Documente Academic
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A Thesis
Presented to
The Faculty of Graduate School
Metro Manila College
In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN TEACHING
Major in Mathematics
BY
MARIA NERISSA C. GOMOPAS
October, 2013
ii
APPROVAL SHEET
DEDICATION
dedicate this
piece of work
to her parents,
her brothers,
her sister,
Sheilla
and
to Almighty Creator,
needed wisdom.
Title Page……………………………………………………….. i
Approval Sheet……………………………………………….. ii
Acknowledgement…………………………………………… iii
Dedication………………………………………………………. v
Table of Contents……………………………………………. vi
List of Tables………………………………………………….. x
Abstract…………………………………………………………. xii
CHAPTER
Introduction……………………………………………………. 1
v
Assumptions……………………………………………………… 5
Definition of Terms………………………………………..... 8
Local Literature……………………………………………….. 11
Foreign Literature……………………………………………. 16
Local Studies………………………………………………….. 29
Foreign Studies……………………………………………….. 34
Conceptual Framework…………………………………….. 42
Research Design……………………………………………… 50
Sampling Technique………………………………………… 51
Instruments Used…………………………………………… 52
Summary of Findings………………………………………. 84
Conclusion …………………………………………………….. 89
Recommendation …………………………………………… 93
vii
BIBLIOGRAPHY........................................................ 95
LIST OF TABLES
Tables Page
LIST OF FIGURE
Figure Page
ABSTRACT
TO IMPROVE INSTRUCTION
x
to Rao (2009),
to think very logically and to solve problems using that skill. Practice
is consistently unsatisfactory.
Mathematics.
xi
performance in Mathematics.
relevant.
RESEARCH DESIGN
xii
sample and the measures. This design goes beyond data gathering,
SAMPLING TECHNIQUES
divides first the population into two or more strata. The researcher
lesser the percentage of sample size, since this study has large
total of 10% of the entire population. Hence the sample size is 150
the following:
1.1.1 gender,
1.1.2 family monthly income,
1.1.3 highest educational attainment of parents and
1.1.4 2nd year Mathematics grade
test?
75 -79.
3.80;
of 3.60 and;
3.20.
xvi
in rank are:
mean of 4.40;
of 3.60.
of 68.33;
response of 65.25.
rank were:
68 percent.
percent:
xviii
percent, and
CONCLUSION
were formulated:
Causes Solutions
C. Use collaborative learning and
peer teaching. It promotes
discussion between peers as they
share strategies, justify processes
and answers.
these are:
RECOMMENDATION
School Administrators
xxiii
demonstration teaching.
Teachers
strategies in teaching.
Students
difficult subject.
students' confidence.
mathematical skills.
daily lives. People used a lot of what they were taught in school
without even thinking much about it. Rao (2009), introduced the
importance of Mathematics,
deductive reasoning.
consistently poor.
the difficulty of the Filipino respondents with TIMSS (1996) was that
Mathematics.
relevant.
4
the following:
1.1.1 gender,
1.1.2 family monthly income,
1.1.3 highest educational attainment of parents and
1.1.4 2nd year Mathematics grade
test?
ASSUMPTIONS
test.
6
difficulties.
Geometry instruction.
Mathematics.
It has been observe that students fall back from the study of
following:
daily life.
students.
difficulties in Geometry.
Geometry.
DEFINITION OF TERMS
common endpoint.
knowledge.
simple manner.
are being taught first then allow students to practice the concepts.
and surfaces.
9
index.
reading the concept notes and by doing the exercises before the
and application.
subtraction.
segments such that each line segment intersects exactly one at each
were taken from local and foreign reference materials useful in the
Literature
conceptual framework.
Local. The first task facing educators who deal with students with
unable to work out a problem like “If Ana has 3 bananas and Mario
errors simply because they misread signs. For some students they
stressed.
but it cannot be learned the same way most languages are learned.
many people but knowing why can make Mathematics easy and a lot
of fun.
how he can learn it the easy way. In addition, Cuala share useful
Let the child play with numbers just like their favorite toy.
Posters and building blocks with numbers can easily make child
you can. Any countable thing can be use as a daily practice such as
his teeth, toys, and members of the family. As they go along, it will
motivating the child. When the child starts to understand the use of
them that they will need it someday. Allow them to realize that even
it.” Cuala concluded, hence, find ways to enjoy it so that the child
time and energy. Hence, for many, the problem has little to do with
and Murray (1996), there are also students who unfortunately may
teaching.
link to a real life topic is difficult; math can put what they are
that when students do not understand the topic properly, they lose
right formula to get the correct solution. Third, they can find the
gives students more clarity on each topic. Hence, they can easily
change this habit and try to solve all kinds of problems to get
offer Math help. When a student feels that he/she does not
environment, they can opt for online Math assistance. This learning
importantly, with this service, students can choose topics and level
worksheet which they want to work on. Online Math help is fast and
easy to use for students. They can find instant solutions related to
mathematical skills, take extra care in some parts like more practice
and they can also take help of Math tutors or with online Math help
23
given in regular class sessions. This makes the students good grades
it’s the first time that a student comes across with formal proofs,
impede success.
introduce students the concept about Geometry and then drill them
their own. However this teaching approach does not seem to help
et al (2001).
Pierre and Dina van Hiele, Dutch researchers who examined the
What they found was that people develop their knowledge and
27
Thought.
following:
Studies
avoidance behavior.
was revealed to be the most difficult skill for the freshmen. The
second most difficult skill was fall under analysis questions. These
Among the four skills, the logical proving skills and the drawing skills
the following:
Mathematics difficult because they cannot grasp the concept and the
32
process being taught in the classroom. There are several factors that
know their difficulties because they might incur the anger of their
help pupils master the required skills and information before moving
only do trivial proof, about 20% can do some proof with greater
complexity and only 30% master proofs similar to the theorems and
slow learners.
that Adolphus (2011), answer in his study. There are 300 students
and thirty (30) teachers from ten secondary schools scattered all
over Port Harcourt, the capital city of Rivers State were randomly
respondent strongly agree that the poor foundation and lack of hard
Geometry. In her study the both respondents agree to the fact that
levels.
shapes that are not identical to their own mental image of the
often think of "the plane" as the empty space behind the figure,
points that make up the figure, rather than the entire plane. The
mentally structure space will memorize the formulas and apply them
calculations represent.
in Mathematics.
between peers as they share their ideas and process their answers.
this aspect…
check for understanding and not assume that nods and smiles are
indicating comprehension.
will stay with a game well beyond the time they might usually stay
CONCEPTUAL FRAMEWORK
following:
(1998).
gender.
develop the basics. Students who did not “get it” the first time are
44
not likely to “get it” the next several times it is taught in the usual
and concrete understanding of the real world and the language used
check for understanding and not assume that nods and smiles are
indicating comprehension.
memorized.
situations
45
RESEARCH PARADIGM
INPUT
Profile of the student subjects as to gender, family monthly
income, educational attainment of parents and 2nd year
Mathematics grade.
Profile of the Geometry teacher respondents as to mastery of
the subject, strategies in teaching, instructional material and
evaluation utilized.
The difficulties encountered by the third year as assessed from
the teacher made test.
The causes and solutions of these difficulties.
PROCESS
OUTPUT
assessed from the teacher made test. (4) The causes and possible
gather the needed data, teacher made test and analysis of findings.
Mathematics.
study offered the same possible solution which is the use concrete
parallel to the present study. Both studies apply the item analysis to
instruction.
Chapter 3
METHODS OF RESEARCH
of data.
RESEARCH DESIGN
sample and the measures. This design goes beyond data gathering,
SAMPLING TECHNIQUE
divides first the population into two or more strata. The researcher
lesser the percentage of sample size, since this study has large
total of 10% of the entire population. Hence the sample size is 150
The respondents and subjects of the study were all (5) five
Geometry teachers and the 150 3rd year students respectively. The
INSTRUMENTS USED
instruments:
Questionnaire
Documentary Analysis
the permanent record or form 137 of the student subjects for the
department head.
the draft was revised. This tool is anchored on the statement of the
problem.
54
Table of Specification
taught. The test consists of fifty (50) multiple choice, from the
Item Analysis
2. Sort the pile into rank order from top to bottom score.
(upper group) and 27% (lower group) from the total sample
size.
from upper group (U) and the lower group (L) separately.
number of students.
𝑼+𝑳
𝑫𝑰 =
𝑵
𝑼−𝑳
𝑫𝑷 =
𝑵
tested to three (3) Mathematics teachers who are not among the
third year students who are not part of the sample. The results of
the dry-run were scored, tallied and the discrimination and difficulty
and validity can built into a test in advance through item analysis.
disseminate the questionnaire and the teacher made test. After the
target sample. Through the help of her colleagues, she was able to
subject.
Formula:
𝒇
𝑷= 𝒙 𝟏𝟎𝟎
𝑵
58
f frequency of responses
scales.
85 – 89 - satisfactory
80 – 84 - good
75 – 79 - fair
Family Monthly
Income Interpretation
2. Weighted mean
Formula:
𝒇(𝒂𝒘)
𝑾𝑴 =
𝑵
Summation of
f frequency
aw assign weight
N number of respondents
3. Ranking
the problem.
respondents.
Difficulties Encountered
Geometry.
62
Table 1
Gender f %
Male 72 48
Female 78 52
are female. This means that female students dominate the third year
for this school year since there are more female than male as shown
Table 2
performing individuals.
64
to focus and learn how to study more effectively, nuts and dark
Table 3
Profile of Subjects
as to Highest Educational Attainment of Parents
highest percentage, are mother that are high school graduate and
47 or 31.33 percent are father with the same level of education. The
2nd in rank are parents (father and mother) that are college
graduate.
food and shelter. Hence guiding the subjects with respect to their
Table 4
85 – 89 Satisfactory 10 6.67 3
80 – 84 Good 62 41.33 2
75 – 79 Fair 75 50.00 1
and above. It indicates that half of the subjects are below average
level and few students are high and low performing students. This
Table 5
means that all respondents have mastery of the subject matter and
Geometry knowledge.
Table 6
that are found almost and always used by the teachers are the
teaching.
classroom settings and frees the instruction from rote processes that
of CAI software for all grade levels in the market. There are games
for elementary, tutorial and drill software for high school students.
Table 7
weighted mean of 4.00 and 3.60 respectively. The use of chart such
as tree or Venn diagram and cut out of figures rank 4.5 with
Table 8
by the respondents are: oral or written test after each lesson rank 1
of the teacher.
Since the weighted mean of rank 2.5, 4 and 5 are close to each
actual performance in the teacher made test. There are four major
Table 9
Rank
Response
Incorrect
of ITEM
% of
No.
Topic
Skill
Topic
A. KNOWLEDGE 63.75 4
15 Name the secondary parts of a triangle. 69 Polygons 9
16 Define the kinds of an angle. 64 Polygons 16
17 Name the part of a right triangle. 66 Polygons 13.5
24 Define the different kinds of quadrilaterals. 56 Polygons 22
B. COMPHERENSION 65.25 3
1 Describe the ideas of point, line and plane. 61 Undefined 19
Terms
3 Describe the properties of the subset of a 61 Undefined 19
Terms
line.
5 Identify and illustrate an angle. 67 Angles 11.5
6 Name and identify the parts of an angle. 72 Angles 6
C. APPLICATION 67.57 2
4 Determine the number of line segment. 61 Undefined 19
Terms
the relation hence teachers should utilize questions that develop the
that students have hard time in selecting a concept or skill and use
The item that are more difficult to students are: item 46, 48
Oandasan (2012).
76
Table 10
*Multiple responses
It is eminent that difficulty in analyzing verbal or word
instruction in teaching.
conducive for effective teaching then learning will take place.” The
others.
79
Guide
To
Improve
Geometry
Instruction
80
the learners and the nature of the subject matter such as:
the computer.
Appendix F.
81
each other.
learning.
lesson.
student progress.
interesting subject.
RECOMMENDATION
gathered data, the conclusions drawn from the findings, and the
the following:
84
1.1.1 gender,
1.1.2 family monthly income,
1.1.3 highest educational attainment of parents and
1.1.4 2nd year Mathematics grade
75-79.
3.80;
of 3.60 and;
86
3.20.
in rank are:
a. workbooks/worksheets/Learning Activity
of 3.60.
response of 68.33;
87
response of 65.25.
rank were:
68 percent.
percent:
88
percent, and
CONCLUSION
were formulated:
Causes Solutions
these are:
RECOMMENDATION
School Administrators
demonstration teaching.
Teachers
strategies in teaching.
94
Students
difficult subject.
students' confidence.
mathematical skills.
BIBLIOGRAPHY.
A. BOOKS
B. MAGAZINES/JOURNALS
C. UNPUBLISHED MATERIALS
D. INTERNET
E. OTHERS