MATHEMATICS INSTILLING PRACTICES FOR QUALITY EDUCATION
IN LABANGAN 1 DISTRICT: AN IMPORTANT FACTOR
IN THE TEACHING-LEARNING PROCESS
_______________
A Thesis
Presented to
The Faculty of the Graduate School
SOUTHERN MINDANAO COLLEGES
Pagadian City
_______________
In Partial Fulfillment
For the Requirements of the degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management
_______________
By
LOVELY JOY L. MUNDOC
JUNE 2022
ii
COMMITTEE EVALUATION
This
Thesis
entitled
MATHEMATICS
INSTILLING
PRACTICES FOR QUALITY EDUCATION IN LABANGAN 1 DISTRICT: AN
IMPORTANT FACTOR IN THE TEACHING-LEARNIG PROCESS prepared and
submitted by LOVELY JOY L. MUNDOC, has been reviewed and
passed by the screening committee composed of the following
school faculty members:
ESYL YOKUYA-MONTEJO, Ed. D.
Chairman
JIMMY A. KINATAC-AN, Ed. D.
Member
RENANTE P. CAMUS, Ed. D.
Member
FLOYD U. BADIANG, MAED
Member
RICHARD L. ADORABLE, Ed. D.
Adviser
iii
APPROVAL SHEET
iv
ACKNOWLEDGEMENT
The researcher wish to express her heartfelt and
deepest gratitude and appreciation to the following persons
whose
kind
assistance,
encouragement
and
guidance
have
greatly contributed to the success of this study.
Dr.
Esyl
Yukoya-Montejo,
dean
of
the
graduate
school of Southern Mindanao Colleges at the same time chairman
on oral examination, for her loving and untiring support,
assistance and inspiration and challenges to make this whole
thing possible.
To Dr. Pepito A. Divina, the external expert, for
his assistance and clarification of some issues and concern
which were essential to the retirement of this study.
To professor Floyd U. Badiang, my graduate school
professor, SMC graduate school office administrator, together
with his clerks and assistants for the guidance and assistance
during my masteral classes.
Dr. Richard L. Adorable, the researcher’s energetic
adviser who made corrections and gave his loving words of
advice, challenges, and who assisted the researcher in his
work, giving inspiration to make this whole thing possible.
MAJARANI
M.
JACINTO,
ED.
D.,
CSO
VI
Schools
Division Superintendent of the Division of San Pablo City for
v
allowing me to conduct my investigation and distribute my
checklist to the teachers.
To all teachers in the Field Office of Labangan 1
District who honestly answered the checklist.
To
the
researcher’s
beloved
parents,
families,
special someone, friends, co-teachers, my School Head who
gave their love and persistent prayers that served as the
strongest force towards the realization of this work.
Most of all, to our Almighty Father, the giver and
provider of all, who accompanied me and gave me strength and
good health to fulfill this work.
Lovely Joy
Researcher
vi
DEDICATION
To express my thanks to all those who contributed
in many ways to the success of this study and made it an
unforgettable experience for me.
To Our Almighty God who is always there when I am
in need. Thank you for guiding and giving me strength in my
everyday life. Thank you for always looking out and being
there for me. Thank you for making all of these happened and
ended it with good outcome.
To my parents Bernaldo E. Lagrimosa and Teodora M.
Lagrimosa and to my parents-in-law Tito B. Mundoc Jr. and
Marcelita T. Mundoc.Thank you for giving me the support to
reach my dreams. Accomplishing this hopefully make you proud
of me as much as I am proud of having you.
To my husband Mark Jason T. Mundoc who always there
in good times and bad times, thank you for helping me.
To my daughter Athelstane Xyra L. Mundoc and Aeson
Xyler L. Mundoc, thank you for being my inspiration for this
big milestone in my life.
To all my friends, I also dedicate this to all of
you. Thank you so much!
Lovely Joy L. Mundoc
vii
TABLE OF CONTENTS
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . .i
COMMITTEE EVALUATION . . . . . . . . . . . . . . . . . . ii
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . .iii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . iv
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . vi
TABLE OF CONTENTS
. . . . . . . . . . . . . . . . . . .vii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . .x
LIST OF FIGURES
. . . . . . . . . . . . . . . . . . . . xi
CHAPTER
PAGE
I. THE PROBLEM AND ITS SCOPE
Introduction
. . . . . . . . . . . . . . 1
. . . . . . . . . . . . . . . . .
Conceptual Framework
. .1
. . . . . . . . . . . . . . . 7
Statement of the Problem
. . . . . . . . . . . . .10
Null Hypothesis . . . . . . . . . . . . . . . . . .11
Scope and Delimitation
. . . . . . . . . . . . . .11
Importance of the Study . . . . . . . . . . . . . .12
Definition of Terms Used
. . . . . . . . . . . . .13
II. REVIEW OF RELATED LITARATURE AND STUDIES . . . . . . 16
Related Literature . . . . . . .
. . . . . . . . .16
Mathematics Instilling Practices . . . . . . . . . 14
Teaching Approaches. . . . . . . . . . . . . . . . 19
Identifying Effective Teaching. . . . . . . . . . .22
viii
Traits of Successful Teacher. . . . . . . . . . . . 24
Professional Qualities of An Effective . . . . . . .28
Learning Strategy . . . . . . . . . . . . . . . . . 39
Meta Cognitive Skills. . . . . .
. . . . . . . . . 40
Comprehension Development. . . . . . . . . . . . . .42
Thinking out-loud. . . . . . . . . . . . . . . . . .45
The Teacher . . . . . . . . . . . . . . . . . . . . 47
RELATED STUDIES
. . . . . . . . . . . . . . . . . .49
The Study of Lim. . . . . . . . . . . . . . . . . 49
The Study of Galabin. . . . . . . . . . . . . . . 51
The Study of Cadungog . . . . . . . . . . . . . . 53
The Study of Yangao . . . . . . . . . . . . . . . 55
The Study of Pacaña . . . . . . . . . . . . . . . 57
III. RESEARCH DESIGN AND PROCEDURE
Methods Used
. . . . . . . . . .
60
. . . . . . . . . . . . . . . . . . . 60
Research Instrument . . . . . . . . . . . . . . . . 61
Validation of Instrument . . . . . . . . . . . . . .62
Gathering of Data . . . . . . . . . . . . . . . . . 63
Sampling Design . . . . . . . . . . . . . . . . . . 63
Statistical Treatment . . . . . . . . . . . . . . . 64
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA.
67
MATHEMATICS INSTILLING PRACTICES
FOR QUALITY EDUCATION
ON USING HANDS-ON ACTIVITIES. . . . . . . . . 67
MATHEMATICS INSTILLING PRACTICES
ix
FOR QUALITY EDUCATION
ON USING GROUP WORK. . . . . . . . . . . . . .72
MATHEMATICS INSTILING PRACTICES
FOR QUALITY EDUCATION
ON ENCOURAGING MULTIPLE SOLUTIONS TO PROBLEMS 76
MATHEMATICS INSTILLING PRACTICES
FOR QUALITY EDUCATION
ON VIEWING MISTAKES AS LEARNING POSSIBILITIES 80
EXTENT OF COMPARABILITY ON THE RESPONSES
OF SCHOOL ADMINISTRATORS AND TEACHERS
ALONG WITH THE FOUR VARIABLES . . . . . . . . 85
SIGNIFICANT DIFFERENCE BETWEEN THE RESPONSES
OF SCHOOL ADMINISTRATORS AND TEACHERS
ALONG WITH THE FOUR VARIABLES . . . . . . . . 89
V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS . 92
SUMMARY . . . . . . . . . . . . . . . . . . . .
.92
THE FINDINGS
.94
. . . . . . . . . . . . . . . . .
AN IMPORTANT FACTOR IN TEACHING-LEARNING PROCESS .96
CONCLUSIONS . . . . . . . . . . . . . . . . . . . 98
RECOMMENDATIONS . . . . . . . . . . . . . . . . . 99
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . .101
APPENDICES
. . . . . . . . . . . . . . . .
CURRICULUM VITAE
. . . . .
104
. . . . . . . . . . . . . . . . . . . 109
x
LIST OF TABLES
TITLE
PAGE
1. MATHEMATICS INSTILLING PRACTICES
FOR QUALITY EDUCATION
ON USING HANDS-ON ACTIVITIES . . . . . . . .
68
2. MATHEMATICS INSTILLING PRACTICES
FOR QUALITY EDUCATION
ON USING GROUP WORK. . . . . . . . . . . . .
73
3. MATHEMATICS INSTILLING PRACTICES
FOR QUALITY EDUCATION
ON ENCOURAGING MULTIPLE SOLUTIONS TO PROBLEMS 77
4. MATHEMATICS INSTILLING PRACTICES
FOR QUALITY EDUCATION
ON VIEWING MISTAKES AS LEARNING POSSIBILITIES 81
5. EXTENT OF COMPARABILITY ON THE RESPONSES
OF SCHOOL ADMINISTRATORS AND TEACHERS
ALONG WITH THE FOUR VARIABLES . . . . . . . . 86
6. SIGNIFICANT DIFFERENCE BETWEEN THE RESPONSES
OF SCHOOL ADMINISTRATORS AND TEACHERS
ALONG WITH THE FOUR VARIABLES . . . . . . . . 90
xi
LIST OF FIGURE
TITLE
PAGE
1. The Schematic Diagram of the Study..............8
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
In
order
to
understand
what
good
mathematics
instilling practices mean in relation to the class described
in this paper, it is necessary to know the characteristics of
mathematics
classes
in
the
Philippines
generally,
the
recommendations of the Department of Education on strategies
in
teaching
mathematics,
and
the
perceptions
of
key
mathematics teachers regarding effective teaching strategies.
Likewise, it is important to know the methodology used to
gather data that captured these good practices. What is a
Mathematics Class in the Philippines Like in General? To a
great extent, the teacher explains and asks questions in a
whole class setting. If group work is done, it is superficial.
When students discuss, they seldom can sustain the discussion
and make it productive (Pascua, 1993). Students are orderly
and quiet. To begin a new topic, the teacher first asks
students what they know about it then explains the definition
and rules (Department of Education, et al 2000). The most
common strategies in teaching mathematics are exposition,
practice
and
consolidation,
and
discussion
(High
School
Mathematics Education Group 1996; Bernardo, SalazarClemena,
2
and Prudente 2000). Department of Education’s Recommendations
and
Key
Teachers’
Perceptions
The
2002
Basic
Education
Curriculum in Mathematics in the Secondary Level which is
currently being implemented advocates using a variety of
teaching
strategies
among
which
are
practical
work,
discussion, problem solving, investigations besides Soledad
A. Ulep 290 exposition and practice and consolidation, as
well as cooperative learning (Department of Education 2002).
The teaching strategies perceived to be most effective by
science and mathematics teachers of schools identified as
benchmarks in teaching and learning practices were: hands-on
experience that brings students to their fullest learning
capacity
because
they
depend
on
themselves,
cooperative
learning because they can share better knowledge when they
work
in
groups
selfdiscovery
rather
because
than
it
when
they
enhances
work
alone,
students’
and
learning
capability (Penano-Ho 2004). How were the teaching practices
documented? The source of data in this paper is the 21st
section of a grade 8 mathematics class consisting of 57
students in a public secondary school in Metro Manila. It was
one
of
the
international
three
Philippine
research
schools
Learner’s
included
Perspective
in
Study
the
which
focused on the teaching and learning process that went on in
grade 8 mathematics classes taught by locally identified
3
competent teachers. The class was observed and videotaped for
15 consecutive school days with the first 5 days serving as
familiarization period. Three cameras were used: one focused
on the teacher, another on the whole class, and still another
on two focus students who were randomly selected daily. There
was on-site mixing of the teacher and focus students’ cameras.
A microphone placed between these students picked up their
conversations. At the end of each class that lasted on the
average for one hour, the focus students were interviewed one
after the other. The teacher was also interviewed at the end
of each week. The video-stimulated interviews were audiotaped
and
along
with
the
mix
videotapes
transcribed.
Translation was done when needed because although English is
the medium of mathematics instruction, both the students and
the teacher at times code-switched to Filipino, the national
language. This paper used the data from the mix videotapes,
teacher interview, and lesson plans for the last 9 days. The
lessons were on geometry, particularly conditions for right
triangle congruence, quadrilaterals and their properties, and
different kinds of parallelograms and their properties.
A teacher is the one who guides, manages, conducts
and facilitates the learning in a way that adequate conditions
for the pupils to learn are provided. Every teacher wants to
have an effective classroom where pupils do their work, are
4
responsible, and exhibit comprehension and achievement. This
is possible if a teacher knows how to manage a classroom.
Just knowing the subject matter does not make a teacher.
As
cited
~mathedu/2525.pdf,
in
http://www.human.tsukuba.ac.jp/
teaching
is
one
of
the
world’s
most
challenging occupations. Teachers hold a unique position in
our
society.
Ask
yourself
whether
you
have
the
characteristics of an effective teacher. If you feel that you
have the characteristics, consider ways to improve and learn
more on how to become an effective teacher.
An
effective
teacher
makes
good
use
of
instructional time and inspires students to do well and to
know more. Each and every student in the class has to feel
comfortable and have the sense of belonging. The classroom
has to be conducive to learning and has the proper lighting
so that learning easily takes place.
Being an effective teacher has to be able to handle
every situation that comes our way. We surely encounter
different problems regarding pupil’s attitudes and others.
Teacher should be flexible to take control of any situation.
Teachers are values-oriented mentor.
Effective
teachers
tend
to
have
similar
characteristics: enthusiastic, creative and positive. You can
express
these
characteristics
in
different
ways,
but
5
typically this means that, most time of the day, you truly
want to be in classroom and see your pupils learn and excel.
Teaching is a form of decision making for there are
different things we must decide upon. Such include topic
selection,
strategies
to
be
used,
and
motivation.
Other
decision-making tasks include our ability to specify learning
objectives.
Labangan is a coastal municipality in the province
of Zamboanga del Sur. The municipality has a land area of
157.90
square
kilometers
or
60.97
square
miles
which
constitutes 3.52% of Zamboanga del Sur's total area. Its
population as determined by the 2020 Census was 44,262. This
represented 4.21% of the total population of Zamboanga del
Sur province, or 1.14% of the overall population of the
Zamboanga
Peninsula
region.
Based
on
these
figures,
the
population density is computed at 280 inhabitants per square
kilometer or 726 inhabitants per square mile. Combining age
groups together, those aged 14 and below, consisting of the
young
dependent
children
and
population
young
which
include
adolescents/teenagers,
infants/babies,
make
up
an
aggregate of 35.49% (14,832). Those aged 15 up to 64, roughly,
the economically active population and actual or potential
members of the work force, constitute a total of 60.53%
(25,295). Finally, old dependent population consisting of the
6
senior citizens, those aged 65 and over, total 3.98% (1,663)
in all.
The computed Age Dependency Ratios mean that among
the population of Labangan, there are 59 youth dependents to
every
100
of
the
working
age
population;
there
are
7
aged/senior citizens to every 100 of the working population;
and overall, there are 65 dependents (young and old-age) to
every 100 of the working population.
In Labangan 1 District, the academic performance as
observed that MPS for the three consecutive years 2017-2018,
75.04%; 2018-2019, 76.54%; and 2019-2020, 84.138%. Firstly,
pupils cannot focus well to their studies because of their
economic situation. Their parents are mostly fishermen and
farmers. They are a little above average low in income, hence
cannot provide the needs of their children in school. Lack of
sleep and tired they maybe absent or late in their class. It
is also a known fact that the schools lack physical facilities
that would reinforce and alleviate the learning conditions of
the pupils. Most families with unemployed parents were not
able
to
finish
high
school
or
even
elementary,
thereby
incapable of tutoring or coaching their children. Most of the
occupation are laborers, small vendors, drivers, carpenters.
Most of the pupils are products of broken family.
7
School management on the other hand, there are
number of schools in the previous performance rating whose
ratings were just at the brink of the required standard of
having a very satisfactory performance of schools sometimes
thereby affecting their performance.
It is for this reason that the researcher has
prompted to conduct a study on the Mathematics Teaching
Practices for Teachers Improvement in Labangan 1 District: An
Important Factor in the teaching-Learning Process.
Conceptual Framework
The focus of this study is on Mathematics Teaching
Practices for Teachers Improvement in Labangan 1 District: An
Important
Factor
in
the
teaching-Learning
Process.
The
variables of this investigation mentioned below were taken
from http://www.human.tsukuba.ac.jp/~mathedu/2525.pdf.
Using Hands-on Activities. In lessons, the teacher
used practical work besides exposition. Instead of giving the
definition of a median and altitude that will be used in a
subsequent construction of a proof, he asked the odd-numbered
groups to draw any Good Mathematics Teaching Practices – in
the Making: a Philippine Experience 291 triangle and a segment
from any vertex to the midpoint of the opposite side. He also
asked the even-numbered groups to draw any triangle and a
8
MATHEMATICS INSTILLING PRACTICES FOR QUALITY EDUCATION IN
LABANGAN 1 DISTRICT
MATHEMATICS INSTILLING
PRATICES
RESPONSES
4-Always Practiced
(AP)
1. Using Hands-on
Activities
3-Almost Always Practiced
(AAP)
2. Using Groupwork
2-Sometimes Practiced (SP)
3. Encouraging multiple
solutions to problems
1-Never Practiced
(NP)
4. Viewing Mistakes as
Learning Possibilities
AN IMPORTANT FACTOR IN THE TEACHING-LEARNING PROCESS
Fig. 1 Schematic Diagram of the Study
9
segment from any vertex perpendicular to the opposite side.
This was an instance where not all the students were doing
the same task and individually within a group, students were
free to choose what kind of triangle they will consider.
Using Groupwork. A dominant feature of the lessons,
was the use of group work. Since students were organized by
tables, those seated around a table consisted one group. Some
groups had 9 members while others have 10. In lessons, group
work involved performing exercises on making proofs. The
teacher carried out a whole class discussion on the. Looking
it as a means we must learn to understand the world around us
and develop the needed skills.
Encouraging multiple solutions to problems. The
teacher also gave the students the opportunity to work on the
tasks he assigned the way they decided to. The teacher asked
to find the measure of each angle of a parallelogram MORE
given that the measure of angle R is 5x and the measure of
angle E is 4x. At the time that they were working on this
routine problem, the teacher approached them. The teacher
asked them what the relation between angle E and angle R was
to which Nic correctly responded “supplementary”.
Viewing
Students’
group
Mistakes
work
output
as
at
Learning
times
had
Possibilities.
mistakes.
For
example, one group made an incorrect statement in their proof.
10
When the teacher was already discussing their proof, and he
probed the students concerned about what they meant by the
statement.
The
end
result
of
this
investigation
is
An
Important Factor In The Teaching-Learning Process which is
holistically
presented
in
schematic
diagram
and
further
discussed after the findings in chapter V.
Statement of the Problem
This
investigation
aimed
to
determine
the
Mathematics Instilling Practices for Quality Education in
Labangan 1 District: An Important Factor in the teachingLearning Process.
To answer the main problem, the following subproblems are raised:
1. What are the Mathematics Instilling Practices
For Quality Education practiced by the teachers in terms of
the following:
1.1. using Hands-on activities;
1.2. using group work;
1.3. encouraging multiple solutions to
problems; and
1.4. viewing Mistakes as Learning
possibilities?
11
2. How often are the Mathematics teaching Practices
For Quality Learning practiced by the teachers?
3. What is the extent of comparability between the
responses of school administrators and teachers along with
the four variables?
4. Is there a significant difference between the
responses of school administrators and the teachers along
with the four variables?
Null Hypothesis
There is no significant difference between the
responses of school administrators and teachers along with
the five variables.
Scope and Delimitation of the Study
This study was delimited on the four variables of
Mathematics Instilling Practices for Quality Education in
Labangan 1 District namely: using hands on activities, using
group
work,
encouraging
to
use
multiple
solutions,
and
viewing mistakes as learning possibilities.
This study covered 10 school administrators and 122
teachers who have been in the DepEd for three or more years
already. They come from the 16 schools in Labangan 1 District
namely: Balimbingan Elementary School, Cogonan Integrated
12
School, Combo Elementary School, Dalapang Elementary School,
Dimasangca Elementary School, Dipaya Elementary School, Glab
Integrated
School,
Labangan
Central
Elementary
School,
Langapod Integrated School, Lower Pulacan Elementary School,
New
Labangan
Elementary
School,
Old
Labangan
Elementary
School, San Isidro Elementary School, Sang An Elementary
School, Tapodoc Elementary School, Upper Pulacan Elementary
School.
This study is conducted during the First Semester
of School Year 2021-2022.
Importance of the Study
This investigation is important because this will
give ideas to the teachers the quality learning integration
of knowledge in order to promote mathematics learning which
eventually result to the high expectations of the learners
and effective school performance.
This
study
will
benefit
to
the
school
administrators, by providing them factual information as to
components of learning promote mathematics learning which
eventually result to the high expectations of the learners
and effective school performance.
To the teachers, this investigation could give them
insight on how benefits of learning are practiced that may
13
bay be able to develop and enhance learners’ as an attainment
of potential goals in the new normal.
To
the
pupils,
this
will
enhance
further
development on their learning achievement could serve them
improve the teaching learning process and its importance as
a supportive educational environment for them as learners.
To the community, this will provide information
that will encourage them to support the school activities and
send
their
capabilities
children
as
pillars
to
of
develop
their
learning
for
intellectual
quality
child-
centered schools applied by the teachers.
DEFINITION OF TERMS USED
The following terms used in this study are hereby
operationally defined:
An
Process.
whenever
Important
Factor
in
the
teaching-Learning
The end result of the study which is possible
the
finding
of
this
investigation
is
fully
implemented.
Labangan 1 District. Refers to the place of the
investigation where the school administrators and teachers
with three or more years teaching experience were tapped as
the respondents of the study.
14
Dependent
variables.
Refers
to
the
measure
of
responses used by the researcher to find out the extent of
the Mathematics Teaching Practices for Quality Learning by
using the indicators of always practiced, often practiced,
sometimes
practiced,
not
practiced
at
all
with
the
corresponding numerical four point scale.
Encouraging
Multiple
Solutions
to
Problems.
Is
concerned less with the acquisition of structured knowledge
than with the mastery of learning tools. From the stand point
of human nature, this pillar is both means and an end.
Independent variables. Refers to the four variables
on the mathematics teaching practices.
Null
hypothesis.
Refers
to
the
tentative
statistical inference whereby the two groups of respondents
may or may not differ significantly in their responses along
with the four variables.
Schematic
Diagram.
Is
used
as
guide
in
the
preparation of thesis because it portrays the main problem
the independent variables, dependent variables, and the end
result of the study.
School
Administrators.
The
term
refers
to
the
school principals, head teachers and teachers in-charged
assigned in Labangan 1 District and are involved in this
study.
15
Teachers. Refers to the mentors in the elementary
schools of Labangan 1 District and also considered as the
subject of the investigation.
Using
development
of
Hands-on
minds
and
activity.
body;
it
Aims
is
for
for
complete
the
complete
fulfillment of man in all the aspects of his personality, the
complexity of his human forms of expression and various
commitments-as individual person, member of a family and of
a community, citizen, producer or inventor of techniques, and
creative dreamer.
Using
group
work.
Is
related
to
occupational
training that is adapted to the types of work needed in the
environment. It emphasizes the knowledge component of tasks
including the importance of services in the economy.
Viewing
Emphasizes
that
Mistakes
education
as
should
Learning
adopt two
Possibilities.
complimentary
approaches. From the early childhood, it should focus on the
discovery of other people in the first stage of education. In
the
second
stage
and
in
lifelong
education,
encourage involvement in common projects.
it
should
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and
studies.
The
researcher
is
utilizing
various
sources
of
information such as books, internet and unpublished master’s
theses to enrich the content of the study.
To link the ideas of different authorities cited in
this investigation a clincher is provided.
RELATED LITERATURE
Mathematics Instilling Practices
As posted in http://www.human.tsukuba.ac.jp/ ~math
edu/2525.pdf provides the following four mathematics teaching
practices: using hands-on activities, using group works,
encouraging
multiple
solutions
to
problems,
and
viewing
mistakes as learning possibilities.
Using
development
of
hands-on
minds
and
activities.
body;
it
Aims
is
for
for
complete
the
complete
fulfillment of man in all the aspects of his personality, the
complexity of his human forms of expression and various
commitments-as individual person, member of a family and of
17
a community, citizen, producer or inventor of techniques, and
creative dreamer.
Using
group
works.
Is
related
to
occupational
training that is adapted to the types of work needed in the
environment. It emphasizes the knowledge component of tasks
including the importance of services in the economy.
Encouraging
multiple
solutions
to
problems.
Is
concerned less with the acquisition of structured knowledge
than with the mastery of learning tools. From the stand point
of human nature, this pillar is both means and an end. Looking
it as a means we must learn to understand the world around us
and develop the needed skills.
View mistakes as learning possibilities. Emphasizes
that education should adopt two complimentary approaches.
From the early childhood, it should focus on the discovery of
other people in the first stage of education. In the second
stage
and
in
lifelong
education,
it
should
encourage
involvement in common projects.
The
herein
reviewed
literature
on
Mathematics
teaching practices provided significant information being the
source of the identified variables used in the present study.
Specifying the Learning Objectives
According to Moyles and Robinson (2002) as cited by
Aquino
(2009:169-170)
Learning
objectives
are
commonly
18
classified according to one of the five criteria that can be
applied in the assessment of performance. These criteria
includes:
cognitive
objectives,
performance
objectives,
consequence objectives, affective objectives, and exploratory
objectives.
Cognitive
objectives.
Include
knowledge
and
intellectual abilities to be demonstrated by the learners.
They
also
include
the
teachers’
knowledge
about
subject
matter content, pedagogy of teaching, ability to integrate
important information about one’s culture, and ability to
analyze the curriculum.
Performance
objectives.
Refers
to
the
learners
ability to demonstrate an activity. Performance should be
develop the learners’ higher-order thinking skills.
Consequence Objectives.
Deal with the result of
the learners’ actual performance. How they progress?
Does
their performance commensurate with the efforts made by the
teachers and their own effort with the drills and exercises
provided for mastery?
Exploratory Objectives. Are concerned with selflearning and self-regulation. It means that learners need to
observe, investigate, verify, examine, analyze, or travel for
discovery students must be involve in some kind of experiences
in which they are required to visit a place or have an
19
interaction with prominent people in the community in order
to possesses authentic learning.
The herein reviewed literature on effective ways to
promote transfer provided significant information being the
source of the identified variables used in the present study.
Teaching Approaches
According
approach
approaches
to
Salandanan
procedure
(200562-76)
that
employs
teaching
variety
of
strategies can access better understanding and effective
learning It serves as vehicle for the teacher to achieve long
range lesson objectives such as those set for grade levels
across subject.
Motivation. This is both internal and external in
a classroom. Learning is rather slow when motivations are not
accompanied by incentives. This is the initial period where
the learners’ problems and expressed purposes are manifested.
Individual
differences.
Effective
teaching
recognizes individual differences and provide appropriate
remedial
measures
to
pupils
with
some
learning
deficiency. Understanding your pupils is an integral part in
being an effective teacher.
Independence. The learner’s gradual independence
from adults their increasing sense of responsibility are
20
positive
indicators
independence
gained
of
in
good
a
given
teaching.
period
The
should
degree
of
eventually
measure up with maturity level of the learner.
Remedial
teaching.
Good
teaching
is
both
diagnostic and remedial in many subjects. Various standardize
test help teachers identify specific errors and weaknesses of
pupils.
Democratic Environment. Pupils learn the meaning of
democracy by practicing and living with it. This gives pupils
the right and privileges they learn in the classroom.
What are the qualities of an effective teacher?
This was one of the main questions that one of the panels at
the 2015 Global Education and Skills Forum tried to answer.
Over and over again, all the panelists seemed to list the
same characteristics that they believed an effective teacher
possessed: knowledge of the subject, motivation, emotional
intelligence and empathy, stamina, and passion.
Knowledge of the Subject: First off, this quality is
an absolute necessity to being an effective teacher. It does
not matter how motivated, passionate, or creative you are if
you cannot teach your students what they are there to learn.
How can you expect them to learn if you don’t even know what
they are supposed to be learning?
21
Motivation: To be an effective teacher one has to
be motivated, motivated to learn and to help others learn.
That motivation for learning and self-improvement is what
separates the truly great teachers from the rest. They are
always trying new ways of teaching and engaging their students
and they never tire of being students themselves. Effective
teachers are always learning different ways of doing things
and take the time to learn from other effective teachers.
Emotional Intelligence and Empathy: Understanding
your students is an integral part in being an effective
teacher. Being able to connect with students on an emotional
level and help them through the problems that come with
growing up is what effective teachers do. This emotional
intelligence and empathy can go a long way in not only helping
those students be able to learn but in changing their lives
as well.
Stamina: As most teachers will agree, it takes a
lot of energy to teach and keep students engaged. It also
takes a lot of stamina, because you never know what will
happen next. Every day as a teacher is an adventure, and you
have to be able to handle it in stride and keep on going.
Passion: To
me,
this
is
the
most
important
characteristic of an effective teacher. Passion in teachers
is what inspires students to want to do their best and to
22
dream big dreams. Passionate teachers are not those who chose
to teach because they could not do anything else. Passionate
teachers
are
those
that
find
true
happiness
in
their
profession and in the everyday aspect of helping kids discover
who they are and who they want to be.
Teachers are some of the few people who have the
power to change the world because the future of the world is
sitting
in
their
classrooms.
Those
teachers
who
have
knowledge, motivation, emotional intelligence and empathy,
stamina, and passion are able to make an impact in the lives
of their students. They inspire them to dream their wildest
dreams while giving them the tools to achieve them and those
are the ones who have the greatest impact.
The herein identified Qualities of an Effective
Teacher
borrowed
from
internet
are
practically
worth
reviewing in this investigation to enrich the discussion,
being the main source of the variables.
Identifying Effective Teaching
Ornstein (1992:8) describes what effective teachers
do in the classroom.
Classroom Management. Effective teachers develop
good managerial techniques. They make students know what they
expect they make certain that students know what to do if
23
they need help; they follow through with reminders and rewards
to enforce rules; and they do not respond to discipline
problems emotionally.
Direct
Instruction.
Effective
teachers
have
a
clear, systematic method of teaching. They proceed in small
steps, provide ample review and explanation before proceeding
to the next step, ask questions and check for understanding,
and provide systematic feedback and correction.
Time on Task. Effective teachers provide students
with relevant academic activities and see to it that students
spend an adequate amount of time actually engaged in these
learning activities.
1. Questioning.
appropriate
questions
participation
and
Effective
in
a
facilities
teachers
manner
that
mastery
of
ask
ensures
academic
content.
2. Comprehension
instructor.
Effective
teachers emphasize independent learning and learning
to learn. They teach students to apply concepts,
solve problems, and monitor their own comprehension.
3. Level of cognitive instruction. Effective
teacher try to move toward high-order thinking skills
and independent learning by motivations students to
learn by using appropriate materials and activities.
24
4. Grouping. Effective teachers are able to group
students for individualized and small group instruction. They
are able to work with more than one student or group at a
time.
The idea presented by Ornstein(1992) on identifying
effective teaching is necessary for inclusion, since, it
provides insights to the present study on the essential traits
for
successful
endeavor
practiced
by
teachers
to
attain
effective teaching.
Traits of Successful Teachers
As posted in http://k6educators.com/od/profession
aldevelopment, the teachers admire most are those who remain
intellectually curious and professionally vital both inside
and outside classroom for decades. They remain vivid in the
students’ memories forever because of their creativity, sense
of fun and compassion.
Here are the qualities that contribute most to a
successful, durable, and happy teaching.
Successful teachers hold high expectations: The
most effective teachers expect great accomplishments from
their students, and they don’t accept anything less. In
education, expectations from a self-fulfilling prophecy. When
teachers
believe
each
and
every
student
can
beyond
any
25
imagined limits, the children will sense that confidence and
work with the teacher to make it happen.
They think creatively: The best teachers think
outside the box, outside the classroom, and outside the norm.
they leap outside the classroom walls and take their students
with them. They seek ways to give their students a real world
application
for
knowledge,
taking
learning
to
the
next
action-packed level.
Top teachers are versatile and sensitive: The best
teachers live outside of their own needs and remain sensitive
to
the
needs
of
others,
including
students,
parents,
colleagues, and the community. It’s challenging because each
individual needs something different, but the most successful
teachers are a special breed who play a multitude of different
roles in a given day with fluidity and grace, while remaining
true to themselves.
They are curious, confident, and evolving: The
teachers most admire renew their energy learning new ideas
from younger teachers, and they aren’t threatened by new ways
of doing things on campus. They have strong core principles,
but somehow still evolve with changing times. They embrace
new
technologies
and
confidently
move
forward
into
the
future.
1. They are imperfectly human: The most effective
26
educators bring their entire selves to the job. They celebrate
student successes, show compassion for struggling parents,
tell stories from their won lives, laugh at their mistakes,
share their unique quirks, and aren’t afraid to be imperfectly
human in front in their students. The best teachers are
inspiring leaders that show students how should behave in all
areas of life and in all types of situations.
2. Top teachers admit it when they don’t know the
answer. They apologize when necessary and treat students with
respect.
3.
learning
and
Successful
in
life:
teachers
The
emphasize
most
admire
the
fun
teachers
in
are
lighthearted funs out of serious learning. They aren’t afraid
to be silly because they can snap the students back into
attention at will.
The aforementioned literature bears similarities to
the present study because it gives an insight on the essential
traits
for
successful
endeavor
of
teachers.
Teaching
effectiveness depends on the essential traits of teachers
that contribute most to a successful and happy teaching.
The Qualities of a Truly Professional Teacher
As
cited
in
http://www.eslemployment.com/esl-
employers/the-qualities-of-a-truly-professional-teacher.htm
27
teachers can be popular just because they are friendly and
helpful, but to be truly professional and effective they need
other qualities. Students may not be able to put their finger
on just why one teacher is more effective than another but we
need to be able to identify the skills and behavior we require
in a true professional.
A
professional
teacher
needs
to
be
confident
without being arrogant. Nobody can expect to have all the
answers, so if a student asks a real stinker, the professional
teacher should be able to admit defeat but offer to find out
more for the student. And they must carry that promise out.
Proper preparation is another crucial requirement
of professionalism. When the teacher enters the classroom
he/she should have all the required materials and the lesson
plan ready. Nothing is more sloppy than poor preparation.
Interaction
with
the
group
needs
professional
standards of behavior: polite, firm and fair just about sum
it up. And in orchestrating the class the teacher must give
everyone their chance to contribute and should be flexible
enough to modify lessons if they are obviously not going to
plan. Indeed a fall-back position is part of good planning.
It
stands
to
reason
also
that
teacher
must
observe punctuality and appropriate tidiness and dress:
it is not possible to demand such behavior from students
28
if the teacher doesn’t set the standards. Indeed I can
remember
occasions
on
which
me about “scruffy” teachers.
is
that
teachers
students
have
complained
to
should
The last thing I would mention
be
able
to
feel
that
their
professionalism entitles them to back-up from the school
directors. If a teacher has a problem class or student then
the
school
should
have
procedures
for
handling
the
difficulties. The teacher should not have to feel alone and
vulnerable
if
a
difficult
situation
arises.
So,
yes,
professionalism cuts both ways: in the standards we demand of
teachers and the framework we have for giving them support.
The information obtained from the internet sources are found
relevant to supplement the content of the study.
Professional Qualities of an Effective Modern Teacher
Naungayan
(1999:281)
further
stressed
that
from
various studies made on this matter the following emerge as
basic qualities that have a definite relationship to teaching
competence.
1. Mastery of the subject field one teaches. The
first essential of effective teaching is that the teacher
must have a thorough grasp of the subject he teaches. This is
contrary to the common notion that a teacher does not have to
"know
very
much"
to
teach
children.
Effective
learning
29
demands that the teacher possess a solid knowledge of his
subject field.
To master one's field is to keep on learning more
about it. A teacher cannot simply learn the rudiments of the
subject, master them thoroughly, and then stop. Everyone is
aware that at present there is an explosion of knowledge in
every field. If a teacher is to keep up with the newer
developments in his area, he has to continue to learn it.
2.
Understanding
of
the
learner.
If
a
teacher
expects to guide learning effectively, he must know how much
children
at
various
levels
of
maturity
are
capable
of
understanding. He must know their interests and previous
experiences which can be utilized in motivating them. He must
know the adjustments children have to make at various stages
of development, the physical, emotional, and social problems
they face in growing up.
3. Understanding of teaching principles and skill in
the use of techniques for their implementation. The old notion
that "if a person knows his subject, he can teach if" is very
much in error. To promote learning effectively, a teacher
must know not only what (subject matter) but also how (method)
to teach. Teaching methods also invoke skill in the techniques
of facilitating purposeful learning discussion, questioning,
group work, audio-visual materials, directed study, etc. They
30
also involve skill in the technique of various procedures in
evaluating
pupil's
progress,
as
well
as
techniques
of
classroom management.
4.
General
understanding
of
other
branches
of
knowledge. Teaching demands that a teacher possess a general
understanding of other branches of knowledge. If a teacher
expects to help children understand and appreciate the world
they
live
in,
he
must
understand
the
interrelation
and
interdependence of various areas of knowledge. He must be
able to show how his subject field relates with other fields
particularly in the solution of life's problems.
5. Understanding and appreciation of the teaching
profession. A teacher must know how to work effectively not
only with pupils but also with all other persons involved in
the school administrators, c-workers, parents, and other
members of the community. He must be aware of the value of
high ethical professional relationship.
Students with Memory Problem
As posted in https://www.cdl.org/articles/whatare-some-problems-students-have-with-memory/
Learners who have difficulty with memory may have
deficits in encoding or registering information in memory, in
storing or consolidating information in long-term memory, or
in retrieving or accessing information from long-term memory.
31
In order for information to be encoded in memory,
it must first be attended to. Thus, children who have deficits
in
attention
often
have
trouble
with
this
first
memory
process. Many children and adults with attention deficits
report that they have trouble remembering events that took
place within the past 24 hours. Students also often have
“gaps” in their knowledge of basic skills because they tune
in and out in the classroom. They are often reluctant to
engage in tasks, such as schoolwork and homework, which
require sustained mental effort. Even when children with
attention deficits attend to the appropriate information,
they may only attend at a very superficial level. Therefore,
they fail to elaborate on the incoming information. They do
not activate prior knowledge and relate it to the to-belearned information. For example, if a student is reading
about the Battle of New Orleans, he may fail to retrieve
information he already knows about war, New Orleans or Andrew
Jackson from his long-term memory store. This failure to
sufficiently elaborate on incoming information often results
in deficits in long-term memory storage and retrieval.
Learners who have deficits in encoding information
in memory may have trouble remembering directions or what
they have just read. They may also have trouble remembering
what their teachers said during class lectures. Further, they
32
may
have
trouble
conversations.
certain
remembering
Their
sensory
deficits
systems
or
what
may
be
others
said
more
modalities,
during
pronounced
such
as
in
visual,
auditory or kinesthetic. Most of the children I see in the
clinic
who
are
having
school
problems
have
relative
weaknesses in their auditory short-term memory, and because
much of the information that is presented in the classroom is
presented in an auditory/verbal format, this weakness leads
to significant functional problems for them.
Often children who have encoding deficits fail to
use memory strategies. For example, they may not form visual
images when reading. They may not “chunk” or recode incoming
information into semantic or meaningful units.
Children who have deficits in the retrieval of
information from long-term memory more often than not receive
grades that do not match the time and effort they spend in
study or preparing for tests. These children and their parents
frequently tell me that the students “knew the information
the night before the test, but could not remember it when
taking the test”. Students who have trouble with memory recall
often report “test anxiety”. Test anxiety is also often a
common complaint of many pupils who have attention deficits.
The two frequently co-occur.
The inability to rapidly and efficiently recall
33
information from long-term memory when it is needed may be
associated
with
deficits
in
encoding
and
storage
of
information. Thus, any of the problems discussed in the
previous section – failure to categorize, failure to store
paired associates, trouble with the storage of rules, trouble
with storing information presented in specific modalities or
formats, difficulty with storing information associated with
life events or episodes and problems with storing information
for performing skills and procedures, both cognitive and
motor
–
will
lead
to
deficits
in
memory
retrieval.
If
categorization of to-be-learned information is weak, the
pathways through which to access this information will be
limited and, thus, retrieval will be slow and difficult. If
one piece of information that “hangs” with another is unable
to be efficiently retrieved, school is likely to be an
uncomfortable place to be in (e.g., a learner remembers his
teacher’s face, but is unable to recall her name).
Often students who have trouble with recalling
rules, especially those in written language, may perform
adequately when writing single sentences. However, when they
are required to write paragraph or story length text, their
performance deteriorates. They misspell words, fail to place
punctuation where it belongs and/or do not capitalize words
that should be capitalized. In fact, it is often possible to
34
differentiate storage and retrieval problems by examining a
student’s work both at the sentence and the paragraph levels.
Learners
information
who
presented
have
trouble
in
specific
with
the
formats
storage
also
of
have
weaknesses with the recall of information in this same format.
For example, a student may be really good with remembering
the names of all of the states and their capitols (paired
associates), but she may never be able to remember their exact
location on a map because this information is in a visualspatial format. This same student’s recall may be greatly
enhanced by having her put together a big spongy puzzle of
the United States or walk from state to state on a big rug or
carpet that has a picture or drawing of the United States on
it, thereby engaging the haptic or kinesthetic memory system.
Some learners have great memories of spatial arrays, but poor
memories of sequences of events, such as the chronological
order of events in history.
Deficits in the recall of events or episodes may
manifest themselves through failure to recall what was said
during social conversations or what was done while on a field
trip. Students who have problems with the recall of skills or
procedures
may
forget
or
skip
steps
when
solving
math
problems. They might forget how to form letters when writing.
Some of the children I work with will ask questions such as,
35
“How do you make the letter k” when writing.
In addition to deficits in recall, students may
have trouble with recognition of information in memory. For
example, some of the students I evaluate have trouble with
math because they do not, among other things, recognize
patterns in math problems. Thus, every problem is like a new
problem to them because they do not see the similarities
between the one they just solved and the new one. This deficit
is often associated with what some teachers and parents call
“math anxiety”. Children with pattern recognition problems
may also fail to perceive reoccurring themes in stories.
The herein reviewed literature on effective ways to
promote transfer provided significant information being the
source of the identified variables used in the present study.
Transfer of Learning
According
to
Byrnes
(2001)
as
cited
by
Aquino
(2009:46) Transfer of learning is one of the basic concerns
of educational practitioners. Transfer happens when previous
learning is used to acquire new bits of information. When
previous learning moves from long-term storage into working
memory and interacts with new information, then there is
transfer
of
learning.
Transfer
of
learning
becomes
the
foundation of all students’ ability to interpret data, solve
36
problems, make decisions, and perform other cognitive tasks.
Aptly put, transfer facilitates all the students’ cognitive
functions. However, not all transfers are positive for some
are
negative.
On
the
contrary,
if
the
new
material
is
facilitated easily without any hassle, transfer is said to be
positive.
For
instance,
if
we
learn
that
a
declarative
sentence states a fact, but finding difficulty in writing it
in interrogative form, then, learning is said to be negative.
If we only get confused with the new material to be learned,
then transfer does not serve its purpose.
The primary reason why humans have survived for
more than a million years now is that they are capable of
learning.
People are not the most powerful creatures in the
universe. They are not the strongest and the fastest of all
creatures.
However,
their
intelligence
transcends
the
ordinary imagination. Human learning is a miracle. It is a
marvelous gift that perpetuates humanity. It has amazing and
marvelous properties that set people apart from any other
creatures in the world. With their cognitive abilities, they
are able to deal with novel situations and solve complex
problems.
Transfer
is
a
process
of
extending
knowledge
acquired into one context to other contexts (Byrnes 2001).
37
Transfer of knowledge and skills is the major concern of every
teacher. We may hear people complaining about students who
cannot think. In this situation, we can surmise that students
display a very little evidence of transfer. The contention
here is that they fail to use the knowledge they learn in
school to solve problems in real contexts. If this is the
case, then we need to revisit our approaches as well as our
methods of teaching. It is for this purpose that we should
know why transfer fails.
Transfer of learning is the dependency of human
conduct, learning, or performance on prior experience. The
notion
was
originally
introduced
as transfer
of
practice by Edward Thorndike and Robert S. Woodworth. They
explored
how
individuals
would
transfer
learning
in
one
context to another, similar context or how "improvement in
one mental function" could influence a related one. Their
theory implied that transfer of learning depends on how
similar the learning task and transfer tasks are, or where
"identical elements are concerned in the influencing and
influenced function", now known as the identical element
theory.
The
herein
reviewed
literature
on
transfer
of
learning provided significant information being the source of
the identified variables used in the present study.
38
As
posted
in
(https://en.wikipedia.org/wiki/
Transfer
of
learning).
Today, transfer of learning is usually described as
the process and the effective extent to which past experiences
(also referred to as the transfer source) affect learning and
performance
in
a
new
situation
(the transfer
target).
However, there remains controversy as to how transfer of
learning should be conceptualized and explained, what its
prevalence is, what its relation is to learning in general,
and whether it exists at all. There are a wide variety of
viewpoints
literature,
and
theoretical
which
can
be
frameworks
categorized
apparent
as:
a
in
the
taxonomical
approach that categorizes transfer into different types, an
application
domain-driven
approach
that
focuses
on
developments and contributions of different disciplines, the
examination
of
the
psychological
functions
or
faculties
transfer models invoke, and a concept-driven evaluation,
which
reveals
empirical
compares
traditions.
and
contrasts
Knowledge
theoretical
transfer
involves
and
the
application of previously learned knowledge while completing
tasks or solving problems.
39
The herein reviewed literature on the transfer of
learning provided significant information being the source of
the identified variables used in the present study.
Learning Strategy
https://www.naesp.org/sites/default/files/resources/2/Princ
ipal/2008/N-Dp33.pdf
Schumaker and Deshler (2006) define a learning
strategy as “an individual’s approach to a task. It includes
how a person thinks and acts when planning, executing, and
evaluating performance on a task and its outcomes.” Much of
this
thinking
about
learning
is
done
unconsciously.
For
example, most of us automatically slow down when reading
content that is difficult for us to understand. We also make
use of a variety of strategies for helping us organize and
remember—both key elements of the learning process.
As with many characteristics about people, however,
there is wide variation in terms of the number of learning
strategies we know and how well we use them. For example,
think of a student you have known who approached new types of
tasks with enthusiasm and who was typically able to “figure
out” how to apply what he or she already knew to tackling a
new problem. Now think about another child who reads a
textbook but, when asked to summarize the main points in the
40
chapter, can present only a disjointed list of thoughts with
little sense of how they fit together.
In math, this child might use only one strategy
when approaching a problem—even when that method repeatedly
fails. Oftentimes, the difference between these two children
is neither cognitive ability nor content knowledge. Instead,
the second child lacks metacognitive skills.
Activities
such
as
planning,
monitoring
comprehension, and evaluating progress toward completion of
a learning task are metacognitive in nature. Students with
better-developed metacognitive skills typically have a better
sense of their own strengths and needs related to the learning
process.
They
have
a
larger
repertoire
of
learning
strategies—again, many of them used almost unconsciously. And
perhaps most importantly, they are likely to select and use
the learning strategy that is most effective in helping them
address a particular learning task.
The herein reviewed literature on learning strategy
from the website provided significant information being the
source of the identified variables used in the present study.
Metacognitive Skills
Researchers Wang, Haertel, and Walberg (1993/1994)
can help us understand just how important such metacognitive
41
skills are to student learning. They created a knowledge base
of 11,000 statistical findings from a wide range of studies
on student learning. Their intent was to identify the relative
strength of the contribution of several major factors. They
found that “student aptitude was the most influential of the
six broad types of influences. Among the categories of student
aptitude, a student’s metacognitive processes—that is, a
student’s capacity to plan, monitor, and, if necessary, replan learning strategies—had the most powerful effect on his
or her learning.”
An increasingly strong research base points to the
potential of strategy instruction to help support struggling
learners,
including
Specifically,
strategies,
students
teaching
and
effectively,
helping
helps
to
with
students
them
learning
how
choose
strengthen
to
and
their
disabilities.
use
learning
implement
them
metacognitive
abilities—and this, in turn, connects to improved student
learning.
Good
example:
n
students
who
strategy
Improve
have
instruction
student
not
also
performance,
previously
can
help.
especially
developed
For
of
effective
metacognitive skills; n Increase student independence and
engagement with learning; and n Help students realize that it
42
is sometimes the use of ineffective strategies—not lack of
ability—that hinders performance.
This last factor is especially important because it
may help to increase motivation. Students who have repeatedly
experienced failure in school due to a lack of “tools” that
can help them approach learning efficiently are likely to
become less persistent in addressing school tasks. Acquiring
some
additional
likelihood
of
tools—learning
success,
and
strategies—increases
may
also
increase
their
their
willingness to take on new challenges.
How to Teach Learning Strategies “Researchers and
practitioners who have studied and applied learning strategy
instruction in the classroom generally agree on the how of
instruction” (Clarke, 2008). Three components of the skill
are considered essential— knowledge of what the strategy is,
how to apply it, and when and where to use it (Jones,
Polincsar, Ogle, & Carr, 1987). Effective instruction must
address all three components. First, learning skills are most
effectively
taught
in
the
context
of
content
area
instruction.
The herein reviewed literature on metacognitive
skills provided significant information being the source of
the identified variables used in the present study.
43
Comprehension Development
Perkins-Gough
findings
of
the
Rand
(2002)
Reading
discusses
Study
some
Group,
related
specifically:
Teachers foster comprehension development when they connect
comprehension strategy instruction with in-depth learning of
content
in
students
such
learn
disciplines
that
these
as
history
and
strategies
science.
are
tools
If
for
understanding the ideas in texts, then the strategies become
purposeful and integral reading activities.
When
students
are
helped
to
develop
learning
strategies in the context of learning about content, they
receive more opportunities for teacher support than they
would if the instruction was provided only during pull out
classes
or
special
instruction;
and
sessions
n
Have
focusing
more—and
on
more
study
skills
meaningful—
opportunities to practice the skills. However, there are
three
caveats
to
meshing
strategy
and
content
area
instruction.
The first is that only one new element should be
presented at a time. Thus, instruction on a new strategy
should be presented in the context of familiar content.
Otherwise, struggling students are likely to overload and be
unlikely to learn either the strategy or the content. Second,
the skills taught—and the approaches used to teach them—
44
should
be
age-
and
grade-appropriate.
For
example,
the
metacognitive skill of summarizing might be addressed with
primary-grades children by small-group discussions about a
story, with the teacher writing down student comments. The
teacher might then read the comments aloud and ask, “What
were the two big things this story was about?” Students would
be taught different ways to summarize and to “report” their
summaries
as
they
advanced
through
the
grades.
Third,
instruction about strategies should be explicit. It should
begin with the teacher’s modeling of the skill or strategy,
followed by structured opportunities for students to practice
and
apply
the
skills—with
teacher
feedback
provided
to
reinforce appropriate use of the strategy and correction or
reteaching if the strategy is incorrectly applied.
The instruction should also include elements that
help students learn how to appropriately generalize use of a
strategy to other tasks and classes (Kiewra, 2002). According
to
Kiewra,
good
strategy
instructors:
n
Introduce
the
strategy by modeling it and describing it; n Sell the strategy
by telling why it works; n Generalize the strategy by telling
where else it is useful; and n Help students perfect the
strategy
by
providing
practice
opportunities.
Teacher
modeling is an especially important component of strategy
instruction.
45
Students who have demonstrated an inability to use
strategies—or
to
generalize
a
strategy
they
have
used
successfully to another task—need more than simply hearing a
description. They need to see it in action and, even better,
see it applied to a few slightly different tasks. Protheroe
(2003) adds another element to modeling by suggesting that
teachers consistently “think out loud” and encourage their
students to do the same. To use this technique, teachers talk
through use of the strategy while they use it. This helps
students understand learning strategies and how to use them
“because they can see how a mind actively responds to thinking
through trouble spots and constructing meaning from the text”
(Vacca & Vacca, 2005).
The herein reviewed literature on comprehension
development provided significant information being the source
of the identified variables used in the present study.
Thinking-out Loud
Protheroe (2003) provides another reason to apply
the
“thinking-out-loud”
approach
to
help
students
use
learning strategies. The teacher: who encourages it on the
part
of
students
also
has
an
excellent
diagnostic
tool
available. Strengths and weaknesses of individual students in
the
area
of
metacognitive
skills
and
strategy
use
are
immediately apparent. The teacher can use the information
46
collected to begin addressing inappropriate use of strategies
by some students, pinpoint the type of both classwide and
individualized
instruction
needed,
and
use
effective
learners’ techniques as an example for those with weaknesses
in the area.
The
last
of
the
elements
suggested
by
Kiewra—
opportunities for practice— is also critically important.
Students who do not develop their own strategies naturally
need to be able to take a learned strategy from the abstract
to the concrete. Although teacher modeling helps with this,
practice with the strategy, accompanied by feedback from the
teacher and help in correcting use of the strategy if there
is a problem, will help to make the strategy a potentially
useful habit.
Finally, the goal of strategy instruction should
not be rote memorization of a particular approach but instead
the development of a repertoire of tools a student can access
as needed. Thus, teachers should build in opportunities for
students to generalize use of a strategy to a new type of
task.
This
learners
is
another
have.
They
skill
that
most
mentally—and,
highly
effective
again,
often
subconsciously—select from among a variety of strategies.
In contrast, less effective learners may fixate on the skill
learned most recently or one that worked well for them in the
47
past—although in regard to a very different type of task.
This is a reason why school-wide implementation of strategy
instruction can be particularly effective. As students enter
fifth grade, for example, all fifth-grade teachers will know
what learning strategies have been taught in third and fourth
grade
and
remind
students
to
use
appropriate
ones.
In
addition, a strategy taught in a math class can be pointed to
by a science teacher as one that would be helpful for a
specific science task.
The herein reviewed literature on thinking-out-loud
provided significant information being the source of the
identified variables used in the present study.
The Teacher
According to Acero (2000:2), an effective teacher
is one who has honed his skills in the art of teaching. He
demonstrates
varied
proficiency
teaching
innovations,
in
the
strategies,
revises
use
of
recognizes
techniques
for
language,
change,
optimum
adopts
applies
results
and
allows himself to be guided by acknowledged principles and
theories in education.
More
than
knowledge
and
skills,
an
effective
teacher compassionate and understanding. He gives allowance
48
for personal limitations. He looks at every learner as a
unique individual with peculiar needs and interests.
Above
allows
himself
all,
to
an
effective
grow
teacher
professional.
is
His
one
who
efficient
performance is always a result if his educational preparation
including attendance at seminars.
To become an effective teacher is the aspiration of
every mentor whether new or has been in it for years.
A teacher can be effective if he has mastery of the
subject matter, in which case, he must be an authority on the
subject
he
authority
is
on
teaching.
A
teacher
anything
about
can
which
only
he
speak
has
with
required
familiarity.
The
literature
written
by
Acero
(2000)
has
significant connection to the present investigation, since,
it describes what teachers should be in line with his job.
Nine Characteristics of a Great Teacher
As posted in http://www.facultyfocus.com/
articles/philosophy-of-teaching/nine-characteristics- of-agreat-teacher/
Mentioned
that
years
ago,
as
a
young,
eager
student, I would have told you that a great teacher was
someone who provided classroom entertainment and gave very
little homework. Needless to say, after many years of K-12
49
administrative experience and giving hundreds of teacher
evaluations, my perspective has changed. My current position
as a professor in higher education gives me the opportunity
to share what I have learned with current and future school
leaders, and allows for some lively discussions among my
graduate students in terms of what it means to be a great
teacher.
Teaching is hard work and some teachers never grow
to be anything better than mediocre. They do the bare minimum
required and very little more. The great teachers, however,
work
tirelessly
to
create
a
challenging,
nurturing
environment for their students. Great teaching seems to have
less to do with our knowledge and skills than with our
attitude toward our students, our subject, and our work.
Although this list is certainly not all-inclusive, I have
narrowed down the many characteristics of a great teacher to
those I have found to be the most essential, regardless of
the age of the learner.
The herein reviewed literature provided significant
information being the source of the identified variables used
in the present study.
50
RELATED STUDIES
The Study of Lim
Lim
(2019:
99-101)
have
drawn
the
following
conclusions:
1. Cognitive objectives was always applied by the
teachers
through
associating
a
certain
response
to
a
stimulus, acquiring skills with the use of reinforcement;
recalling information for the contextual factors.
2. Performance objectives, was always applied by
the teachers via learning from the way something looks, the
way
it
acts,
to
its
function,
clustering
information
according to place, nature of the occasion, categorizing
concrete objects and abstract ideas.
3. Consequence objectives, was always applied by
teachers through making meaningful units of information by
forming
a
meaningful
strategies,
applying
act,
using
and
different
adjusting
teaching
teaching
strategies.
4. Affective objectives is always applied by the
teachers by activating the memory by taking what is to be
learned,
using
figurative
language
to
present
objects,
actions, and ideas, employing imagery strategies that are
helpful.
5. Exploratory objectives is always applied by the
teachers by activating the memory by taking what is to be
51
learned,
using
figurative
language
to
present
objects,
actions, and ideas, employing imagery strategies that are
helpful.
6.
On
the
extent
of
comparability
between
the
responses of the school administrators and teachers along
with the four variables, the most prevailing variable is the
performance
objectives
followed
by
affective
objectives,
cognitive objectives, and least prevailing is consequence
objectives.
7.
The
null
hypothesis
was
rejected
since
the
computed t-test is greater than the tabular value which means
that there is significant difference between the responses of
the school administrators and teachers or the responses of
the two groups of respondents are not alike.
The Study of Galabin
Galabin
(2012:100-103)
drawn
the
following
conclusions:
1. The teachers have always practiced the attribute
on personal qualities for remarkable performance particularly
in
practicing
orderliness
in
classroom
management
for
effective learning, thus inculcating values, deep love and
concern for the pupils in the process of teaching by creating
52
a
workable
classroom
atmosphere
conducive
to
learning
denoting remarkable performance of teachers.
2.
As
far
as
knowledge
base
for
remarkable
performance was responded always practiced by the teachers in
showing resourcefulness and creativity in planning the lesson
also in adopting varied teaching styles that satisfies the
needs and interest of the pupils and by exhibiting higher
order thinking skills in deliberation of lessons.
3. It was apparent that attribute of effective
teachers on repertoire of effective practice for remarkable
performance was revealed always practiced by the teachers by
helping domineering pupils learning, sharing skills to work
in pairs to the point of asking the pupils to take turn in
class discussion recorded and average weighted mean of 3.53
and by encouraging pupils to help and coach the slow learners.
4.
It
was
evident
that
attribute
of
effective
teachers on reflection for remarkable performance was always
practiced by the teacher who are reminding pupils to observe
rules and regulations set in the classroom, to the extent of
making
the
classroom
as
alternate
home
of
pupils
where
courtesy and respect are present and by establishing positive
expectations for pupil’s behavior in group.
5. There was sufficient evidence that the four
variables o attributes of effective teachers were always
53
practiced
by
the
teachers,
whereby
the
most
prevailing
variables went to reflection followed by personal qualities,
while the least prevailing variable went to knowledge base.
The totality of the entire table gained an overall adjectival
description
of
always
practiced
attributes
of
effective
teachers for remarkable performance.
Since the computed t-value is lesser than that of
the tabular value at 5 percent level of significance with 6
degrees
of
freedom,
the
null
hypothesis
was
accepted.
Therefore, it is concluded that the responses between the two
groups are alike or the same.
The Study of Cadungog
In
the
study
of
Cadungog
(2008:111-113)
she
concluded that:
1. Teachers have always manifested physical and
mental qualities by possessing good health, vitality and
stamina,
thus
demonstrating
ability
needed for successful
high
level
teaching
of
intellectual
indicative
of
quality instruction.
2. It is apparent that occupational attitude was
always manifested by the teachers more particularly in giving
commitment to one’s job with market interest in performing
54
the work thoroughly an indication of the qualities of teachers
to attain quality instruction.
3. Teacher’s initiative and resourcefulness was
always manifested by means of performing the work without
being told while anticipating more things to be done to the
extent
of
improving
teaching
devices
indicative
of
its
significance to quality instruction.
4. In communication skills, it was affirmed that
the
teachers
have
always
manifested
the
qualities
by
expressing a positive personal attitude toward teaching who
are demonstrating proper communication and listening skills
and using thought provoking questions for the pupils to think
critically.
5.
character,
It
the
is
evident
teachers
were
that
in
acting
personality
morally
and
upright,
emotionally mature and intellectually honest and polite in
manners of speaking are indicative of teacher’s qualities.
6. The qualities of teachers on attendance and
reports, it was evident that this was often manifested more
particularly in observing official time in reporting and
leaving as well as in accomplishing and submitting neat and
accurate reports. This means the situations were described
were most of the time manifested by the teachers.
55
7.
manifested
It
the
was
apparent
qualities
of
that
teachers
utilizing
the
have
always
results
of
professional readings and in observing ethics in discussing
problems.
Evidently,
teachers
were
demonstrating
high
performance in teaching. These are indications of teachers’
qualities that they have grown professionally.
8. There was sufficient evidence that the teachers
have always manifested the qualities of teaching which showed
that Occupational Attitude got the highest rank of the most
prevailing followed by Communication Skills, then Initiative
and
Resourcefulness
while
the
least
prevailing
went
to
Attendance and Reports.
9. It was concluded that the responses between
school administrators and the teachers differ significantly
from
each
other,
therefore,
the
null
21hypothesis
is
rejected. This means the responses were not alike or the same.
The finding was based from the computed t-value which is
greater than the tabular value. This was further supported
by a mean difference of 0.18 in favor of the average mean
obtained by the school administrators.
The Study of Yangao
Yangao
conclusions:
(2004:85)
revealed
the
following
56
1. High school teachers are always manifesting the
professional qualities on mastery of the subject matter by
having a thorough group of the subject matter, possessing
sold knowledge of the subject matter, and by specializing an
academic area.
2.
Understanding
of
the
learner
is
always
manifested by the secondary teachers by manifesting closer
relationship among students and learning to love them and
developing
the
special
skill
of
students
in
gathering
information needed in learning and stimulating student's
growth by working with hem satisfactorily.
3. Teaching principles and skills in the use of
techniques
teaching
is
with
a
always
manifested
confidence
and
by
knowing
teachers
to
through
identify
which
through teaching with confidence and knowing to identify
impact to teaching-learning improvement and involving skill
in
the
technique
of
various
procedure
of
classroom
management.
4. Teacher are always manifesting the professional
qualities on understanding of other branches of knowledge by
possessing the abilities to communicate ideas effectively, to
listen intelligently and read critically, and showing how the
subject matter relates with other field of knowledge and
exhibiting potential knowledge.
57
5. Professional qualities on appreciation of the
teaching profession is always manifested by the teachers by
displaying interest and the need of keeping abreast of the
new thrust of education for student's growth and showing the
importance of his profession as a social factor in the
community
and
demonstrating
the
value
of
high
ethical
professional relationship.
6. Of the five professional qualities set by the
researcher,
the
most
mastery
the
subject
of
prevailing
matter
professional
and
the
least
quality
is
prevailing
professional is understanding of other branches of knowledge.
7. There is no significant difference between the
responses of school administrators and teachers along the
five variables on professional qualities. The result implied
that the perception of school administrators and teachers do
not
vary
significantly
as
far
as
the
25
predetermined
statements are concerned.
The Study of Pacana
Pacana
(2016:125-127)
presented
the
following
conclusions:
1.
Knowledge
of
the
subject
matter
is
always
manifested by the teachers when they are asking productive
questions relevant to the subject matter taught, developing
58
intellectual resources to enable them to participate in, and
understanding of what it is that pupils are to learn.
2. Motivation by engaging to learn and help others
learn, learning different ways of doing things and take the
time to learn from other effective teachers, cherishing asset
as
recognized
publicly
for
His/her
hard
work
and
achievements.
3.
Emotional
intelligence
and
empathy
by
understanding pupils is an integral part in being an effective
teacher, Describing the emotional appreciation of another’s
feelings, Putting oneself into another’s shoes.
4. Stamina by taking a lot of energy to teach and
keep pupils, making every day as a teacher is an adventure
and you have to be able to handle it in stride and keep on
going, showing tolerance to differing points of view during
class.
5. Passion is always manifested by the teachers
when
they
are
classroom,
providing
having
pupils
yourself
a
equally
home
away
excited
from
with
home
other
teacher, finding true happiness in their profession and in
the everyday aspect of helping kids discover who they are and
who they want to be.
6. Potentials of effective teachers for quality
performance
such
as
knowledge
of
the
subject
matter,
59
motivation, emotional intelligence and empathy, stamina and
passion are always manifested by the teachers.
7. There is no significant difference between the
responses of the school administrators and teachers along
with the five variables since the computed t-test is lesser
than the tabular value and therefore the null-hypothesis is
accepted, hence the responses of the two groups of respondents
are alike.
The studies conducted by Lim, Galabin, Cadungog,
Yangao,
and
Pacana,
are
closely
related,
since
the
concentration is on the components of learning objectives for
effective lesson planning applied by the teachers. Therefore
they bear significant relevance which supports the discussion
of the present study.
60
CHAPTER III
RESEARCH DESIGN AND PROCEDURE
This chapter presents the method used, research
instrument, the validation of the instrument, gathering of
data, sampling design and statistical treatment of data.
Method Used
This study utilized the descriptive survey method.
This method is preferred for this kind of study because this
is more fact-finding with adequate interpretation.
The descriptive method was designed for the purpose
of investigating a certain topic to gather information about
existing conditions or situation. This kind of method is the
most
appropriate
tool
on
the
nature
of
a
situation
or
condition as it exists at the time of occurrence to the
present phenomena.
Sevilla
(1992:94)
stressed
that
descriptive
research involves collection of data in order to answer the
questions concerning the current status of the subject of the
study. It determines and qualifies the attitudes and opinions
of the group of persons that provide information needed for
the research. The main intention to use this method is to
61
collect
data
hypothesis.
for
This
the
will
problem
solving
determine
the
rather
usefulness
than
for
of
the
research which include the appropriate procedure applied, the
accuracy of data collecting method and the relevance of the
information gathered for solution of pertinent problems in
the research.
Research Instrument
The research instrument used in this study is a
self-constructed
instrument
or
questionnaire
where
the
individual respondents responds to a series of statements by
indicating the extent of agreement. Before constructing the
said
instrument,
journals,
the
unpublished
researcher
master’s
read
theses
books,
and
magazines,
dissertations,
other publications and browse internet sources that have
similar bearing to the present investigation. After making
the necessary pilot work, the researcher started to construct
accurate
and
appropriate
data
collection
instrument.
A
careful look at the variables under study, the type and the
content of the items of the predetermined statements were
carefully
generate
envisioned
the
required
research instrument.
to
ensured
that
information
are
all
questions
included
in
to
the
62
The research tool has only one part which requires
the respondents to indicate their degree of agreement in the
following aspects pertaining to the
Mathematics Teaching
Practices
with
variables;
for
Teachers
using
hands-n
Improvement
activities,
the
using
following
group
work,
encouraging multiple solutions to problems, viewing mistakes
as learning possibilities. Five predetermined statements per
variable were constructed, with a total of 20 statements.
Validation of Instrument
After the questionnaire-checklist was constructed,
this was passed to a thorough scrutiny of the adviser of the
researcher. Careful analysis was employed making the final
draft free from major defect, duly align, making it sure that
it suits to the sub-problems raised. The final draft was then
submitted to the Dean of the graduate School for approval and
determine the alignment and suitability of the instrument to
the main problem and sub-problem. All suggestions made by the
panel were incorporated to the instrument and final draft was
made for final approval before this was printed for its dry
run or trial run at Talusan District who are not included
directly to the real respondents. After the dry-run or trial
run of the questionnaire-checklist, this was submitted to the
adviser for verification if there are items or variables that
63
need to be enriched. After all the findings and enrichment,
the final copy was then printed for reproduction according to
the number of respondents covered.
Gathering of Data
The
distribution
researcher
of
the
of
this
study,
prior
questionnaire-checklist
to
the
sought
the
permission of the Schools Division Superintendent then to the
School Heads and every teachers concerned in this study. After
the permit was granted and secured, the researchers asked for
the assistance of the teachers regarding the facilitation of
the
administration
of
the
questionnaire-checklist.
The
researchers made sure that all teachers have duly filled-up
the
questionnaire-checklist
leaving
no
blank
in
the
instrument and this was done during vacant time and retrieval
of same was immediately done.
Sampling Design
This section discusses the method used in selecting
the principal respondents. Purposive sampling design was
employed in selecting the teachers as the subject of the
study.
The
purposively.
School
Administrators
were
also
selected
64
According
to
Shaughnessy
(2000:521)
purposive
sampling is a type of non-probability sampling in which the
investigator selects the elements to be included in the sample
on the basis of their special characteristics.
This investigation covered a total of 16 school
administrators and 122 from the 180 regular teachers with
three years’ experience or more. Purposive sampling was used
for school administrators and teachers.
Statistical Treatment
The
figures
gathered
from
the
respondents’
responses were presented to the tables which serve as the
basis for analysis, presentation, and interpretation. The
following statistical measurement are used.
1. The weighted mean. To determine the weighted
mean, the total weighted points (TWP) was divided by the
number of respondents. The formula is:
WM = Σ F W
N
Where:
WM– weighted mean
F– Frequency
N – Total number of respondents
W – Assigned weight
Σ – Summation symbol
65
a. Ranking. This was used to determine the
relative position per statement with respect to the four
indicators per variable.
b. Four-Point Continuum.
The responses of school
administrators and teachers with respect to the predetermined
statements per variable were categorized according to the
frequency they obtained. A four-point continuum was used for
analysis and interpretation.
Scaling the degree of responses as it is indicated
by the following perceptions:
4 – (3.26-4.00) = Always Practiced (AP)
3 – (2.51-3.25) = Almost Always Practiced (AAP)
1 – (1.76-2.50) = Sometimes Practiced (SP)
1 – (1.00-1.75) = Never Practiced (NP)
2. In computing the significant difference on the
responses of the respondents along the five variables, ttest was used with the formula of:
t=
X1 – X2
(N1-1)(SD1)2+(N2-1)(SD2)2
N1 + N2 – 2
1 + 1
N 1 N2
Where:
t = computed value
Xl = average mean of the School Administrators
X2 = average mean of Teachers
66
SDl = Standard Deviation for School Administrators
SD2 = Standard Deviation for Teachers
N = Number of Cases
1 & 2 = Constant numbers
Since t-test distribution is characterized by the
degrees of freedom, it is computed based on the following
formula:
d.f. = Nl + N2 –2
Where:
Nl = refers to the number of variable
for the School administrators.
N2 = refers to the number of variable
for the Teachers.
2 =
constant number.
The level of significance was set at 5 percent and
the rejection is given. When the computed t-value is greater
than the tabular value, then the null hypothesis is rejected
in favor of the alternative hypothesis. The computed t-value
therefore is considered significant.
When
the
computed
t-value
is
lesser
than
the
tabular value, the null hypothesis is accepted. The computed
t-value therefore is considered insignificant.
68
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This
chapter
presents
the
analysis
and
interpretation of data on Mathematics Teaching Practices for
Teachers Improvement in Labangan 1 District: An Important
Factor in the teaching-Learning Process
This investigation is focused on the four variables
on Mathematics Teaching Practices for Teachers Improvement
with the following variables; using hands-n activities, using
group
work,
encouraging
multiple
solutions
to
problems,
viewing mistakes as learning possibilities. It was responded
by the 14 school administrators and 130 teachers who have
served the school and was in the district for more than 3
years
during
the
school
year
2020-2021.
The
information
gathered were presented in textual form and tabular form.
Mathematics Instilling Practices
for Quality Education
on Using Hands-on Activities
Table
1
presents
the
responses
of
the
school
administrators and teachers on using hands-n activities.
The data presented are analyzed and interpreted per
rank.
The highest rank is item number 3, engaging pupils
to an open exploration activity revealed as “always practiced
TABLE 1
MATHEMATICS INSTILLING PRACTICES FOR QUALITY EDUCATION
ON USING HANDS-0N ACTIVITIES
R
ITEMS
1. Drawing any triangle and a segment from
any vertex perpendicular to the opposite
side.
2. Analyzing their work and compare
it with their seatmates.
3. Engaging pupils to an open exploration
activity.
4. Using practical work as a good teaching
practice because it enables pupils to
discover on their own abstract relationships
through concrete means.
5. Replicating effective strategies.
Average Mean
E
S
P
O
N
School Administrators N1=10
S
E
S
Teachers N2 =122
4
AP
3
AAP
2
SP
1
NP
TWP
WM
AE
4
AP
3
AAP
2
SP
1
NP
TWP
WM
AE
5
4
1
0
34
3.40
AP
30
76
13
3
377
3.09
2
8
0
0
32
3.20
AAP
31
81
9
1
386
6
4
0
0
36
3.60
AP
98
20
4
0
3
7
0
0
33
3.30
AP
96
24
2
8
5
2
5
0
0
0
0
38
34.4
3.80
3.44
AP
AP
56
62
64
53
2
6
AWM
AE
R
AAP
3.25
AAP
4
3.16
AAP
3.18
AAP
5
460
3.77
AP
3.69
AP
1
0
460
3.77
AP
3.54
AP
3
0
1
420
414
3.44
3.45
AP
AP
3.62
3.45
AP
AP
2
Legend:
Numerical Scale
Adjectival Equivalent
4
3
2
1
Always Practiced
Almost Always Practiced
Sometimes Practiced
Never Practiced
- (3.26-4.00)
- (2.51-3.25)
- (1.76-2.50)
– (1.00-1.75)
(AP)
(AAP)
(SP)
(NP)
AWM - Average Weighted Mean
TWP - Total Weighted Points
WM - Weighted Mean
AE - Adjectival Equivalent
R - Rank
69
according to the weighted mean of 3.60 and 3.77 obtained by
the school administrators and teachers respectively. This
implies that there is no difference on the responses of both
school administrators and teachers which is on the same level.
This yielded an average weighted mean of 3.69 with the same
adjectival description of “always practiced”, which means
that on using hands-on activities, teachers always engage
pupils
to
an
open
exploration
activity
in
teaching
Mathematics for quality learning.
Second rank is item number 5, replicating effective
strategies revealed “always practiced with weighted mean of
3.80 and 3.44 obtained by the school administrators and
teachers
respectively.
This
implies
that
there
is
no
difference on the responses of both school administrators and
teachers which is on the same level. This yielded an average
weighted mean of 3.62 with the same adjectival description of
“always
practiced”
replicating
which
effective
means
that
strategies
teachers
on
using
are
always
hands-on
activities.
The third rank is item number 2, using practical
work as a good teaching practice because it enables pupils to
discover on their own abstract relationship through concrete
means which recorded a weighted mean of 3.30 in favor of the
school
administrators
in
which
it
has
an
adjectival
70
equivalent of “always practiced” and 3.44 attained by the
teachers,
which
has
an
adjectival
equivalent
of
“always
practiced”. This implies no difference on the responses of
both school administrators and the teachers which is on the
same
level
of
adjectival
description.
This
generated
an
average weight of 3.54 which has an adjectival description of
“always practiced”. This indicates that teachers have always
practiced using practical work as a good teaching practice
because it enables pupils to discover on their own abstract
relationship through concrete means.
Fourth
in
rank
is
item
number
1,
drawing
any
triangle and a segment from any vertex perpendicular to the
opposite side recorded a weighted mean of 3.30 which has an
adjectival description of “always practiced” in favor of
school administrators and 3.09 attained by the teachers which
has an adjectival description of “almost always practiced”.
This
implies
that
there
is
a
slight
difference
on
the
responses of both school administrators and teachers which is
not
on
the
same
level
of
adjectival
description.
This
generated an average weighted mean of 3.25 with the adjectival
description of “almost always practiced”. This indicates that
on using hands-on activities, teachers have almost always
practiced drawing any triangle and a segment from any vertex
perpendicular to the opposite side.
71
Fifth in rank is item number 2, analyzing their
work and compare with their seatmates recorded a weighted
mean of 3.20 for the school administrators and 3.16 weighted
mean was attained by the teachers both responded as “almost
always Practiced”. This implies that there is no difference
on the responses of school administrators and teachers which
is on the same level of adjectival equivalent. This generated
an average weighted mean of 3.18 with the same adjectival
equivalent of “almost always practiced”. This concludes that
teachers have almost always practiced analyzing their work
and
compare
with
their
seatmates
on
using
hands-on
activities.
The average mean of the whole table on using handson activity recorded an average weighted mean of 3.44 which
has an adjectival equivalent of “always practiced” in favor
of school administrators and 3.45 weighted mean attained by
the teachers which has an adjectival equivalent of “always
practiced”. This implies that there is no difference on the
responses of the school administrator and teachers which is
on the same level of adjectival description. The average
weighted mean revealed as 3.45 with an adjectival equivalent
of “always practiced”. This means that teachers have always
practiced hands-on activities in teaching Mathematics for
quality learning.
72
Mathematics Instilling Practices
for Quality Education
on Using Group Work
Table
2
presents
the
responses
of
the
school
administrators and teachers on Mathematics teaching practices
for quality learning on using groupwork. The data presented
are analyzed and interpreted per rank.
First in rank is item number 3, adding your piece
of contribution to the group was revealed “almost always
practiced” according to the weighted mean of 3.20 for school
administrators
and
teachers.
implies
This
3.77
weighted
that
there
mean
obtained
by
the
is
difference
on
the
responses of school administrators and teachers which is not
on the same level of adjectival equivalent. This yielded an
average weighted mean of 3.67 with the adjectival description
of “always practiced”. This implies that teachers always
practiced Mathematics teaching practices for quality learning
on using groupwork by adding your piece of contribution to
the group.
Second in rank is item number 5, tailoring new
strategies for improvement was revealed “always practiced”
registered a weighted mean of 3.80 in favor of the school
administrators and 3.43 weighted mean, gained by the teachers
responded as “always practiced”.
TABLE 2
MATHEMATICS INSTILLING PRACTICES FOR QUALITY EDUCATION
ON USING GROUPWORK
R
ITEMS
1. Engaging pupils on group work involved
performing exercises on making proofs.
2. Working in small groups afforded students
opportunities to ask questions intended to
get help or clarify their thoughts and to
communicate their ideas clearly and
reason out logically.
3. Adding your piece of contribution to the
group.
4. Working together with others to achieve
a common goal.
5. Tailoring new strategies for improvement.
Average Mean
E
S
P
O
N
School Administrators N1=10
S
4
AP
3
OP
2
SP
1
NP
TWP
WM
AE
4
AP
3
OP
2
SP
1
NP
TWP
WM
AE
6
4
0
0
36
3.60
AP
44
76
2
0
408
3.34
6
4
0
0
3.60
AP
41
81
3
0
413
2
8
0
0
32
3.20
AAP
98
20
4
0
3
7
0
0
33
3.30
AP
96
24
2
8
5
2
5
0
0
0
0
38
35
3.8
3.50
AP
AP
56
67
62
53
4
3
36
E
S
Teachers N2=122
AWM
AE
R
AP
3.47
AP
5
3.39
AAP
3.50
AP
4
460
3.77
AP
3.67
AP
1
0
460
3.77
AP
3.54
AP
3
0
0
418
432
3.43
3.54
AP
AP
3.62
3.56
AP
AP
2
Legend:
Numerical Scale
Adjectival Equivalent
4
3
2
1
Always Practiced
Almost Always Practiced
Sometimes Practiced
Never Practiced
- (3.26-4.00)
- (2.51-3.25)
- (1.76-2.50)
– (1.00-1.75)
(AP)
(AAP)
(SP)
(NP)
AWM - Average Weighted Mean
TWP - Total Weighted Points
WM - Weighted Mean
AE - Adjectival Equivalent
R - Rank
74
This implies that there is no difference on the responses of
both school administrators and teachers which is on the same
level of adjectival description of “always practiced”. This
yielded
an average
weighted mean of 3.62
with the same
adjectival description of “always practiced”. This concludes
that
teachers
practices
have always
for
quality
practiced
learning
Mathematics teaching
on
using
groupwork
by
tailoring new strategies for improvement.
Third rank is item number 4, working together with
others to achieve a common goal which recorded a weighted
mean of 3.30 and 3.77 obtained by the school administrators
and teachers which responded as “always practiced”. This
implies that there is no difference on the responses of school
administrators and teachers which is on the same level of
adjectival description. This yielded an average weighted mean
of 3.54 with the same adjectival description of “always
practiced”. This indicates that teachers have Mathematics
teaching practices for quality learning on using groupwork by
working
together
with
others
to
achieve
a
common
goal.
Fourth rank is item number 2, working in small
groups
intended
afforded
to
get
pupils
help
or
opportunities
clarify
to
their
ask
questions
thoughts
and
to
communicate their ideas clearly and reason out logically
which recorded a weighted mean of 3.60 and 3.77 obtained by
75
the school administrators and teachers which responded as
“always
practiced”.
This
concludes
that
there
is
no
difference on the responses between school administrators and
teachers which is on the same adjectival description with an
average weighted mean of 3.50. Therefore, this signifies that
school administrators and teachers have always practiced in
teaching Mathematics for quality learning on using group work
by engaging pupils working in small groups afforded pupils
opportunities to ask questions intended to get help or clarify
their thoughts and to communicate their ideas clearly and
reason out logically.
The fifth rank is item number 1, engaging pupils on
groupwork involved performing exercises on making proofs was
revealed “always practiced” recorded a weighted mean of 3.60
for
the
school
administrators
teachers responded “always
there
is
no
difference
on
and
3.34
practiced”.
the
obtained
This
responses
by
the
implies that
of
the
school
administrators and teachers which is on the same adjectival
description as “always practiced” with an average weighted
mean of 3.47. Therefore this infers that teachers are always
engaging pupils on groupwork involved performing exercises on
making proofs.
The average mean of the whole table revealed as
3.50 from the school administrators having an adjectival
76
description of “always practiced” and 3.54 from the teachers
having an adjectival description of “always practiced”, The
average
weighted
mean
is
3.56
which
has
an
adjectival
description of “always practiced”. This implies that there is
no difference on the responses of the school administrators
and teachers on Mathematics teaching practices for quality
learning on using groupwork.
Mathematics Instilling Practices
for Quality Education
on Encouraging Multiple Solutions to Problems
Table
3
presents
the
responses
of
the
school
administrators and teachers on Mathematics teaching practices
for quality learning on encouraging multiple solutions to
problems. The data presented are analyzed and interpreted
according to rank.
First in rank is item number 2, giving pupils the
opportunity to work on the tasks assigned the way they decided
to was revealed “always practiced” per weighted mean of 3.90
in favor of the school administrators and 3.69 weighted mean
obtained by the teachers. This implies that there is no
difference
on
the
responses
of
both
administrators
and
teachers which is on the same adjectival description of
“always practiced”.
TABLE 3
MATHEMATICS INSTILLING PRACTICES FOR QUALITY EDUCATION
ON ENCOURAGING MULTIPLE SOLUTIONS TO PROBLEMS
R
ITEMS
1. Materializing situation in the classroom.
2. Giving pupils the opportunity to work
on the tasks he assigned the way they
decided to.
3. Accommodating pupils responses that
may differ from what a teacher expects and
making them realize that some ways are
better than the others.
4. Implementing orders with authority.
5. Setting up activities in realizing goals and
objectives.
Average Mean
E
S
P
O
School Administrators
4
AP
3
AAP
2
SP
1
NP
N= 10
TWP WM
3
7
0
0
34
9
1
0
0
2
8
0
5
4
8
5
N
S
E
S
Teachers
AWM
AE
R
AP
3.56
AP
3
3.69
AAP
3.80
AP
1
462
3.79
AP
3.50
AP
4
0
406
3.33
AP
3.37
AP
5
2
0
422
3.46
AP
3.63
AP
2
2
0
434
3.62
AP
3.57
AP
AE
4
AP
3
AAP
2
SP
1
NP
N=122
TWP WM
AE
3.40
AP
96
26
2
0
466
3.82
39
3.90
AP
81
42
2
0
454
0
32
3.20
AAP
98
22
2
0
1
0
34
3.40
AP
44
74
4
2
0
0
38
3.8
AP
58
62
4
0
0
35.2
3.52
AP
78
45
Legend:
Numerical Scale
Adjectival Equivalent
4
3
2
1
Always Practiced
Almost Always Practiced
Sometimes Practiced
Never Practiced
- (3.26-4.00)
- (2.51-3.25)
- (1.76-2.50)
– (1.00-1.75)
(AP)
(AAP)
(SP)
(NP)
AWM - Average Weighted Mean
TWP - Total Weighted Points
WM - Weighted Mean
AE - Adjectival Equivalent
R - Rank
78
This yielded an average weighted mean of 3.80 with the same
adjectival description of “always practiced”, this indicates
that teachers practiced encouraging multiple solutions to
problems by giving pupils the opportunity to work on the tasks
assigned the way they decided to.
Second
activities
in
in
rank
realizing
is
item
goals
number
and
5,
objectives
setting
recorded
up
a
weighted mean of 3.80 from school administrators and 3.46
obtained by the teachers whose adjectival description is
“always
practiced”,
adjectival
which
description.
responses
This
implies
are
that
on
the
there
same
is
no
difference between the responses of the school administrators
and teachers. This yielded an average weighted mean of 3.63
with the adjectival description of “always practiced”. This
further implies that in encouraging multiple solutions to
problems by setting up activities in realizing goals and
objectives.
Third
in
rank
is
item
number
1,
materializing
situation in the classroom recorded a weighted mean of 3.30
from
the
school
description
of
administrators
“always
which
practiced”
and
has
an
adjectival
teachers
with
an
adjectival description of “always practiced” with a weighted
mean of 3.82. This implies that there is no difference between
the responses of the school administrators and teachers. This
79
generated an average weighted mean of 3.56 with the adjectival
description of “always practiced” which means that school
administrators and teachers have always practiced encouraging
multiple solutions to problems by materializing situation in
the classroom.
Fourth in rank is item number 3, accommodating
pupils responses that may differ from what a teacher expects
and making them realize that some ways are better than the
others registered a weighted mean of 3.20 from the school
administrators which has an adjectival description of “almost
always practiced” and 3.79 from the teachers which has an
adjectival description of “always practiced”. Both responses
of the two respondents are not on the same level of adjectival
description. This implies that there is difference between
the responses of the school administrators and teachers. This
generated an average weighted mean of 3.50 with an adjectival
description of “always practiced” which further implies that
practicing by accommodating pupils responses that may differ
from what a teacher expects and making them realize that some
ways are better than the other they were able to encourage
multiple solutions to problems.
Fifth in rank is item number 4, implementing orders
with authority recorded a weighted mean of 3.40 from the
responses
of
the
school
administrators
which
has
and
80
adjectival description of “always practiced” and 3.33 from
the
responses
of
the
teachers
which
has
an
adjectival
description of “always practiced”. This implies that there is
no
difference
between
the
responses
of
both
school
administrators and teachers which is on the same level of
adjectival description. This yielded an average weighted mean
of
3.37
with
practiced”.
the
This
adjectival
indicates
description
that
as
encouraging
“always
multiple
solutions to problems by implementing orders with authority.
The average mean of the whole table on Mathematics
teaching
practices
for
quality
learning
on
encouraging
multiple solutions to problems revealed 3.52 in favor of the
school administrators and 3.62 from the teachers with an
adjectival description of “always practiced”. This implies
that there is no difference on the responses of both school
administrators and teachers for having the same adjectival
description. The average weighted mean of both responses is
3.57 with an adjectival description of “always practiced”
which means that Mathematics teaching practices for quality
learning
on
encouraging
multiple
practiced by the teachers.
Mathematics Instilling Practices
for Quality Education
on Viewing Mistakes as Learning
solutions
to
problems
TABLE 4
LEARNING STRATEGIES FOR EFFECTIVE RETRIEVAL OF INFORMATION
ON VIEWING MISTAKES AS LEARNING POSSIBILITIES
R
E
S
P
O
School Administrators
N
S
E
S
AE
4
AP
3
AAP
2
SP
1
NP
Teachers
ITEMS
4
AP
3
AAP
2
SP
1
NP
1. Evaluating varieties of experience possible.
2
8
0
0
32
3.20
AAP
98
22
2
2. Refining a line of query.
6
4
0
0
36
3.60
AP
81
42
3
7
0
0
33
3.30
AP
96
5
5
0
0
35
3.50
AP
8
2
0
0
38
3.80
5
5
0
0
34.8
3.48
3. Plunging down a new path that the original
question did not.
4. Investigating through multiple sources and
media.
5. Understanding oneself as well as the world
around.
Average Mean
N=10
TWP WM
AWM
AE
R
AP
3.50
AP
4
3.69
AAP
3.65
AP
1
466
3.82
AP
3.56
AP
3
0
406
3.33
AP
3.37
AP
5
2
0
422
3.46
AP
3.63
AP
2
2
0
434
3.56
AP
3.52
AP
N=122
TWP WM
AE
0
462
3.79
2
0
454
26
2
0
44
74
4
AP
58
62
AP
78
45
Legend:
Numerical Scale
Adjectival Equivalent
4
3
2
1
Always Practiced
Almost Always Practiced
Sometimes Practiced
Never Practiced
- (3.26-4.00)
- (2.51-3.25)
- (1.76-2.50)
– (1.00-1.75)
(AP)
(AAP)
(SP)
(NP)
AWM - Average Weighted Mean
TWP - Total Weighted Points
WM - Weighted Mean
AE - Adjectival Equivalent
R - Rank
82
Table
4
presents
the
responses
of
the
school
administrators and teachers on Mathematics teaching practices
for
quality
learning
possibilities.
The
on
data
viewing
mistakes
presented
are
as
learning
analyzed
and
interpreted per rank.
First in rank is item number 2, refining a line of
query was revealed “always practiced” per weighted mean of
3.60 and 3.69 obtained by both school administrators and
teachers
respectively.
difference
between
This
the
implies
responses
that
there
is
no
of
both
school
administrators and teachers with and adjectival description
of always practiced.
This yielded an average weighted mean of 3.65 with
an adjectival description of “always practiced”, which means
that Mathematics teaching practices for quality learning on
viewing
mistakes
as
learning
possibilities
is
always
practiced by refining a line of query.
Second in rank is item number 5, understanding
oneself as well as the world around was recorded a weighted
mean of 3.80 in favor of the school administrators which has
the adjectival description of “always practiced” and 3.46
obtained from the responses of the teachers which has an
adjectival description of “always practiced”. This implies
that there is no difference on the responses of both school
83
administrators and teachers whose adjectival description are
the same. This yielded an average weighted mean of 3.63 with
the
adjectival
description
as
“always
practiced”,
this
indicates that Mathematics teaching practices for quality
learning on viewing mistakes as learning possibilities by
understanding oneself as well as the world around.
Third in rank is item number 3, plunging a new path
that the original question did not having an adjectival
description of “always practiced” revealed a weighted mean of
3.30 gained by the school administrators and 3.82 weighted
mean of the teachers whose adjectival description of “always
practiced”. They are on the same adjectival description. This
implies that there is no difference on the responses of the
school administrators and teacher. This yielded an average
weighted mean of 3.56 with an adjectival description of
“always practiced”. These shows that Mathematics teaching
practices
for
quality
learning
on
viewing
mistakes
as
learning possibilities is practiced by plunging a new path
that the original question did not.
Fourth
in
rank
is
item
number
1,
evaluating
varieties of experience possible recorded a weighted mean of
3.20 in favor of the school administrators with an adjectival
description “almost always practiced” and 3.79 attained from
the responses of teachers with an adjectival description of
84
“always practiced”. This implies that there is a difference
on the responses of both school administrators and teachers
since
they
are
not
on
the
same
level
of
adjectival
description. This generated an average weighted mean of 3.50
with an adjectival description as “always practiced” which
shows that teachers always practiced the Mathematics teaching
practices
for
quality
learning
on
viewing
mistakes
as
learning possibilities by evaluating varieties of experience
possible.
The fifth rank is item number 4, investigating
through multiple sources and media was revealed a weighted
mean of 3.50 and 3.33 obtained by the school administrators
and teachers respectively with an adjectival description of
“always
practiced”.
This
concludes
that
there
is
no
difference on the responses of school administrators and
teachers which are on the same level. This generated an
average weighted mean of 3.37 with an adjectival description
of “always practiced” which shows that Mathematics teaching
practices
learning
for
quality
possibilities
learning
by
on
viewing
investigating
mistakes
through
as
multiple
sources and media is always practiced.
The average weighted mean of the whole table on
Mathematics
viewing
teaching
mistakes
as
practices
for
quality
learning
possibilities
learning
revealed
on
a
85
weighted mean of 3.48 as “always practiced” obtained by the
school
administrators
with
an
adjectival
description
of
“always practiced” and 3.56 weighted mean by the teachers.
This implies that there is no difference on the responses of
both
school
administrators
and
teachers
with
the
same
adjectival description. The average weighted mean of both
responses is 3.37 with an adjectival description of “always
practiced” which means that Mathematics teaching practices
for
quality
learning
on
viewing
mistakes
as
learning
possibilities was always practiced.
Extent of Comparability between the Responses
of School Administrators and Teachers
along the Four Variables
It is in table 5 where it provides the Extent of
Comparability
between
the
responses
of
the
school
administrators and teachers in Mathematics teaching practices
for quality learning along with the four variables with the
highest among the four variables is found in variable number
3 which is encouraging multiple solutions to problems where
the school administrators’ responses revealed a weighted mean
of 3.52 with adjectival description which is within the range
of “always practiced”, while the teachers responses with a
weighted mean of 3.62 with adjectival description which is
within the range of “always practiced” in which the implica
TABLE 5
EXTENT OF COMARABILITY BETWEEN THE RESPONSES OF SCHOOL ADMINSTRATORS
AND TEACHERS ALONG WITH THE FOUR VARIABLES
R
ITEMS
E
4
AP
S
P
O
N
School Administrators
3
2
1
N=10
AE
AAP SP NP TWP WM
S
E
S
4
AP
3
AAP
2
SP
Teachers
1
N=122
NP TWP WM
AE
AWM
AE
R
1. Using Hands-on Activities
5
5
0
0
34.4
3.44
AP
62
53
6
1
414
3.45
AP
3.45
AP
4
2. Using Groupwork
5
5
0
0
35
3.50
AP
67
53
3
0
432
3.54
AP
3.56
AP
3
3. Encouraging Multiple Solutions
5
4
0
0
35.2
3.52
AP
78
45
2
0
434
3.62
AP
3.57
AP
1
4. Viewing Mistakes as Learning Possibilities
5
5
0
0
34.8
3.48
AP
78
45
2
0
434
3.56
AP
3.52
AP
2
5
5
0
0
34.85
3.49
AP
71
49
3
0
534
3.53
AP
3.51
AP
Average Mean
Legend:
Numerical Scale
4 - (3.26-4.00)
3 - (2.51-3.25)
2 - (1.76-2.50)
1 – (1.00-1.75)
Adjectival Equivalent
Always Practiced
Almost Always Practiced
Sometimes Practiced
Never Practiced
(AP)
(AAP)
(SP)
(NP)
AWM - Average Weighted Mean
TWP - Total Weighted Points
WM - Weighted Mean
AE - Adjectival Equivalent
R - Rank
tion of responses of the school administrators and teachers
are on the same level.
The average weighted mean of both responses revealed
as 3.57 with an adjectival equivalent which is within the
range
of
“always
practiced”
this
shows
that
encouraging
multiple solutions to problems is one of the variables on the
Mathematics
teaching
practices
for
quality
learning
was
positively responded as “always practiced” by both the
school administrators and teachers.
Second in rank is variable number 5, which is viewing
mistakes
as
learning
possibilities
where
the
school
administrators’ responses revealed a weighted mean of 3.48
with adjectival description which is within the range of
“always
practiced’,
while
the
teachers
responses
with
a
weighted mean of 3.56 with adjectival description which is
within
the
range
of
“always
practiced”
which
has
an
implication of no difference on the responses between the
school
administrators
and
teachers
in
which
adjectival
description is on the same level. The average weighted mean
of
both
responses
revealed
as
3.52
with
an
adjectival
equivalent which is in the range of “always practiced” this
shows that viewing mistakes as learning possibilities is
another
variable
Mathematics
always
teaching
practiced
practices
by
for
the
teachers
quality
on
learning.
88
Third in rank is variable number 2, which is the
using groupwork where the school administrators’ responses
revealed a weighted mean of 3.50 with adjectival description
which is within the range of “always practiced”, while the
teachers
responses
with
a
weighted
mean
of
3.54
with
adjectival description which is within the range of “always
practiced” having an implication of the same responses of the
school administrators and teachers on adjectival description
is on the same level. The average weighted mean of both
responses revealed as 3.56 with an adjectival equivalent
which is within the range of “always practiced” this shows
that
using
teaching
groupwork
practices
responded
as
is
for
almost
another
variable
quality
always
learning
applied
on
Mathematics
was
positively
by
the
school
administrators and teachers.
Last in rank is variable number 1, which is using
hands-on
activities
responses
revealed
where
a
the
weighted
school
mean
of
administrators’
3.3.44
with
an
adjectival description which is within the range of “always
practiced” and 3.45 for teachers as “always practiced”. The
average weighted mean of both responses revealed as 3.45 with
an adjectival equivalent which is within the range of “always
practiced” this shows that the using hands-on activities is
another
variable
on
Mathematics
teaching
practices
for
89
quality learning was positively responded as always applied
by the school administrators and teachers.
The average mean on the extent of comparability
between the school administrators and teachers along the four
variables was 3.49 as revealed by the school administrators
having an adjectival description of “always practiced” and
3.53 revealed by the teachers having an adjectival equivalent
as “always practiced” showing a clear evidence that the
responses of both school administrators and teachers are the
same which is on the same level of adjectival description.
Significant Difference Between the Responses
of the School Administrators and Teachers
along with the Four Variables
Table 6 reveals about the significant difference
between
the
responses
of
the
school
administrators
and
teachers along the four variables. It portrays in this table
that the computed average mean for the responses of the school
administrators
is
3.49
while
for
the
responses
of
the
teachers, has an average mean of 3.53 with the standard
deviation of 0.0346 and 0.0721 separately. Using the t-test
as the statistical measurement in extracting the significant
difference between the responses of the school administrators
and teachers along with the four variables, it is noted that
the computed t-test is 1.010 which is lesser than the tabular
90
TABLE 6
SIGNIFICANT DIFFERENCE BETWEEN THE RESPONSES OF SCHOOL
ADMINISTRATORS
AND TEACHERS ALONG WITH THE FOUR VARIABLES
School
Administrators
X1
VARIABLES
Teachers
X2
1. Using Hands-on Activities
3.44
3.45
2. Using Groupwork
3.50
3.54
3. Encouraging Multiple Solutions
3.52
3.62
4. Viewing Mistakes as Learning Possibilities
3.48
3.56
Average Mean
3.49
3.53
Standard Deviation
0.0346
0.0721
Ho.: There is no significant difference between the responses of the school administrators and
teachers along with the four variables.
Findings:
t = 1.010
d.f. = 6
α = 5%
tabular value = 2.447
Decision:
Ho. is accepted
Conclusion:
Insignificant
91
value of 2.447 at five percent level of significance with the
degrees of freedom of 6. Since the computed t-test is lesser
than the tabular value, therefore the null hypothesis is
accepted which means that the responses of the two groups of
respondents are alike.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This
chapter
presents
the
summary,
findings,
conclusions and recommendations drawn from this study.
SUMMARY
This study endeavored to inquire about Mathematics
Teaching
Practices
for
Quality
Learning
in
Labangan
1
District: An Important Factor in teaching-Learning Process.
Specifically, this investigation answers the following subproblems:
1. What are the Mathematics instilling practices
for quality education practiced by the teachers in terms of
the following:
1.1. using hands-on activities;
1.2. using groupwork;
1.3. encouraging multiple solutions; and
1.4. viewing mistakes as learning
possibilities?
2.
How
often
are
the
Mathematics
instilling
practices for quality learning practiced by the teachers?
3. What is the extent of comparability
93
between the responses of school administrators and teachers
along with the four variables?
4. Is there a significant difference between the
responses of school administrators and teachers along with
the four variables?
This study covered 10 school administrators and 122
elementary teachers who are presently assigned in different
schools of Labangan 1 District. The teachers who have rendered
three
years
above
in
service
were
considered
as
the
respondents of this investigation while those teachers who
have less than three years in service were not included since
they were still to perform the competencies for three years
in the district.
This study utilized the descriptive survey method.
This method is preferred to this kind of study because this
method is more on fact-finding with adequate interpretation.
This descriptive method was designed for investigating a
certain topic to gather information about existing conditions
or situation.
The
instrument
used
in
this
study
was
the
questionnaire- checklist. This kind of instrument tool is a
self-made
or
self-devised
questionnaire-checklist
which
consists typically series of written questions classified per
sub-problems raised in this study.
94
This study delimited only on Mathematics Teaching
Practices for Quality Learning practiced by the teachers in
terms
of
using
encouraging
hands-on
multiple
activities,
solutions
to
using
problem,
groupwork,
and
viewing
mistakes as learning possibilities.
This study was conducted during the First Semester
of School Year 2021-2022.
THE FINDINGS
Based on the data gathered and presented through
tables, the following findings are hereby drawn:
1. Using hands-on activities was always practiced
by the teachers where this variable has an average weighted
mean of 3.45; engaging pupils to an open exploration activity,
has an average weighted mean of 3.69; replicating effective
strategies; 3.45; using practical work as a good teaching
practice because it enables pupils to discover on their own
abstract relationships through concrete means, 3.54.
2. Using groupwork, was always practiced by the
teachers where this variable has an average mean of 3.56;
adding
your
tailoring
piece
new
of
contribution
strategies
for
to
the
improvement,
group,
3.62;
3.67;
working
together with others to achieve a common goal; 3.54.
3. encouraging multiple solutions to problems, was
95
always practiced by teachers where this variable has an
average weighted mean of 3.57; giving pupils the opportunity
to work on the tasks he assigned the way they decided to,
3.80;
setting
up
activities
in
realizing
goals
and
objectives, 3.69; materializing situation in the classroom,
3.56.
4. Viewing mistakes as learning possibilities is
always practiced by the teachers where this variable has an
average weighted mean of 3.52; Refining a line of query, 3.65;
Understanding oneself as well as the world around, 3.63;
Plunging down a new path that the original question did not,
3.56.
5.
On
the
extent
of
comparability
between
the
responses of the school administrators and teachers along
with the four variables, the most prevailing variable
Encouraging
Multiple
Solutions
to
problems
is the
where
this
variable has an average weighted mean of 3.57; followed by
Viewing
Mistakes
as
Learning
Possibilities,
3.52;
using
groupwork, 3.56; using hands-on activities, 3.45; where all
these variables have a total average mean of 3.51 signifying
that teachers always practiced these variables as Mathematics
teaching practices for quality learning.
6.
On
the
significant
difference
between
the
responses of school administrators and teachers along with
96
the four variables, the computed t-test is 1.010 which is
greater than the tabular value of 2.447 and therefore the
null hypothesis is accepted which means that there is no
significant difference between the responses of the school
administrators and teachers or the responses of the two groups
of respondents are alike.
AN IMPORTANT FACTOR IN THE TEACHING-LEARNING PROCESS
Mathematics instilling practices mean in relation
to the class described in this paper, it is necessary to know
the characteristics of mathematics classes in the Philippines
generally, the recommendations of the Department of Education
on strategies in teaching mathematics, and the perceptions of
key
mathematics
teachers
regarding
effective
teaching
strategies.
In order to have effective and success of learning,
teachers must practice the Mathematics instilling practices
for quality education in Labangan 1 District with this,
outcome may lead as an important factor in the teachinglearning process.
The
teachers
revealed
that
using
hands-on
activities was always practiced by the teachers by engaging
pupils to an open exploration activity, replicating effective
strategies, using practical work as a good teaching practice
97
because it enables pupils to discover on their own abstract
relationships through concrete means, an important factor in
the teaching-learning process.
Using
groupwork,
was
always
practiced
by
the
teachers through adding your piece of contribution to the
group, tailoring new strategies for improvement, and working
together with others to achieve a common goal, an important
factor in the teaching-learning process.
Encouraging multiple solutions to problems, was
always
practiced
by
teachers
through
giving
pupils
the
opportunity to work on the tasks he assigned the way they
decided to, setting up activities in realizing goals and
objectives,
materializing situation in the classroom,
an
important factor in the teaching-learning process.
Viewing
mistakes
as
learning
possibilities
is
always practiced by the teachers from Refining a line of
query, Understanding oneself as well as the world around,
Plunging down a new path that the original question did not.
The teachers disclosed the Mathematics Teaching
Practices for Teachers Improvement on the aspects of using
hands-on activities, using groupwork, encouraging multiple
solutions
to
possibilities
problems,
as
and
“always
viewing
mistakes
practiced”
and
as
learning
are
evident
98
indicators as an important factor in the teaching-learning
process.
CONCLUSIONS
Based on the findings of this study, the following
conclusions are hereby drawn:
1. Using hands-on activities was always practiced
by the teachers by engaging pupils to an open exploration
activity, replicating effective strategies, using practical
work as a good teaching practice because it enables pupils to
discover on their own abstract relationships through concrete
means.
2. Using groupwork, was always practiced by the
teachers through adding your piece of contribution to the
group, tailoring new strategies for improvement, and working
together with others to achieve a common goal.
3. Encouraging multiple solutions to problems, was
always
practiced
by
teachers
through
giving
pupils
the
opportunity to work on the tasks he assigned the way they
decided to, setting up activities in realizing goals and
objectives, materializing situation in the classroom.
4. Viewing mistakes as learning possibilities is
always practiced by the teachers from refining a line of
query, understanding oneself as well as the world around,
99
plunging down a new path that the original question did not.
5.
On
the
extent
of
comparability
between
the
responses of the school administrators and teachers along
with the four variables, the most prevailing variable is the
encouraging to use multiple solutions to problems, viewing
mistakes
as
learning
possibilities
followed
by
using
groupwork, , and using hands-on activities.
6.
The
null
hypothesis
was
accepted
since
the
computed t-test is lesser than the tabular value which means
that there is no significant difference between the responses
of the school administrators and teachers along with the four
variables or the responses of the two groups of respondents
are alike.
RECOMMENDATION
Based on the conclusions of this investigation, the
following recommendations are hereby presented:
1.
Consistently
engage
pupils
to
an
open
exploration activity.
2. Use to the fullest the adding your piece of
contribution to the group.
3. Challenge highly the teachers by giving pupils
the opportunity to work on the tasks assigned the way they
decided to.
100
4. Continue with utmost accuracy in refining a line
of query.
5. Mathematics Learning Practices on the aspects of
the using hands-on activities, using groupwork, encouraging
to use multiple solutions to problems, and viewing mistakes
as learning possibilities, for quality learning in Labangan
1 District, An Important Factor in the teaching-Learning
Process.
101
BIBLIOGRAPHY
A. BOOKS
Acero, Victorina et al., Principles and Strategies of
Teaching. (Rex Bookstore Inc., 2000),P.
Aquino, Gaudencio., Effective Teaching., National Book
Store Mandaluyong City, 2003, P.
Calmorin, Laurentina P. and M.A. Calmorin, Statistics in
Education and the Sciences With Application to
Research, (Manila: Rex Book Store, Inc., 1997), P.
Freund, John E. Modern Elementary Statistics, Sixth Edition,
National Book Store, Inc., 1984),P.
Llagas, Avelina T. et al., Essentials of Teacher Leadership,
(LORIMAR Publishing Inc., 2018), P. 39-41
Ornstein, Allan C., Strategies for Effective Teaching. (By
Harper Collins Publishers, Inc., 1992), P.
Rivera, Filomena and Guillerman E. Sambrano., Towards
Effective Teaching, (Quezon City: Philippine Printing
Press, 1992), P.
Salandanan, Gloria G., Teaching and the Teacher, Lorimar
Publishing Inc., 2012, p.18
Sevilla, Consuelo G. et. Al. Research Methods. Manila,
Philippines: Rex Bookstoe, 1992), P.
B. OTHER MATERIALS
Arcos, Eleuterio B., “General Principles to Make Teaching
More Effective”, The Modern Teacher, Jan. 2006.p.
Naugnayan, Emilio G., "Remember You're a Teacher Do You
Know the Personnel and Professional Qualities of an
Effective Teacher", The Modern Teacher, December
1999., P.
C. INTERNET RESOURCES
http://www.human.tsukuba.ac.jp/~mathedu/2525.pdf
http://highbeam124.blogspot.com/2012/04/need-for-effectiveschool-supervision.html
http://www.teachersessay.com/what-makes-an-effectiveteacher/
http://en.Wikipedia.org/wiki/Mabuhay, Zamboanga_Sibugay
Mabuhay
102
http://www.zamboanga.com
/z/index.php?title=Mabuhay%2C_Zamboanga_Sibugay%2CPhilippin
es
https://www.jstor.org/stable/27715425?seq=1#page_scan_tab_c
ontents
https://chipbruce.net/resources/inquiry-based-learning/theinquiry-cycle/
http://highbeam124.blogspot.com/2012/ 04/need-foreffective-school-supervision.html
http://press-files.anu.edu.au/downloads/press/n2366/pdf/
ch06.pdf
https://www.researchgate.net/public
ation/280918241_Management_by_Supervision_A_Strategy_for_Qu
ality_Oriented_School_Management
D. UNPUBLISHED MASTER’S THESES
Abdulgani, Josephine Antonietta E. “Essential Traits for
Effective Teaching Manifested by Teachers of
Labangan Zamboanga Del Sur”, (Unpublished Masster’s
Thesis Southern Mindanao Colleges Pagadian City,
2010), P.
Cadungog, Numsy D., “Qualities of Teachers in Dimataling
District: Its Significance to Quality Instruction”
(Unpublished
Master’s Thesis, Southern Mindanao
Colleges, Pagadian
City, March 2008), P.
Galabin ,Felipa C., Attributes of Effective teachers for
Remarkable performance in the District of Imelda;
Its Continuity to Teaching–Learning Process”,
(Unpublished Master’s Thesis Southern Mindanao
Colleges Pagadian City 2012), P.
Tabayag, Bayani S. “Qualities Manifested by Secondary
School Teachers in the Municipality of Dinas: Its
Relevance to Quality Instruction”, (Unpublished
Master’s Thesis, Southern Mindanao Colleges,
Pagadian City, October 2003), p.
Yangao, Abeniego V., "Professional Qualities Manifested by
theTeachers of National High Schools in Pagadian
City: Division: Its Relevance to Effective
Instruction",(Unpublished Master's Thesis, Southern
Mindanao Colleges, Pagadian City, 2004), P.
103
SOUTHERN MINDANAO COLLEGES
GRADUATE SCHOOL
Pagadian City
March 28, 2022
The Schools Division Superintendent
City Division of San Pablo
San Pablo City
Madam:
The undersinged is conducting a study entitled:
“MATHEMATICS INSTILLING PRACTICES FOR QUALITY EDUCATION IN
LABANGAN 1 DISTRICT: AN IMPORTANT FACTOR IN THE TEACHINGLEARNING PROCESS”, a requirement leading to the degree,
Master of Arts in Education major in Educational Management
at Southern Mindanao Colleges, Pagadian City.
In this connection, may I appeal for your approval
to administer the questionnaire-checklist to the Elementary
School Administrators and Teachers in Labangan 1 District,
this Division.
Anticipating your approval on this matter.
Very truly yours,
LOVELY JOY L. MUNDOC
Researcher
Noted:
ESYL YUKOYA-MONTEJO, Ed.D.
Dean, SMC Graduate School
APPROVED:
MAJARANI M. JACINTO,Ed. D. CESO VI
City Schools Division Superintendent
104
SOUTHERN MINDANAO COLLEGES
Pagadian City
QUESTIONNAIRE-CHECKLIST
Dear Respondent:
May I appeal for your support by way of accomplishing
this questionnaire-checklist as a requirement in my master’s
thesis entitled: “MATHEMATICS INSTILLING PRACTICES FOR
QUALITY EDUACTION IN LABANGAN 1 DISTRICT: AN IMPORTANT FACTOR
IN THE TEACHING-LEARNING PROCESS”.
Rest assured that your responses are held strictly
confidential.
Thank you for the usual support.
LOVELY JOY MUNDOC
Researcher
School ____________________________________________
Please check if you are ___ School Administrator
___ Teacher
Instruction
Below are statements relating to the MATHEMATICS
TEACHING PRACTICES FOR QUALITY LEARNING IN LABANGAN 1
DISTRICT. Encircle the number at the right column that
corresponds to your choice based on the numerical scale as
follows:
Numerical Scale
4-(3.26-4.00)
3-(2.51-3.25)
2-(1.76-2.50)
1-(1.00-1.75)
Adjectival Equivalent
Always Practiced (AP)
Often App Practiced (OP)
Sometimes Practiced (SP)
Never Practiced (NP)
A. Using Hands-on Activities
1. Drawing any triangle and a segment
from any vertex perpendicular to
the opposite side.
4
3
2
1
105
2. Analyzing their work and compare
it with their seatmates.
4
3
2
1
3. Engaging pupils to an open exploration
activity.
4
3
2
1
4. Using practical work as a good
teaching practice because it
enables students to discover on
their own abstract relationships
through concrete means.
4
3
2
1
5. Replicating effective strategies.
4
3
2
1
B. Using Group work
1. Engaging pupils on group work
involved performing exercises on making
proofs.
4
3
2
1
2. Working in small groups afforded
students opportunities to ask questions
intended to get help or clarify their
thoughts and to communicate their ideas
clearly and reason out logically.
4
3
2
1
3. Adding your piece of contribution to
the group.
4
3
2
1
4. Working together with others to achieve
a common goal.
4
3
2
1
5. Tailoring new strategies for
improvement.
4
3
2
1
C. Encouraging Multiple Solutions to Problems
1. Materializing situation in the
classroom.
4
3
2
1
2. Gaving the students the opportunity
to work on the tasks he assigned the
way they decided to.
4
3
2
1
3
2
1
3. Accommodating student responses that
may differ from what a teacher
expects and making them realize that
some ways are better than the others.
4
106
4. Implementing orders with authority.
4
3
2
1
5. Setting up activities in realizing
goals and objectives.
4
3
2
1
D. Viewing Mistakes as Learning Possibilities
1. Evaluating varieties of experience
possible.
4
3
2
1
2. Refining a line of query.
4
3
2
1
3. Plunging down a new path that the
original question did not.
4
3
2
1
4
3
2
1
4
3
2
1
4. Investigating through multiple sources
and media.
5. Understanding oneself as well as the
world around.
107
108
109
CURRICULUM VITAE
Personal Data:
Name
Sex
Age
Date of Birth
Place of Birth
Civil Status
HOME ADDRESS
:
:
:
:
:
:
:
MOTHER’S NAME
FATHER’S NAME
SPOUSE’NAME
CHILDREN
:
:
:
:
RELIGION
CITIZENSHIP
Lovely Joy L. Mundoc
Female
28 years old
April 14, 1993
Sta. Lucia, Pagadian City
Married
Brgy. Langapod, Labangan Zamboanga
Del Sur
Teodora Mangubat Lagrimosa
Bernaldo Espina Lagrimosa
Mark Jason T. Mundoc
Athelstane Xyra Lagrimosa Mundoc
Aeson Xyler Lagrimosa Mundoc
: Roman Catholic
: Filipino
Educational Attainment:
ELEMENTARY
: Tabak Elementary School(March 2005)
Upper Pulacan, Labangan, Zamboanga
Del Sur
SECONDARY
: Zamboanga Del Sur National High
School
(March 2009)
Pagadian City, Zamboanga Del Sur
COLLEGE
: Southern Mindanao CollegesPagadian City
(March 2015)
Course
: Bachelor of Elementary Education
Area:
General Education
Graduate School
: Master of Arts in Education
December 2021
Major in Educational Management
Southern Mindanao Colleges
Pagadian City
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