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A Research Proposal
Presented to
Prof. Shem A. Cedeño
College of Education
Mindanao State University
Buug, Zamboanga Sibugay
In Partial Fulfillment
Of The Requirements for the Course
Ed 198 (Methods of Research)
By:
MARIANE T. MALOLOY-ON
January 2019
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 2
Mathematics teachers today are eagerly trying alternative methods in an effort to better
meet the needs of their students. Teachers want students to do mathematics, not listen to and
watch mathematics being done by the teacher. Teachers want the student to be excited about
doing mathematics and to understand mathematics, pass their classes, and stay in school.
In real life, it is not easy to become a teacher. Teaching has become a very challenging
profession. Classrooms are becoming increasingly diverse in age and background, personal
interest, physical and mental abilities. Teachers should always have the students with varying
abilities. Many students are now entering colleges with poor skills and unwilling to put in time
needed to succeed in the course. Teachers are expected to challenge and motivate students as
Another reward of being a teacher is having the chance to develop formal education of
innocent minds. A teacher influences his or her students a lot, so it is duty to fill their minds with
truths and help them understand these truths. To do this, he must possess qualities of a very good
A very good teacher understands the science of teaching to the fullest. He knows the
subject very well. He uses modern methods of teaching effectively. His centre of attention is the
Not only must a teacher know his subject, it is essential that he likes it. If a teacher like
his subject, he’ll do everything to fulfil the students longing to learn. He’ll use initiative to utilize
competently. His record are kept neatly, correctly and updated. A very good teacher possesses
good mental health and physical health. He depicts character traits that are worth emulating for
the students. He understands every situation good or bad that comes his way. He makes surethat
This study will be founded in the belief that most students do want to learn and to
understand, and that is the teacher’s role to exemplify, nurture, and facilitate those desires. Most
obviously, teaching is the communication of the facts, ideas, skills and techniques particular to a
outlook, and an enthusiasm; in other words, the spirit of that discipline. Least obviously, teaching
mastery that reassures the students that they too can understand and master the material
(http://www.csse.monash.edu.au/~damian/papers/HTML/TeachingTechniques.html).
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 4
The findings of a study by de Caprariis, Barman, & Magee (2001) suggest that lecture
leads to the ability to recall facts, but discussion produces higher level comprehension. Further,
outcomes, but also foster greater participation, self-confidence and leadership ability (Perkins &
varied activities.
3. Analysis is a strategy which breaks a concept down into a step explanation of it.
4. Modified experimental method involves three steps (a) question is posted, (b) the
students can be speculate on the answer, (c) data are gathered and the question is
resolved.
information.
6. Teaching by rules summarizing procedure after the “why” and “how” have been
8. Teaching by examples is one to one remediation situation where the teacher goes around
the room to check on the progress that students are making with practice exercises.
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 5
10. Teaching by games and simulation is a procedure that employs both skill and chance and
effective
and enjoyable.
This study on Teaching Techniques and the Mathematical Performance of the Grade V
pupils of Buug Pilot Central School is based on the following concepts and constructs which
1. For better teaching and learning outcomes, there should be a well-organized plan of
activities.
2. The students would be taught the mathematical skills possibly in the most interesting way
3. Teachers are, under normal conditions, knowledgeable on what to be taught, and how the
Conceptual Paradigm
More
High
Less
Average
Least Low
The diagram above shows the techniques in teaching mathematics and the performance of the
Grade V pupils. When the teacher uses “More” techniques, the performance is “High”. When the
teacher uses “Less” techniques, the corresponding performance is “Average”. When the teacher
This study will be conducted to determine the techniques in teaching mathematics and the
mathematical performance of the Grade V pupils of Buug Pilot Central School. This research
attempted to identify and answered the following questions: 1.What is the frequency of
techniques in teaching mathematics of the teachers of the Buug Pilot Central School? 2. What is
the mathematical performance of the Grade V pupils of Buug Pilot Central School? 3. Is there a
Hypothesis
and the performance in mathematics of the Grade V pupils of Buug Pilot Central School.
and the performance in mathematics of the Grade V pupils of Buug Pilot Central School.
awareness of the conditions existing in the classroom. Concomitantly, it would lead to the
discovery of strong points, as well as the weak points in teaching techniques and learning
activities of teachers. In the end, utilizing the result of such study would open favourable
avenues where to pick up ways and means of strengthening the strong points in the teaching
learning process.
This study is limited to the Grade V pupils of Buug Pilot Central School all of them were
The scope of the study is to look for significant effect of the techniques in teaching
mathematics and the performance of the Grade V pupils of Buug Pilot Central School year 2018-
2019.
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 8
Performance refers to the average grades in mathematics that the Grade V pupils earned
after third grading period which are classified as “High” (90-96), “Average” (82-89), and “Low”
(74-81).
Relationship is the connection between the techniques in teaching mathematics and the
Teaching Techniques refers to the procedure of teaching that the teachers uses, his in
imparting the lesson. In this study, this is described as “More’, “Less”, and “Least”.
More when the teacher uses 15-20 out of the twenty techniques.
Less when the teacher uses 8-14 out of the twenty techniques.
Least when the teacher uses 1-7 out of the twenty techniques.
The term technique as used in this study, has key characteristic: (1) it is defined as a
systematic procedure, formula, or routine by which a task is accomplished, (2) the body of
specialized procedures and methods used in any specific, especially in area of applied science,
(3) method of performance; way of accomplishing, and (4) in technical skill; ability to apply
Mathematics is used throughout the world as an essential tool in many fields, including
Galileo Galilei (1564-1642) said, “The universe cannot be read until we have learned the
language and become familiar with the characters and which it is written. It is written
mathematical language, and the letters are triangles, circles and the other geometrical figures,
without which means it is humanly impossible to comprehend a single word. Without these, one
Sciences”. Benjamin Pierce (1809-1880) called that mathematics “the science that draw
necessary conclusions”
David Hilbert said if mathematics “We are not speaking here of arbitrariness in any
sense. Mathematics is not like a game whose tasks are determined by arbitrarily stipulated rules.
Rather, it is a conceptual system possessing internal necessity that can only be so and by no
means otherwise.”
Albert Einstein (1879-1955) stated that “as far as the laws of mathematics refer to reality,
they are not certain; and as far as they are certain, they do not refer to reality”
(en.wikipedia.org/wiki/Mathematics)
According to NICHCY (1997, p.3), learning strategies “include what we think about
(e.g., planning before writing, realizing when we are not understanding something we are
reading, remembering what we have learned previously on the topic under study) and what we
physically do (e.g., taking notes, rereading to clear up confusion, making a chart, table or a story
map to capture the most important information.)”. Teachers who teach students learning
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 10
strategies teach students how to learn and how to be successful in and out of the academic
setting.
suggests that students do not favor active learning methods because of the in class time taken by
the activities, fear of not covering all of the material in the course, and anxiety about changing
explore the mathematical concepts, relationships and possibilities in the environment. The
learners should be taught the mathematical skills possibly in the most interesting way, through
varied strategies and techniques in teaching and learning situations where they could gain
mastery of the skills of valuable meaning and have ready applications in one’s everyday life.
Bautista ( 1996) states that, “For better teaching-learning outcome, there should be a well
organize plan of activities, this will enable the teacher and the learners to perform better in the
teaching-learning process, doing their tasks as the right time and in the right way”.
Cagaan (1993) stated that the following principles in teaching mathematics could help in
improving skills. 1. Equip the classroom with exploratory materials and visual materials. 2.
Emphasize the use of exploratory and visual materials grades to help young students to discover
Preparing a teaching aid for every skill to be developed, it will motivated the learner to
learn better rather than teaching –learning verbally with limited or without any devices. Having
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 11
such devices for every activity will make the job easier or the part of the teacher and in making
Turtoga’s write up entitled “Creative teaching in Mathematics” states that for meaningful
effective learning, learner should acquire skill, understanding the insight. These can be achieved
in three types of teaching, namely: (1) teaching by rule, (20 meaningful lectures, and (3)
discovery insight.
solver when he/she can readily understand the important features of a problem. He can sense
Method
This study will be used the descriptive method. The descriptive survey, otherwise known
as normative survey, is directed toward ascertaining the prevailing condition, that is, the fact that
prevails in a group of cases in the study. It is used to collet demographic data about people’s
behaviour, practices, beliefs, attitudes, opinions, interest, perceptions, and the like (Calderon &
Gonzales, 1993).
This study will be designed to gather and describe information about the teaching
techniques in mathematics subject and the mathematical performance of the Grade V pupils of
The Respondents
The respondents of the study are the Grade V pupils of Buug Pilot Pentral School
enrolled for school year 2018-2019. The Grade V classes are divided into three sections namely;
Instrument
The instrument that will be used in collecting data is used in the form of a questionnaire.
The copies of the questionnaire will be personally distribute by the researcher to the respondents.
After some explanation, the respondents are given time to answer the questionnaire, then all the
Statistical Tool
To determine the relationship between the teaching techniques and the mathematical
performance of the Grade V pupils in Buug Pilot Central School. , the chi-square test will be
2
∑(𝑜 − 𝑒)2
𝑥 =
𝑒
where:
𝑥 2 = Chi-square
𝑜 = Observed frequency
𝑒 = Expected frequency
𝑑𝑓 = (𝑟 − 1)𝑥(𝑐 − 1)
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 13
References
Of the Third Year High School Students of Del Monte National High School
Liberto, Roberto R. (2004) Factors Affecting the Performance in Mathematics III of the Third
Paler, Contessa C. (2004). The Relationship of the English Performance of the Second Year
https://education.cu-portland.edu/blog/classroom-resources/basic-math-teaching-
strategies/
Best Strategies for Teaching Elementary Math. Retrieved on Dec. 26 2018 from
https://study.co.dreambox.com/blog/best-strategies-for-teaching-elementary-math-
Teaching
https://www.com/academy/lesson/teaching-strategies-for-elementary-math.html
https://www.slideshare.net/assylalyssa/techniques-and-strategies-in-teaching-math
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 15