DEVELOPMENT AND EVALUATION OF TASK-ORIENTED LEARNING
MODULE IN STATISTICS FOR GRADE 8 STUDENTS
A Thesis Proposal
Presented to
The Faculty of the Graduate School
Marikina Polytechnic College
Marikina City
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Teaching
Major in Mathematics
By
PHILIP MARTIN T. MACAPAGAL
May 2017
TABLE OF CONTENTS
Page
Title Page ………………………………………………………………....…............… i
Table of Contents …………………………………………………………..............… ii
List of Table.……………………………………………………………..…............... iii
Chapter
I INTRODUCTION
Background of the Study …………………………….……......................... 1
Statement of the Problem …………………………………......................... 3
Significance of the Study …………………………….……......................... 4
Scope and Delimitation of the Study ……………….…..…....................... 5
II CONCEPTUAL FRAMEWORK
Related Literature …….…………………………….............….……........ 6
Related Studies .............………..…………………….…......................... 8
Conceptual Models of the Study ...…………………….…...................... 11
Research Hypotheses .…………………………………….............…...... 13
Definition of Terms …………………………………………..................... 13
III RESEARCH DESIGN
Methods of Research to be Used ...……………………............……...... 15
Sources of Data ......................…..………………………….................... 16
Data Gathering Instrument …………………….……………................... 17
Data Gathering Procedure …………….……………………................... 17
Statistical Treatment of Data …………..…………………...................... 18
BIBLIOGRAPHY ………………………………………………..……………........... 19
APPENDICES ………………………………………………………..………........... 20
CURRICULUM VITAE ………………………………………………..……....…...... 29
ii
LIST OF FIGURES
Figure No.
1
Title
Page
Conceptual Model for Identifying the top 5 most
11
Difficult Topics in Grade 8 Statistics
2
Conceptual Model for Developing the Task-Oriented 12
Learning Module
3
Conceptual Model for Evaluating the Task-Oriented
12
Learning Module
LIST OF TABLE
Table No.
1
Title
Page
Population and Sample of the Study
iii
16
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the statement of the
problem, the significance of the study and its scope and delimitations.
Background of the Study
Technological advances have affected many areas of our lives: the way we
work, communicate, socialize, collaborate, learn, and, of course, teach. These
advances demanded the growth and expansion of our vocabulary, producing
definitions such as digital natives, digital immigrants, and 21st-century teachers
and learners.
The teacher is no longer the center of the educational process. The teacher
now serves as the facilitator of the learning process. The classroom has already
shifted from a teacher-centered to being learner-centered and personalized
instruction.
The quality of learning, the achievement of performance and content
standards, the accomplishment of daily lesson objectives, and the attainment of
desired learning outcomes and goals greatly depend on the quality of instructional
materials in the classroom. Aside from a good curriculum, teachers should be
adept not only in classroom management, mastery of the subject matter, use of
wide range of teaching approaches and strategies but also in the use of creative
instructional materials. Teachers should be able to engage the students by
arousing the interest, curiosity, attention and participation of the students to learn
2
by providing relevant activities. Teachers should be able to catch the attention and
sustain the learning of the students by using varied instructional devices to cater
individual differences.
Mathematics which is considered one of the most difficult subjects in school
and feared by most of the students can be fun and exciting by providing varied
learning activities which solicit more of students’ participation and performance. It
requires the expertise of the teacher to introduce stimulating and engaging
activities.
Given this condition, it is important to focus on the improvement of the
learning process which starts in the use of effective, creative and efficient learning
resources in the classroom. It is therefore the task of the teacher to develop and
validate tools, learning materials and resources to enhance students’
achievement, performance and outcomes.
The primordial objective of the study is to develop and evaluate a taskoriented learning module in Statistics for Grade 8 students. Specifically, it aims to
determine the top five (5) most difficult topics in Grade 8 Statistics. It also aims to
assess the significant difference on the evaluations of the two groups of
respondents on the developed module.
It is in this reason that the researcher embarks on the development and
validation of task-oriented learning activities in Grade 8 Statistics.
3
Statement of the Problem
This study aims to develop and validate task-oriented learning activities in
Grade 8 Statistics at Malanday National High School, Marikina City for the school
year 2017-2018.
Specifically, it aims to answer the following research questions:
1. What top 5 lessons in Grade 8 Statistics could be developed into task-oriented
learning activities as perceived by the Mathematics teachers and Grade 8
students?
2. How do the teachers and students validate the developed task-oriented learning
activities in Grade 8 Statistics in terms of:
2.1. clarity;
2.2. comprehensibility;
2.3. relevance;
2.4. suitability; and
2.5. usefulness?
3. Is there a significant difference between the evaluations of the two groups of
respondents on the developed task-oriented learning activities in Grade 8
Statistics?
4. What comments and suggestions are offered by the two groups of respondents
to improve the developed task-oriented learning activities in Grade 8 Statistics?
4
Significance of the Study
The following groups of people are likely to benefit from the findings of the
study in the following ways:
School Administrators. The result of the study would also help the
administrators and principals in planning and recommending new strategies in
teaching mathematics.
Mathematics Teachers. The result of this study could be used as basis in
planning appropriate teaching strategies that may not be perceived as less
motivating by the students. It will also be more convenient on the part of the
teachers, the fact that the task-oriented learning module used in teaching
mathematics is activity-centered.
Students. They would benefit from the study since there is a new way of
learning statistical concepts in a fun and enjoyable manner which might enhance
their academic performance.
Researchers and Academicians. The result of this study could serve as a
basis for creating a better curriculum which emphasis on the areas that students
are having difficult to deal with. They will be able to conduct similar and related
studies on the development of relevant and creative module in Mathematics and
Statistics.
5
Scope and Delimitation of the Study
This study aims to develop and evaluate a task-oriented learning module in
Grade 8 Statistics in Malanday National High School, Marikina City for the school
year 2017-2018. Five (5) most difficult topics in Grade 8 Statistics will be used to
develop a task-oriented module. Two (2) groups of respondents: students and
teachers will evaluate the module in terms of clarity, comprehensibility, relevance,
suitability, and usefulness. The evaluations of the respondents of the developed
learning module will be measured using a researcher-made. The significant
difference on the evaluations of the respondents will be measured.
There are ten (10) Grade 8 sections in Malanday National High School. Five
(5) sections which are composed of an average of fifty (50) students each will be
included in the study. These sections include Acacia, Mahogany, Molave, Narra
and Tindalo. A total of one hundred fifty (150) students from a population of two
hundred forty (240) students and ten (10) mathematics teachers will be involved in
the study which were computed using Slovin’s formula and were selected through
random sampling. The research instruments will be validated by five (5) experts
in the field of study.
CHAPTER II
CONCEPTUAL FRAMEWORK
This chapter presents the related literature and studies, the conceptual
models of the study, the research hypothesis, and definition of terms used in the
study and thus provides direction to the present study.
Related Literature
The following are related literature from various books, journals, articles,
magazines and internet sources which are significant in understanding the present
study. A narration of some of them is presented here.
According to McGRATH (2013) mathematics is the common thread running
through children’s learning. Children engage with mathematics as they push their
way forward, making sense of life. Mathematical learning happens naturally but is
enhanced by adults generating experiences which match the child’s reality. Playbased activity prompted by an adult or started by the child allows the expression
of mathematical thinking. Whether the child is using small or large play pieces,
indoors or outdoors, they are learning in a physical way.
Petsche (2011) stated that using educational games to learn or reinforce
lessons engages students and turns a potentially boring subject into something
exciting and desirable to know. Games offer teachers and parents a new way to
grab students’ attention so that they will retain information. Games have become
a teaching tool, an invaluable resource for reaching students in ways conventional
methods may not, or providing a means to practice a skill or subjects so students
do not forget what they have been taught.
According to Gee (2013), games can create good learning because they
etach in powerful ways, but what many people miss in the rush to bring games to
school is that the teaching method good games use can be implemented with or
without games (though games are one good platform with which to deliver such
teaching). In fact, the theory behind game-based learning is not really new, but a
traditional and well-tested approach to deep and effective learning, often
represented in the best problem-based and project-based learning.
Stathakis (2013) as cited by Odon (2015), there are five reasons to use
games in the classroom. First, students learn through the process of playing game.
By playing a game, students may be able to understand a new concept or idea,
take on a different perspective or experiment with different options or variables.
Second, games provide a context for engaging practice. Third, through games,
students can learn a variety of important skills. There are countless skills that
students can develop through game playing such as critical thinking skills,
creativity, teamwork, and good sportsmanship. Fourth, while playing games,
students develop a variety of connections with the content and can form positive
memories of learning. A positive emotional connection can facilitate learning.
Games can provide a variety of sensory experiences for students. Lastly, games
grab students’ attention and actively engage them.
Moore (2012:364) as cited by Villareal (2015) stated the following benefits
of simulations and games as instructional strategies: 1) actively involve students
in their own learning, 2) provide immediate feedback to students, 3) enable
students to practice communication skills, 4) create high degree of interest and
enthusiasm, 5) allow teachers to work with a wide range of student capabilities at
the same time, 6) allow experimentation with a model of real environment, and 7)
promote and reward analytical-critical thinking.
Related Studies
The following studies from theses and dissertations were examined to
strengthen the results of the study.
Odon (2015) conducted a study which aimed to develop and evaluate
game-based teaching in Geometry at Kasiglahan Village Elementary School,
Rodriguez II, Division of Rizal during the school year 2014-2025. The least
mastered topics in Geometry were developed into games, based on the National
Achievement Test (NAT) scores during 2012-2014 were: a) Area of a Triangle; b)
Area of a Trapezoid; c) Surface Area of a Cube; d) Volume of a Cube; and e)
Volume of a Rectangular Prism. The teacher and the pupil respondents evaluate
the developed game-based teaching in Geometry in terms of clarity,
comprehensibility, relevance, suitability, and usefulness. The findings showed that
the developed and evaluated game-based teaching was accepted by the
respondents.
Both studies are similar in terms of game-based learning activities in
Mathematics. They though differ in terms of the locality and the respondents of the
study. The former study used the NAT scores during 2012-2014 in Rodriguez Rizal
while the present will use the top 5 most difficult topics in mathematics as perceived
by the Mathematics teachers and Grade 8 students in Marikina City.
Villareal (2015) conducted a study which aimed to develop and evaluate
instructional games in Mathematics IV at San Jose National High School, District
II-A, Division of Antipolo City during the school year 2014-2015. Five most difficult
topics in Mathematics IV were developed into instructional games based on the
preference of Mathematics teachers. The students and the teacher respondents
evaluate the developed instructional games in terms of appropriateness,
usefulness, relevance, and clarity. The findings showed that the developed and
evaluated instructional games were accepted by the respondents.
Saurane Jr. (2015) conducted a study entitled “Development and
Evaluation of Card Games and Puzzles as Teaching Strategies in Mathematics 8”
which aimed to develop and evaluate card games and puzzles as teaching
strategies in Mathematics 8. The respondents evaluated the teacher-made card
games and puzzles in terms of materials, procedures, usefulness, and
acceptability. The findings indicated that the developed and evaluated card games
and puzzles as teaching strategies were accepted by the respondents.
The studies of Saurane Jr. and Villareal are related to the present study
since they developed game-based or task-oriented activities that will be applied in
teaching. The studies differ though with the kind of respondents and the localities
of the studies.
In research conducted by Llagas (2012) as cited by Saurane Jr (2015)
entitled “Effects of Games on the Mathematics Performance of the First Year
Students” found that 1) There is no significant difference between the pre-test
mean scored of the two groups of respondents and there is a significant difference
between the post test score of the experimental and control groups, and 2) There
exists a significant difference in the Mathematics performance between the
students who were exposed to teaching mathematics is an effective way in
improving the performance of the students as compared to traditional method.
This study is significant to the present study since it also focused on the
games in teaching-learning process. This is parallel to the present study because
it adds variety to the lessons through the use of mathematical games. It differs,
however, in the grade level and respondents.
Nate (2014) as cited by Villareal (2015), in her study, “Effectiveness of
Integrative Strategy in Teaching Trigonometry” found out that the strategy was
effective in enhancing the performance of the different group of students in Math
IV. She administered her experimental study to 30 numerates, 30 averages, 30
low level, 10 very low level and 7 nonnumerates in Math IV of Burgos National
High School in Rodriguez Rizal. The results of the pre-test and post-test were
compared to test the effectiveness of integrative strategy.
Both studies utilized games in teaching mathematics in secondary schools.
They differ though in terms of the locality of the study and their respondents.
11
Conceptual Models of the Study
The conceptual models which will guide the researcher in conducting the
study are presented in Figures 1, 2, and 3.
INPUT


150 Grade 8
Students
Survey
Checklist
PROCESS


Administration
and retrieval of
the survey
checklist
Statistical
OUTPUT

Top 5 most
difficult topics
in Grade 8
Statistics
Figure 1: Identifying the top 5 most difficult Topics in Grade 8 Statistics
Figure 1 presents the process of identifying the top five (5) most difficult
topics in grade 8 Statistics. The input consists of 150 Grade 8 Students and survey
checklist. The process includes the administration and retrieval of the survey
checklist, statistical treatment of data, and analysis and interpretation of data. The
output consists of the top 5 most difficult topics in grade 8 statistics.
12
INPUT

Identified top 5
difficult topics
in Grade 8
Statistics
PROCESS

Development of
the taskoriented
learning
module
OUTPUT

Developed
Task-Oriented
Learning
Module
Figure 2: Developing the Task-Oriented Learning Module
Figure 2 presents the process of developing of the task-oriented learning
module. The Input consists of Identified top 5 difficult topics in grade 8 Statistics.
The process includes the development of the task-oriented learning module. The
output consists of developed task-oriented learning module.
INPUT

Respondents
150 Students
10 Teachers
 Evaluation
Questionnaire
PROCESS



Administration
and retrieval of
the evaluation
questionnaire
from the
respondents
Statistical
Treatment of
Data
Analysis and
Interpretation of
Data
OUTPUT

Developed
Task-Oriented
Learning
Module
Figure 3: Evaluating the developed Task-Oriented learning Module
13
Figure 3 presents the process of evaluating the developed task-oriented
learning module. The input consists of 150 student and 10 teacher respondents
and evaluation questionnaire. The process includes the administration and
retrieval of the evaluation questionnaire from the respondents, statistical treatment
of data, and analysis and interpretation of data. The output consists of evaluated
task-oriented learning module.
Research Hypothesis
There is no significant difference between the evaluations of the studentrespondents and teacher-respondents on the developed task-oriented learning
module in Grade 8 Statistics.
Definition of Terms
The following terms used in the study are defined operationally.
Clarity. This refers to the clearness of the procedure on how to do the given
task in the topics preferred by Mathematics Teachers.
Comprehensibility. This refers to the supplementary material as a whole
is easy to understand.
Development. This refers to the process of developing the task-oriented
module.
Evaluation. This refers to the given set of questions to be answered by the
respondents to determine their reactions and perceptions regarding the developed
task-oriented learning module.
14
Grade 8 Statistics. This refers to the Fourth Quarter lessons of Grade 8
students based on the Curriculum.
Grade 8 Students. These are the respondents who will evaluate the taskoriented learning module in Statistics 8.
Relevance. This term refers to the importance of the task-oriented activities
and its relatedness in teaching selected topics in Mathematics 8.
Suitability. This refers to the quality of being right or appropriate for a
particular person, purpose, or situation.
Task-oriented module. This will be the strategy to be used in developing
the module in Grade 8 Statistics that will help the students increase their mastery
level and arouse their interest.
Usefulness. This refers to the quality of having utility and especially
practical worth or applicability to further enhance the students’ skills in
Mathematics.
CHAPTER III
RESEARCH DESIGN
This chapter presents the method of research to be used, sources of data,
data gathering instruments, data gathering procedure, and statistical treatment of
data.
Method of Research to be Used
This study will use the descriptive type of research. According to Ariola
(2006), “the descriptive research describes current events and that the research
questions or problems raised are based on the appreciation of present
phenomena, events, or state of affairs. The purpose of the descriptive method is
to describe “what is”. It deals with the prevailing conditions of objects, people and
events.”
Leedy, as mentioned by Ariola (2006:47) claims that descriptive research is
a method that simply looks with intense accuracy of the phenomena of the moment
and describes precisely what the research sees.
The study of Ariola is related to the present study. The latter will determine
the top 5 most difficult topics in Grade 8 Statistics in the development of a taskoriented learning module.
16
Sources of Data
The sources of data of this study are 150 Grade 8 students from sections
Acacia, Mahogany, Molave, Narra and Tindalo of Malanday National High School,
Marikina City and 10 Mathematics teachers from the different schools of Marikina
City (District I).
The main goal of purposive sampling is to focus on particular characteristics
of a population that are of interest in which the researcher will enable to answer
the research question.
The computation of the sample size using the Slovin’s formula is as follows:
240
n = --------------------------1 + 240 (0.05)2
n = 150
Table 1: Population and Sample of the Study
Section
Acacia
Mahogany
Molave
Narra
Tindalo
Total
Population
47
47
47
48
51
240
Sample
29
29
29
31
32
150
17
Data Gathering Instrument
The instrument to be used in this study to evaluate the teacher-made taskoriented learning module as teaching strategies in Statistics 8 is a questionnairechecklist.
The questionnaire-checklist will be adapted by the researcher based on the
suggested reference materials. It was modified with the help of his adviser and to
be validated by five (5) technical experts. The evaluation-checklist will be made to
evaluate the teacher-made task-oriented learning module. It contains of five (5)
component parts: clarity, comprehensibility, relevance, suitability, and usefulness.
Data Gathering Procedure
The researcher will seek permission to conduct the study from the school
principal of Malanday National High School, Marikina City. Upon approval of the
request letter, the researcher will administer the instruments to the respondents.
The researcher will disseminate the validated questionnaires to 150
student-respondents and 10 Mathematics Teachers. It will be personally
administered to the respondents to ensure accuracy and truthfulness of the result
of the instruments.
18
Statistical Treatment of Data
The following statistical measures will be used to treat the data gathered in
the study.
Mean. The mean will be used to find the average scores in the evaluations
done by the student-respondents and the mathematics teacher-respondents.
A five-point scale was provided to indicate the quality or degree of appreciation of
respondents on each item. In the analysis of the items, 5 is the highest which
means Strongly Agree (SA) and 1 is the lowest which means Strongly Disagree
(SD).
Scale
Range
Verbal Interpretation (VI)
5
4.20-5.00
Strongly Agree (SA)
4
3.40-4.19
Agree (A)
3
2.60-3.39
Moderately Agree (MA)
2
1.80-2.59
Disagree (DS)
1
1.00-1.79
Strongly Disagree (SD)
t Test. The t-test will utilize to determine if there is significant difference
between the evaluations of teachers and student-respondents on the teachermade task-oriented learning module as teaching strategies in Statistics 8. This will
also be used to determine if there is a significant difference between the
evaluations of the mathematics teachers and student respondents on the teachermade task-oriented learning module in terms of clarity, comprehensibility,
19
suitability, difficulty, creativity, thoroughness, and usefulness.
BIBLIOGRAPHY
Books
Ariola M. M. (2006). Principles and methods of research. First Edition. Quezon
City. Rex Bookstore
McGRATH C. (2013) Supporting Early Mathematical Development Practical
Approaches to Play-Based Learning. David Fulton
Unpublished Theses and Dissertations
Llagas, R.M. (2012). “Effects of games on the mathematics performance of the
first year students in Tay-Ac National High School”. Unpublished Thesis.
Ilocos Sur.
Saurane Jr., G.S. (2015). “Development and Evaluation of Card Games and
Puzzles as Teaching Strategies in Mathematics 8 in Pintong Bukawe
National High School”. Unpublished Thesis.(San Mateo Rizal) Marikina City
Villareal, M.B. (2015). “Development and Evaluation of Instructional Games in
Mathematics IV in San Jose National High School”. Unpublished Thesis.
(Antipolo City) Marikina City
Odon, M.V. (2015). “Development and Evaluation of Game-Based Teaching in
Geometry in Kasilahan Village Elementary School”. Unpublished Thesis.
(Rodriguz II, Division of Rizal) Marikina City
Internet Sources
Petssche, J. (2011). Engage and excite students with educational games.
Retrieved from http://eric.ed.gov/?q=educational+games&id=EJ964275.
Retrieved on May 19, 2017
Gee,
J.P.
(2013).
Games
for
Learning.
Retrieved
from
http://pilambda.org/horizons/games-for-learning/. Retrieved on May 19,
2017
20
APPENDICES
21
To the Respondents:
Greetings of peace and prosperity!
The undersigned is currently undertaking a thesis paper entitled DEVELOPMENT
AND EVALUATION OF TASK-ORIENTED LEARNING MODULE IN GRADE 8
STATISTICS.
In this regard, I would like to ask for your help to provide me the necessary data
for my study. Feel free to answer the survey questionnaire.
Thank you very much!
Very truly yours,
PHILIP MARTIN T. MACAPAGAL
Researcher
TEACHER’S QUESTIONNAIRE
Part I. Profile of the Respondents
NAME (Optional): _______________________________________________
School: _______________________________________________________
Gender: ______ Male ________ Female
Age: __________
No. of years in teaching: __________
Part II. Evaluation of Task-Oriented Learning Module
Instructions:
In the succeeding page is a list of indicators of perception on the use of
task-oriented learning module in Statistics 8.
Please indicate your perception by putting a checkmark on the column
which best represents how much you agree or disagree with each statement.
The following is the list of ratings and their equivalent.
Scale
5
4
3
2
1
STATEMENTS
Verbal Interpretation (VI)
Strongly Agree (SA)
Agree (A)
Moderately Agree (MA)
Disagree (DS)
Strongly Disagree (SD)
22
RATING SCALE
Acceptability
1. The task-oriented are suited to the level of the students
2. The task-oriented motivates the students to study.
3. The task-oriented are fun and enjoyable
4. The task-oriented illustrate mathematical concepts in a
meaningful way.
5. The task-oriented provides an opportunity for the belowaverage learners to interact with the above-average
learners.
Clarity
1. The learning objectives of the task-oriented are clearly
stated.
2. The content of the task-oriented are presented in simple
language
3. The learning activities are easy to follow
4. The presentation of the task-oriented is clearly and
logically stated.
5. The assessment tools are clearly stated.
Strongly
Agree (SA)
Agree (A)
Moderately
Agree (MA)
Disagree
(DS)
Strongly
Disagree
(SD)
5
3
4
2
1
23
Comprehensibility
1. The learning objectives of the task-oriented are very
easy to understand.
2. The contents of the task-oriented are stated in a way that
the learners could easily understand.
3. The learning activities can be followed easily.
4. The presentations are easily understood by the learners.
5. The assessment tools are expressed in language that
could easily be understood.
Suitability
1. The learning objectives are suitable to the content of the
task-oriented.
2. The contents are appropriate to the level of interest of
the learners.
3. The learning activities are suitable to arouse the interest
of the learners.
4. The presentations are suitable to the diverse learners.
5. The assessment tools are suited to measure the desired
outcomes.
Usefulness
1. The task-oriented are useful in enhancing the
mathematical skills of the students.
2. The task-oriented helps the learners to easily understand
the concepts of the lesson.
3. The task-oriented challenges the students to achieve
high in the subject.
4. The task-oriented develops leadership ability of the
students.
5. The task-oriented promotes cooperative learning.
24
25
STUDENT’S QUESTIONNAIRE
Part I. Profile of the Respondents
Instruction:
Please check ( ) or write the information asked on the space provided.
Name: (Optional)________________________
Gender: _______Male ______Female
Age:____________
Part II. Evaluation of Task-Oriented Learning Module
Instruction:
Please indicate your perception by putting a checkmark on the column
which best represents how much you agree or disagree with each statement.
The following is the list of ratings and their equivalent.
Scale
Range
Verbal Interpretation (VI)
5
4.20-5.00
Strongly Agree (SA)
4
3.40-4.19
Agree (A)
3
2.60-3.39
Moderately Agree (MA)
2
1.80-2.59
Disagree (DS)
1
1.00-1.79
Strongly Disagree (SD)
26
Acceptability
1. The task-oriented are suited to the level of the students
2. The task-oriented motivates the students to study.
3. The task-oriented are fun and enjoyable
4. The task-oriented illustrate mathematical concepts in a
meaningful way.
5. The task-oriented provides an opportunity for the belowaverage learners to interact with the above-average
learners.
Clarity
1. The learning objectives of the task-oriented are clearly
stated.
2. The content of the task-oriented are presented in simple
language
3. The learning activities are easy to follow
4. The presentation of the task-oriented is clearly and
logically stated.
5. The assessment tools are clearly stated.
Moderately
Agree (MA)
Disagree
(DS)
Strongly
Disagree
(SD)
STATEMENTS
Strongly
Agree (SA)
Agree (A)
RATING SCALE
5
3
2
1
4
27
Comprehensibility
1. The learning objectives of the task-oriented are very
easy to understand.
2. The contents of the task-oriented are stated in a way that
the learners could easily understand.
3. The learning activities can be followed easily.
4. The presentations are easily understood by the learners.
5. The assessment tools are expressed in language that
could easily be understood.
Suitability
1. The learning objectives are suitable to the content of the
task-oriented.
2. The contents are appropriate to the level of interest of
the learners.
3. The learning activities are suitable to arouse the interest
of the learners.
4. The presentations are suitable to the diverse learners.
5. The assessment tools are suited to measure the desired
outcomes.
Usefulness
1. The task-oriented are useful in enhancing the
mathematical skills of the students.
28
2. The task-oriented helps the learners to easily understand
the concepts of the lesson.
3. The task-oriented challenges the students to achieve
high in the subject.
4. The task-oriented develops leadership ability of the
students.
5. The task-oriented promotes cooperative learning.
29
CURRICULUM VITAE
Philip Martin T. Macapagal
28 Jocson St., Malanday, Marikina City
E-mail address: pmmacapagal19@gmail.com
Contact no. 369-5753 (Home) 0936-8397341(Mobile)
________________________________________________________________
OBJECTIVE
To apply the skills and knowledge I learned at school. To be able to work
competently and confidently, learn responsibility in a working environment and to
further enhance my skills.
Highlights of Qualifications:



Willing and able to handle a wide variety of task
Can deal with different people
Wide range in computer
Educational Background:
Tertiary
:
Pamantasan ng Lungsod ng Marikina
Bachelor of Secondary Education (Mathematics)
Conception Uno, Marikina City
2006-2010
Secondary :
Roosevelt College Marikina
Lamuan Marikina City
1999-2003
Primary
:
Malanday Elementary School
Visayas St., Malanday Marikina City
1993-1999
Job Experience(s):
Gentle Angels School
June 2010 – March 2012
Malanday National High School
May 15, 2013 - present
Seminar Attended:
I.T. Congress 2010
Teatro Marikina
November 20, 2010
TIP-Mini Congress for Pre-service Teachers
“Developing Quality Teachers”
Seminar Rooms A and B TIP Quezon City
30
August 26, 2009
JMMA
A Preparation to Corporate Entry
Teatro Marikina
August 25, 2009
The Joys of Teaching
Pamantasan ng Lungsod ng Marikina
Marikina City
February 2009
Affiliation:
EduKada
PLMar
Member: 2006-2010
Elementum
PLMar
Member: 2006-2010
Character References:
Mrs. Marina G. Mingoy
Faculty
Malanday National High School
09228913621
Mr. Mark R. Escobar
Faculty
Malanday National High School
09264122854
Mrs. Norma I. Olivares
Education Department Head
Pamantasan ng Lungsod ng Marikina
0917-5280704
I hereby certify that all of the above statements were true and correct to
the best of my knowledge and belief.
Philip Martin T. Macapagal