TITLE 1: Learning Modalities and Constructivist – Computational

Thinking Interstrategies: Input to Enhanced Problem

Solving Skills
Research Discipline: Teaching Initiative (Teaching Strategies)

RATIONALE

In its efforts to increase the actual learning outcomes from the national down to the
schools division offices, the Department of Education (DepEd) has adapted the
implementation of the K to 12 Basic Education curriculum, which in section 4, paragraph
(e) highlights that the curriculum mandates the use of approaches that are constructivist,
collaborative, integrative, inquiry – based in nature.
This is further supported by DepEd CALABARZON which in its regional
memorandum 233 series of 2016 reiterates the use of such strategies cum suggested
approaches and underlying principles.
Even though globally competitive learners are what the department seeks for,
internationally, the Mathematics performance of the Philippines has continuously
declined. In fact, the Trends in International Mathematics and Science Studies (TIMSS)
results have noted that the Philippines ranked 42 out of 46 countries in 1999, 23 rd out of
25 in Grade 4 and second lowest for 8th Grade in the year 2008. Last 2013, we ranked
10th out of 10 Asian countries even with only science high schools participating in the
TIMSS. The National Assessment Test results also reflects a decline in the academic
performances of students from year 2015 up to the most recent. On the school – level,
San Bartolome National High School’s (SBNHS) Mean Percentage Scores (MPS) has
also drastically declined from 55.74% to 54.55% for the SY 2016 to 2018.

CONCEPTUAL FRAMEWORK

Teachers have known intuitively that students learn differently. These differences
in experiences are reflected in their learning modalities which are classified into four:
Visual, Aural or Auditory, Read or Write, and Kinesthetic which can be represented by the
acronym VARK (Flemming and Mills, 1992). Visual learners prefer the use of instructional
materials which primarily appeal to the sense of sight such as graphs, organizers and
diagrams. Aural learners have greater preference on things that are heard or spoken
while read or write learners emphasize on text – based input and output. Lastly, learners
who adapt through relating experiences to practice are classified as kinaesthetic.
According to Smith and MacGregor in 1992, collaborative learning is a joint effort
wherein teachers and students alike, take part in the delivery of the teaching – learning
process. It also entails considerations such as diversity of learners and richness of
contexts.
Regional memorandum 233 s. 2016 enumerated four (4) strategies under the
collaborative approach. These strategies are: (a) Jigsaw, (b) Think – Pair – Share and
(c) Anchored Instruction. Jigsaw focuses on working with small groups and letting the
groups exchange ideas on specific concepts assigned to them. Reciprocal Peer Teaching
allows the taking on of a teaching role in the school setting and Anchored Instruction
enables the teaching – learning process to be interconnected and related.
 Computational strategies, decomposition, abstraction and algorithms, primarily
aim to develop mathematical skills. Decomposition strategy enables learners to separate
parts from a whole, abstraction focuses on the counting and quantity principles referring
to the fact that anything can possibly be counted and algorithms highlights patterns and
systems. These strategies may also develop problem solving skills such as active
listening, analysis, research skills and decision making (www.mathisvisual.com).

RESEARCH PARADIGM

I. Learning Problem Solving Skills

Modalities
A) Visual A) Active listening
B) Aural/Auditory B) Analysis
C) Read/Write C) Research skills
D) Kinesthetic D) Decision – making

II. Collaborative –
Computational
Teaching
Interstrategies
A) Jigsaw -
Decomposition
B) Reciprocal Peer
Teaching -
Abstraction
C) Anchored
STATEMENT OFInstruction -
THE PROBLEM
Algorithms

This study attempts to determine the impact of innovative interstrategies in the

development of problem solving skills among Grade 9 students.
Specifically, it aims to answer the following questions:

1) What is the profile of the respondents in terms of:

a) Visual;
b) Aural/auditory;
c) Read/write; and
d) Kinesthetics?

2) What are the mean test scores of the respondents in the teacher made tests as
to:
a) roots of numbers;
b) simplifying radical expressions;
c) operations on radicals; and
 d) radical equations?

3) Is there a significant difference among the mean test scores of the respondents as
to:
a) roots of numbers;
b) simplifying radical expressions;
c) operations on radicals; and
d) radical equations?

4) Do the average test scores of the respondents significantly differ?

RESEARCH DESIGN

This study will be an experimental – three group design. Three classes from 9th
grade will be exposed to three interstrategies, (a) Jigsaw – Decomposition, (b) Reciprocal
Peer Teaching – Abstraction and (c) Anchored Instruction – Algorithms. For the second
Grading period, four from least mastered competencies under radicals from SY 2018 -
2019 will be prepared in three approaches each. The specific lessons are Roots of
Numbers, Simplifying Radical Expressions, Operations on Radicals and Radical
Equations. After every lesson a teacher made test will be administered and their scores
will be compared using One – Way Analysis of Variance. Their average scores will also
be compared using the same test. Results will be used to decide whether there is a
significant difference among the three groups.