Development, Validation and Utilization of Guided Inquiry Virtual

Learning Materials

LUCELLE G. ALIM

September 15, 2019

 Chapter 1

THE PROBLEM

Introduction

Education and formal training should provide all individuals with

competence which leads them to personal accomplishments and development,

social inclusion, active citizenship and employment. One of the abilities which

should be attained according to the European Commission (2016) is

Mathematics. In recent years, elementary education of different levels has

experienced a rapidly increasing demand for flexibility in the way how teaching

and learning in mathematics are facilitated in order to make it more effective and

motivating since most learners considered it to be the most difficult among the

subjects.

Education lacks a general consensus on approaches to teaching and

learning which would lead to improved performance. There is also the need for

joint commitment between educational authorities and teachers. These aspects

make it impossible for any effort to innovate, reform or change education to

produce a lasting effect on students’ academic performance (Bain & Weston,

2012). One of the compulsory subjects that pupils must learn is mathematics. It

becomes very necessary to be taught to pupils in order to have analytical, logical,

systematic, critical and creative thinking ability to collaborate. Pupils can

understand concepts in mathematics if all of learning success supporting factors

are well fulfilled. Indeed, the success of Mathematics learning is supported by

the teacher’s ability to apply guided inquiry learning. While many teachers

recognize the value of inquiry-based learning, most find it a difficult approach to

teaching Mathematics. The traditional way of teaching Math by figuring equation

and plugging in numbers focuses only on computation. Teachers have taught

math this way for years, and it has developed such a poor reputation that

students may actively dislike the subject to find it intimidating. New ideas and

perspective on teaching math may help overcome this challenge.

The use of technology with educational aims has the potential of increasing

deep learning but it only depends on how it is used for specific purposes. Besides,

technology should be integrated into pedagogy in order to make activities more

attractive, efficient, and technologically generalized and centered on problem-

solving in real-life situations (Fullan, M., & Langworthy, M., 2013). The

expectative of Information and Communication Technology (ICT) in the area of

Mathematics, is to design new cognitive measurement with interactive focuses

in order to increase the quality of learning and school performance. In this way

mathematical formation is formed by the way of discovery, evaluation and

creation, without discarding conceptual understanding, the development of

skills for mathematical processes and their applications (Bravo, 2012). Out of

20 studies carried out by (Zakaria, N.A., & Khalid, F., 2016) determined that the

benefits of incorporating ICT into teaching Mathematics are multiple. Among the

best utilization of technology in teaching Mathematics is through virtual learning

materials with guided inquiry approach.

 Virtual learning is a process of personal reconstruction of a content which

is carried out in the function of and based on the cognitive structure of learning.

In inquiry-based learning, teacher’s uses problems ask questions and scenarios

to help pupils learn through individual thought and investigation. Instead of

simply presenting facts, the teacher may encourage pupils to talk about a

problem and draw on their intuition to understand it. Inquiry-based learning

also focuses on letting pupils ask their own inquiry. Pupil-led questions follow

teacher-guided inquiry. In this process, the teacher promotes pupils active

participation. It increases the pupil’s ability to analyse, synthesize, evaluate, and

relate the intended learning concepts to multiple disciplines and everyday life,

thereby making learning more relevant to pupils.

The ACARA F-10 Australian Curriculum for Mathematics emphasizes the

importance of teaching students to apply their mathematical understanding to

real-world problems, especially when describing the proficiency strands of

problem-solving and reasoning (ACARA, 2013). However, (Camenzuli and

Buhagiar, 2014) indicate that the use of inquiry-based learning in mathematics

can give benefits to students in facing social, emotional and behavioral

difficulties through a number of ways. Various results of researches showed that

the implementation of guided inquiry model which integrated with guided

inquiry-based learning material in Mathematics lesson is effective and efficient

to get learning outcomes. Generally, the pupils are better to learn through the

uses of guided inquiry-based approached with virtual learning materials.

 As part of this, the Department of Education (DepEd) aims to prepare

learners to live in a “knowledge society” that need to account the use of ICT

integration in the curriculum. The coordination of ICT in education refers to the

use of computer-based instruction that will adhere to daily classroom teaching

process. In relation to preparing learners for the trend digital era, teachers

adhere as the key players in using ICT in their daily classroom. DepEd

Computerization Program (DCP) led to enhance student learning and teaching

method. As stipulated in DepEd Order No. 78, s.2010, it raises the right of all

citizens to take workable move in making education affordable to all, it plans for

the purpose to gear towards the transformation of education through the DepEd

Computerization Program (DCP).

DCP aspire to meet the challenges of 21st-century education by supplying

public schools with applicable technologies that would enhance the teaching-

learning procedure. This agenda also responds to the computer backlog of public

schools by providing the hardware and software, and practice on basic

troubleshooting. The program generates opportunities by giving 5,409 public

secondary schools with at least one computer laboratory packages to secondary

schools, hand over e-classroom to elementary schools, supply laptop units for

mobile teachers, incorporate ICT in the school system, raise the literacy of

learners, pupils, students, teachers and school heads and downgrade the

computer backlog in the public schools.

Theoretical Framework

The study is anchored on constructivist theory of Jerome Bruner which

claimed that learners create new concepts or ideas based on the exist knowledge.

Learning is an active process that includes selection and transformation of

information, decision making, generating hypothesis and making meaning from

various experiences. The three modes of representation of knowledge was

proposed by Bruner (1966), the inactive representation (action-based), iconic

representation (image-based), and symbolic representation (language-based).

These three modes of knowledge are integrated and loosely sequential as they

translate into each other. The symbolic representation remains the ultimate

mode because it clearly mysterious among the three. It was recommended by

Bruner the use of combining the concrete, pictorial and symbolic activities that

leads to more effective learning to happen. (Potane).

In addition to, this study was also anchored on the Cognitive Theory of

Multimedia Learning. The multimedia principle is a theory by Richard Mayer that

states graphics and words are more facilitative to learning compared to just

graphics and text alone. The theory is warp on the concept that by fascinating

in important cognitive pressing such as mentally incorporating material with

their present knowledge, mentally classifying the material into a coherent

cognitive model and joining to the significant material in the lesson, learners will

learn more.
 Mayer had display that there are two main channels that people use to

operate information, the auditory and visual channels. The auditory channel

operates sound that people hear while visual channel operate objects that may

see. By combining these two processes, research have displayed that learners,

learning will be more meaningful and sustain much longer in the memory of the

learners. His studies have also display that too many visuals or too much text

can overload the learner so there is a need to be balance between the two and

they should always bond so they do not confuse the learners learning process.

Both Mayer and Bruner claim that learning is an active process by

choosing important ideas to produce new ideas with the use of the prior

knowledge. The brain picks the significant words, images and auditory

information to integrate new knowledge actively and to create a logical mental

image. This new information will be integrated to the existing knowledge stored

at the brain.

Conceptual Framework

The reason why the researcher used the embedded design is that there is

a need to include qualitative and quantitative data to answer a research question

within a largely quantitative and qualitative study.

The study involves sequential data collection and undergoes different

stages (pre-test and post-test). The data is first collected and then analyse in

qualitative process then the decisions are made about how the results
(qualitative and quantitative) will be used to influence the following data

collection (qualitative and quantitative).

The schematic model shows the interplay between independent variables

which refers to the intervention and the dependent variables which also refers

to the pupils performance in mathematics through pre-test and post-test.

Quantitative Quantitative
Intervention Interpreta
Pre-test Data Post-test tion
I
& Results Qualitative Data &
n
Process Results
t
e
r
Figure 1: Embedded Mixed Method Design (Creswell & Plato,v2007)
e
n
ti
Statement of the Problem o
n
The study aims to develop, validate and utilize the guided inquiry virtual

learning materials among grade V pupils in Mathematics for school year 2019-

2020.

Specifically, the study wants to answer the following questions:

1. How do guided inquiry learning materials be developed and validated?

2. What is the pre-test – post-test scores of the learners in both control and

experimental groups?

3. Is there a significant difference in the pre-test – post-test scores of the

learners in both control and experimental groups?

 4. Is there a significant difference in the post-test scores of the learners in

the control and experimental groups?

5. What is student learning experience when exposed to guided inquiry

virtual learning materials?

Null Hypothesis

1. There is no significant difference in the pre-test – post-test scores of the

learners in both control and experimental groups.

2. There is no significant difference in the post-test scores of the learners

in the control and experimental groups.

Significance of the Study

These study benefit stakeholders in the educational system as follows:

The pupils would be given an opportunity to explore the new ideas through

the aid modern of technology and then use their own techniques and methods

in the particular exercises they are solving. There is more learning when the

pupils willingly experience themselves.

The result of the study would be useful to teachers especially when they

are assigned to teach mathematics. There will be instruments that will be

included in the appendices that would be useful for conducting pre-test and

post-test among Grade V pupils for the specific skills to be developed within. The

use of ICT would motivate the pupils to be interested in the subject and further

enhance their skills.

 The result of this study would enable the school administrators to give

emphasis in development, validation and utilization of guided inquiry virtual

learning material. They were the front liner in the attainment of the goals of

Department of Education in shaping the child to become competent in

Mathematics. Mathematics plays an important role in the day to day activities.

The findings of this study would enable school personnel to realize the utmost

importance in planning instructional materials to help pupils with learning

disabilities in mathematics.

The result of this study would give the parents awareness to spend more

time working at home. Parents are the person to encourage their children to

study hard in order to improve their mathematical competence. They need to

monitor their children as their work on assignments and other learning activities

at home. They would be able to closely confer or consult with their children’s

performances to the teachers particularly on their academic work, their school

behavior and learning difficulties that they may be experiencing.

The finding of the study specifically the implications and recommendations

would provide the information for the division staff what it takes to improve in

mathematics grade V pupils in the entire division. They can design Inset

Trainings on development, validation and utilization of guided inquiry virtual

learning materials. They can also motivate school administrators to organize

Math Club in their own school to help the children with learning difficulties in
Mathematics and to participate in contests like the MTAP to encourage them to

attain higher level of achievement.

The finding would also be significant to the LGU, particularly the local

executives if they were given information so that they can increase the budget of

the local school board for the financial assistance for the trainings of teachers.

Likewise, a budget can be included for the purpose of giving rewards to the pupils

considered as high achievers in Mathematics especially those who win in various

contest.

Scope and Limitations

This study specifically focuses on development, validation and utilization

of ICT LMS. The result of the study would serve as the basis for the enhancement

of the teaching process through the use of ICT in classroom setting. The research

locale is Bulua Central School, West II District, and Division of Cagayan de Oro

City.

The total respondents under consideration were sixty-five (64) Grade V

pupils. The respondents were divided into two group, the group who will be

exposed in ICT LMS in mathematics and the other group will not be exposed.

Each group will be composed of 32 pupils.

The time frame of this study covered the 3rd Quarter of the School Year

2019-2020. This study considered the confidentiality of the respondents’

answers to the questionnaire. The respondents were treated as a group not as

individuals.
 The instruments used specific learning competencies for the third quarter

in mathematics V. The instrument focused on the solving equations because

these are the least mastered skills as revealed in the Grade VI National

Achievement Test (NAT) previous result.

Definition of Terms

For clearer comprehension, terms are used in the study are conceptually

or operationally defined.

Curriculum. Refers to the courses that are taught by a school

DCP. DepEd Computerization Program

DepEd. Department of Education

ICT. Information and Communication Technology

Innovation. Refers to the act or process of introducing new ideas, devices or

methods.

PhET. This term is a suite of research-based interactive computer simulations

for teaching and learning physics, chemistry, and other sciences. It was

originally an acronym for “Physics Education Technology”.

PHET Simulation. Run online/downloaded for free from PhET website

Post Score. This variable refers to the scores obtained by the pupils in the

researcher-constructed achievement test in Mathematics conducted after the

use of ICT LMS.

Pre-test Score. Refers to the scores obtained by the pupils in the researcher-

constructed achievement test in Mathematics conducted before using the ICT

LMS

Simulation. Refers to the production of the computer model of something

especially for the purpose of study.

Virtual Learning. A learning experience that is enhanced through utilizing

computers and/or the internet both outside and inside the facilities of the

educational organization.

Guided Inquiry. Is an innovative teaching and learning approach where teachers

design and implement to guide students in deep engaging learning.

Validation. To prove that something is based on truth or fact, or is acceptable.

Utilization. The act of making practical and effective use of guided inquiry

virtual learning materials.