed five (5) most significant Mathematics learning outcomes and competencies categories that characterize the outcomes-based mathematics teaching in SPU Surigao Junior High School.