Title: EFFECTIVENESS OF DAMATH APPROACH IN TEACHING MATHEMATICS INSAN ROQUE ELEMENTARY SCHOOL, DISTRICT OF BULACAN: ITS IMPLICATION TO THE SUPERVISION OF MATHEMATICS INSTRUCTION. Researcher: JOHANN M. FAJILAGUTAN Year: 2003 Abstract Problem: Is Damath approach an effective way in teaching Mathematics? Conceptual Paradigm: INDEPENDENT VARIABLE
DEPENDENT VARIABLE
Teaching Methods a) Damath approach b) Conventional approach
Pupil’s performance (Post-test)
Research Paradigm Methodology: The researcher had used quasi-experimental design by Tuckman. Respondents: 89 grade 6 pupils in San Roque Elem. School Statistical Analysis: The researcher used t-test dor independent samples ans Levene’s test for equality variance. Findings: The experimental group obtained a high achievement compared to the control group. There was also a significant difference between the two groups which in favor of the experimental group. The achievement mean of the two groups in multiplication and division through Damath implies effective. Conclusions: based on the findings, Damath is more effective in teaching addition and subtraction. It can be said that the Damath approach is effective tool in mathematics. It is also an alternative method. Recommendation: Based on the conclusion, the researcher recommends the teacher to use Math games like Damath in classroom activities and encourage group activities. More extensive study should be conducted in terms of using Damath strategy specially in multiplication and division.
Title: PORTFOLIO ASSESSMENT AS A TOOL IN DIAGNOSTIC TEACHING: EFFECTS ON THE MATHEMATICS ACHIEVEMENT OF GRADE SIX PUPILS Researcher: MARINA BAGTAS URBANO Year: March 2005 Abstract Problem: The Mathematics achievement of the pupils in the experimental and control group. The significant difference between the mathematics performance of the pupils who were exposed to portfolio and who were exposed to traditional assessment. Conceptual Paradigm: Traditional Assessment
Portfolio Assessment Mathematics Achievement Intelligence Quotient (I.Q.) Gender Research Paradigm
Methodology: The researcher used the Quasi-experimental research design. Respondents: 2 sections of grade 6 at St. Paul College in San Miguel, Bulacan. 23 pupils were served as the experimental group and another 23 students as the control group. Statistical Analysis: Mean, standard deviation, Pearson Product-Moment Correlation Coefficient, t-test for dependent samples, t-test for independent samples and two-way analysis of variance. Findings: The result of the study is in terms of I.Q. 61% of the pupils in the experimental group had average I.Q. and the rest is below where the control group only have 4.35% had above I.Q. average at 22% and 30.43% had below I.Q. Conclusions: Based on the findings, the majority of the pupils in the experimental and control groups have average I. Q. There is no significant difference between the pretest mean
scores of the two groups. This shows that the two group of pupils were similar in terms of knowledge in Mathematics. Recommendation: Based on the conclusion, the researcher recommended that an attempt to be done to use portfolio assessment in teaching other units/topics in Mathematics to enhance achievement scores and retention of concepts.
Title: MATHEMATICAL ABILITY OF THE THIRD YEAR HIGH SCHOOL STUDENTS OF ILOCOS SUR POLYTECHNIC STATE UNIVERSITY Researcher: MACRINA R. REALINA Year: 2003 Abstract Problem: What is the mathematical ability of the third year high school students of Ilocos Sur Polytechnic State College? Conceptual Paradigm: A. Teacher-related factors Educational attainment Length of service Trainings / Seminars Attended Methods of Teaching Number of preparation B. Student-related factors Sex Health status Parent’s educational attainment Parent’s occupation Parent’s lifestyle Attitude towards
Mathematical Ability Exponents Radical Special products and Factors Rational Expressions Quadratic equations and Functions Variations Similarity Sequences and Series Quartiles and Percentiles
Research Paradigm Methodology: The researcher used the descriptive-correlational method. Respondents: The respondents in the study were the 6 Math teachers of ISPSC who are teaching Math III and 403 3rd year high school students enrolled in the 6 campuses during school year 2002-2003. Statistical Analysis: The frequency count and percentage were used to describe the profile. The mean, item analysis and item difficulty index, Pearson Product Moment Correlation; One way analysis of Variance and Scheffe method.
Findings: This investigation reveals that majority of the teacher-respondents of ISPSC were bachelor’s degree holders with M.A. units. The Mathematics teachers made use of the Inductive, deductive, group work, discovery and lecture method teaching the subject and preparing 3 to 6 lesson plans. Conclusions: There exist a relationship between the mathematical ability of the students and the factors: sex, weight, attitude and parent’s lifestyle particularly in the gambling practices of mother campus. All the factors had no relationship with the mathematical ability of the respondents. Recommendation: The researcher suggested that students should encouraged to focus most of their attention to the content learning areas where they are weak and strengthened further the areas where they are strong. Other methods should be employed to motivate and encourage students to participate and learn actively in the lesson.
Title: EFFECTS OF VALUES INTEGRATION IN TEACHING MATHEMATICS ON ACHIEVEMENT, VALUES AND ATTITUDE OF FRESHMEN AT NOVALICHES HIGH SCHOOL, SY 1999-2000 Researcher: PERLA GUANZON MABAGOS Date: March 2000 Abstract Problem: If values integration in teaching Mathematics can help to improve the competencies of the students in Math here in our country. Methodology: The pretest-posttest control group design was used in the study. It involves 4 groups in a factorial design involving these variables. Treatment with and without values integration. Conceptual Framework: IV
DV
Teaching Strategy
Mathematical achievement Values Attitude towards Mathematics
With values integration Without values
Research Paradigm
Respondents: The study is consisting of 4 sections of first year students of Novaliches High School during the school year 1999-2000. The sections were divided into 2 groups. The 1st group was the control group. Tossing coins was used to determine which sections are under the values integration teaching strategy. Statistical Analysis: Difference between student’s mean scores in Math achievement. T-test for correlated samples. Findings: The result implies that values integration is an effective tool in teaching Mathematics. For the students, Mathematics values and attitudes before learning took place. Both group showed almost even after the learning process in the experimental group demonstrated mean values and attitudes compare to the control group.
Conclusions: Based on the findings, the researcher concluded that the values integration is one factor to improve the student’s mathematics performance as well as their values and attitudes towards Mathematics. Recommendation: The researcher recommends that teachers utilize value issues related to mathematics in order to develop student’s communication skills. A seminar / lecture regarding the steps in the execution of values integration can be organized.