11:20-13:00 | Opal 105 (1F)
Sunday Session II
Mathematics Education Session Chair: Ma. Concepcion Arellano 56123
11:20-11:45 | Opal 105 (1F)
Addressing Mathematics Anxiety of Grade 5 Students Through Modules and Strategies and Its Effect to Student Achievement Ma. Edilyn Dimapilis Chiao, Elizabeth Seton School, Philippines
The study sought to address mathematics anxiety among grade 5 students of Elizabeth Seton School – Las Piñas Campus by defining its relationship with student achievement, facilitating modules and strategies, and determining its effect to student achievement. The study examined the mathematics anxiety levels of 267 grade 5 respondents and utilized an instrument adopted from Sierbers (2015). The study also examined whether mathematics anxiety modules and strategies improve student achievement and analyzed using Statistical Package for the Social Sciences (SPSS). A paired t-test for the difference between means of student achievement and Pearson–r for the relationship of mathematics anxiety with student achievement were used as statistical analyses to measure significance. The result of the study indicated that there is MEDIUM – HIGH mathematics anxiety levels among the respondents which after implementation of mathematics modules and strategies decreased to LOW – MEDIUM mathematics anxiety level. The result also showed there was a statistically strong relationship between mathematics anxiety and students achievement. Students who have high mathematics anxiety tend to have low mathematics achievement. Furthermore, the t-test showed that the mean difference between student achievements is significant in two out of eight sections only in grade 5 students. This implies that mathematics anxiety modules and strategies were effective in selected sections. Based on the findings of this study, it is worth noting that mathematics anxiety affects student achievement. 56062
11:45-12:10 | Opal 105 (1F)
Alignment of Learning Competencies, Instruction and Summative Assessment in Mathematics 10: A Basis for Curriculum Implementation Monitoring Plan Deo Urbano, Department of Science and Technology (DOST), Philippines
Using mixed-method design, this study determined the extent of the implementation of the curriculum guide in Mathematics 10 classes, the alignment of learning competencies, instruction and summative assessment, identified the challenges encountered by teachers, and developed a Curriculum Implementation Monitoring Plan. Questionnaires and documents of teachers from eight public schools in the Division of Nueva Vizcaya during School Year 2017-2018 were utilized. The results revealed that the teachers fell short of the required time in implementing learning competencies of the Kto12 Mathematics10 curriculum guide due to disruptions of classes, although interventions were done to address the issues. Among the learning competencies in Mathematics 10, the least implemented were the learning competencies of statistics and probability concepts where teachers spent about one-third of the required time. Most of the instruction and summative assessment employed and administered by the teachers were aligned with learning competencies. The most pressing challenge in the implementation of learning competencies was time while in the delivery of instruction was students' skills and knowledge and the most pressing concern in developing summative assessments was related to students' attitude. a curriculum Implementation Monitoring Plan was proposed yo oversee the implementation of Kto12 Basic Education Curriculum towards development projects. 55193
12:10-12:35 | Opal 105 (1F)
Applying the Block Model Approach in Teaching Mathematics in the Philippine Classroom Ronald Lucasia, Rizal High School, Philippines Daisy Dolor, Rizal High School, Philippines
The teaching of Mathematics involves problem solving skills in which proved to be difficult on the part of the students due to misrepresentation of the word problems. This problem is associated to the low performance in Mathematics of Filipino students both in local and international assessments. This paper addresses the problem solving skills of Filipino Grade Seven students employing the Block Model Approach which is based on concrete - representation – abstract principle of teaching Mathematics. In this quasiexperimental study, two Grade Seven sections participated in a three week trial of the method. Comparing pretest and posttest scores showed both groups, Non- Block Model Approach and Block Model Approach groups gained an improved performance in Mathematics. The test of significance showed that the Block Model Approach provides better results. In addition, the learning gain of the experimental group under the Block Model group was higher than the mean learning gain of the control group. This study concludes that drawing a bar to make a model assists Grade seven students to solve word problems. It is recommended for the public basic education teachers to consider the Block Model in their lessons to improve the mathematical ability of the Filipino learners. 55710
12:35-13:00 | Opal 105 (1F)
Improving Performance and Level of Attitude Towards Learning Integral Calculus Using GeoGebra Ma. Concepcion Arellano, Bulacan State University, Philippines Ellenita Manalaysay, Bulacan State University, Philippines Paulino Malang, Bulacan State University, Philippines Minerva Amores, Bulacan State University, Philippines
This is a quasi-experimental action research aimed to determine the effects of the use of GeoGebra in the student’s performance and level of attitude towards integral calculus. Pre-tests and post-tests were given to two groups of engineering students who were taught of the same lesson in integral calculus. The control group was taught using the conventional method while the experimental group was taught using GeoGebra. Results showed that there exists no difference between the pre test scores of the two groups. Likewise, there exists no difference between the ATMI scores of the two groups before the experiment. Both the control group and the experimental group gained improvement in their performance after the experiment showed by the significant difference between their pre test and post test scores in favor of the experimental group. Comparison of their ATMI scores before and after the experiment showed that there exists no significant difference for the control group while scores of the experimental group were observed to be significantly different. Further analyses showed that of the four (4) underlying factors in the ATMI, scores between the two groups after the experiment were found to be significantly different in their confidence, enjoyment and motivation factors but found no significance for their value of mathematics factor.
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