Silvela, Maria Noeme Manuscript For Final Editing

THE EFFECT OF V–A–K MODEL TO THE LEARNERS’ PROBLEM SOLVING
PERFORMANCE IN GEOMETRY
_________________________
A Thesis
Presented to
the Graduate School Faculty
College of Arts and Sciences
Iloilo Science and Technology University
La Paz, Iloilo city
________________________
In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Mathematics
________________________
by
Maria Noeme A. Silvela
May, 2020
ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY
College of Arts and Sciences – Graduate School
La Paz, Iloilo City
APPROVAL SHEET
This thesis of MRS. MARIA NOEME A. SILVELA entitled “THE EFFECT OF
V–A–K MODEL TO THE LEARNERS’ PROBLEM SOLVING PERFORMANCE IN
GEOMETRY” prepared and submitted in partial fulfilment for the degree of MASTER
OF ARTS IN MATHEMATICS is hereby approved:
CATHERINE A. YAP, Ph.D.

Adviser
Passed the Written Comprehensive Examination conducted last December 2017.

Approved the Committee on Oral Examination with the grade of PASS.
PANEL OF EXAMINERS
LAVINIA B. DULLA DOLY JOY C. CELINDRO

Chairman Member
RUBIM J. YBARZABAL, MA Math ROBERTO G. SAGGE JR., Ph. D.

Member External Panel
Accepted and approved in partial fulfilment of the requirements for the degree of
MASTER OF ARTS IN MATEMATICS.
RUBIM J. YBARZABAL, MA Math ALEJO P. BITON, Ed. D.

Coordinator, MA Math Dean, College of Arts and Sciences
ii
Acknowledgment
The researcher would like to express her sincere and deepest gratitude to the
following persons who have shared and offered a lot of guidance and support in the
completion of this study:
Dr. Alejo P. Biton, Dean of the College of Arts and Sciences, for his expertise on
research and valuable guidance and suggestions to enhance this study;
Dr. Roel F. Bermejo, Schools Division Superintendent of Division of Iloilo, and
Mr. Domingo E. Sumayo, School Principal 1 of Tagsing – Buyo National High School,
for allowing the researcher to conduct the study;
Dr. Catherine A. Yap, for her continual encouragement, patience, and valuable
guidance at every phase of doing the study, and also for her insightful observation and
directions in the course of completing the study;
Lavinia B. Dulla, Doly Joy C. Celindro, Engr. Rubim J. Ybarzabal, and
Dr. Roberto G. Sagge Jr., members of the panel, for sharing their bulks of wisdom,
valuable suggestions and recommendations that significantly improved the study;
Dr. Saul M. Muyco, Prof. Nesror L. Gicaraya, and Mrs. Chona P. Sumayo for
sharing their expertise and guidance in validating the instrument used in the study;
Prof. Nestor L. Gicaraya, Mr. Jopet Bernal, Mrs. Chona P. Sumayo, for their
valuable comments and suggestions in validating the lesson plans used in the study;
Dr. Neocesar G. Artajo, for giving his valuable time and effort in editing the
manuscript that led to the refinement of this study;
Grade 9 – Saturn and Grade 9 – Jupiter learners of Tagsing – Buyo National High
School for their cooperation with the researcher during the conduct of the study;
iii
Mrs. Luisa R. Peñasa, School Head Teacher I for her encouragement and moral
support in pursuit of the study.
Mrs. Chona P. Sumayo, for giving advises and insights about this study;
Mrs. Connie Jane S. Sajonia, Miss Edjovel T. Saul, Mrs. Viowela P. Serio, Mr.
Jonel S. Silvela, Miss Vivian S. Valle, Faculty of Tagsing – Buyo National High School,
for the untiring support and assistance they have extended to finish this study;
Mr. Arnel T. Sultan and Mrs. Jovelyn B. Sultan for the friendship, wishes and
encouragement to finish the study;
To her beloved mother, Mrs. Fe S. Adolacion, for the unconditional love, untiring
support care and understanding since the start of the study;
To her late husband, Francisco D. Silvela who guides together with the Holy
Spirit, to her daughter Franz Janille A. Silvela and to her son Rejelf A, Silvela for the
inspiration in the pursuit of the study;
Above all, to the Almighty God, our Great Provider, for all the blessings, wisdom
and the gift of good health He has bestowed throughout the course of the study, to Whom
this work is humbly dedicated and given all the glory and praises.
MNAS
iv
THE EFFECT OF V–A–K MODEL TO THE LEARNERS’ PROBLEM SOLVING
PERFORMANCE IN GEOMETRY
Maria Noeme A. Silvela

Researcher
Dr. Catherine A. Yap

Adviser
ABSTRACT
This experimental study aimed to determine the effectiveness of Visual –
Auditory – Kinesthetic (V – A – K) Model to the learners’ problem solving
performance in geometry. Fifty-six (56) Grade 9 learners were the participants of
the study with 28 learners assigned to experimental group and another 28 to the
control group. The experimental group were exposed to V – A – K model as an
intervention while the control group were exposed to traditional method. A
validated researcher – made test was used to measure the problem solving
performance of the learners before and after the intervention. The study lasted for
six weeks. The statistical tool employed were the mean and the standard deviation
for descriptive analysis and the t – test for inferential data analysis. All
computations were done using the Statistical Package for Social Sciences (SPSS)
software set at 0.05 alpha level of significance. Based on the findings, the pretest
problem solving performance of the learners with and without V – A – K model
was “low” while the posttest problem solving performance of the learners with
and without V-A-K model was “moderate”. There was no significant difference
found between the pretest and in the posttest problem solving performance of the
learners with and without V – A – K model. There was a significant difference
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existed between the pretest and the posttest problem solving performance of the
learners with V – A – K model. The learners exposed to Visual – Auditory –
Kinesthetic (V – A – K) model improved their scores in the posttest. There was a
significant difference existed between the pretest and posttest problem solving
performance of the learners without V – A – K model. Learners exposed to
strategy without V – A – K model also improved their scores in the posttest. The
findings revealed that there was no significant effect on the learners’ problem
solving performance using V – A – K model. This implied that using traditional
way of teaching used variety of strategies wherein it also targets visual, auditory
and kinesthetic abilities of the learner. Using V – A – K model in teaching may be
an effective strategy as well as the traditional way of teaching in combination of
other strategies. This maybe explained that the learners can learn effectively when
they were exposed to visual, auditory, tactile or kinesthetic activities. These
activities are also embedded in traditional way, although it is not that substantial.
This also confirms that good teaching can truly inspire minds and motivate
actions among students. Using V – A – K model and traditional way of teaching
together with other strategies could enhance the performance of the learners’
problem solving in Geometry through the teacher’s guidance, motivation, and
innovation in the said learning strategy.
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TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT v
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES
xi
LIST OF APPENDICES xii
CHAPTER
1 INTRODUCTION
Background of the Study 1
Statement of the Problem 4
Hypotheses 5
Theoretical Framework 6
Conceptual Framework 8
Definition of Terms 8
Significance of the Study 10
Scope and Limitation of the Study 11
vii
2 REVIEW OF RELATED LITERATURE
Visual – Auditory – Kinesthetic (VAK)

as a Learning Style Model 13
Recent History 15
Characteristic Patterns of each Learning Style 16
Characteristics of Visual Learners 17
Characteristics of Auditory Learners 18
Characteristics of Kinesthetic Learners 19
Using Visual – Auditory – Kinesthetic (V – A – K)

In Teaching Mathematics 20
Weanesses and Disadvantages of

V – A – K Model 28
Performance in Geometry 29
What is Geometry? 29
History of Geometry 30
Basic Elements of Geometry 31
Teaching Geometry 33
Improving Students’ Performance in
Geometry 35
Problem Solving in Mathematics 37
Components of Problem Solving 39
Process in Problem Solving 39
Evaluating Problem Solving 40
Summary 44
3 METHODOLOGY
viii
Research Design 47
Participants of the Study 48
Data Gathering Instruments 49
Data Gathering Procedure 50
Ethical Consideration 53
Data Processing Techniques 53
4 RESULTS AND DISCUSSIONS
Pretest Problem Solving Performance of the

Learners 54
Difference in the Pretest Problem Solving

Performance of the Learners 55
Posttest Problem Solving Performance of the

Learners 57
Difference in the Posttest Problem Solving

Pretest and Posttest Problem Solving

Difference in the Pretest and Posttest Problem

Solving Performance of the Learners 64
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 66
Conclusions 69
Recommendations 70
REFERENCES 73
APPENDICES 79
ix
CURRICULUM VITAE 186
List of Tables
Table Page
1 Distribution of Participants 49
2 Pretest Problem Solving Performance of the Learners in

Geometry With and Without Visual – Auditory – Kinesthetic
(V – A – K) Model 54
3 t-test Result of the Difference in the Pretest Problem Solving

Performance of the Learners in Geometry With and Without
Visual – Auditory – Kinesthetic (V – A – K) Model 56
4 Posttest Problem Solving Performance of the Learners in

Geometry With and Without Visual – Auditory – Kinesthetic
(V – A – K) Model 58
5 t-test Result of the Difference in the Posttest Problem Solving

Performance of the Learners in Geometry With and Without
6 t-test Result of the Difference in the Pretest and Posttest Problem

Solving Performance of the Learners in Geometry With
7 t-test Result of the Difference Pretest and Posttest Problem Solving

Performance of the Learners in Geometry Without the Use of
x
List of Figures
Figure Page
1 Relationship of the Independent Variables (With Visual –

Auditory – Kinesthetic (V-A-K) model and Without
Visual – Auditory – Kinesthetic (V-A-K) model to the
Dependent Variable (Performance in Problem Solving) 8
2 Pretest and Posttest Non – equivalent Group Design 47
xi
List of Appendices
Appendix Page
A Table of Specification in Grade 9 Mathematics 80
B Instrument of the Study

(Researcher-Made Test) 82
C Rubrics in Problem Solving

(Researcher – Made Test) 83
D Match Paired Grade from First Grading 84
E Results of the Pretest and Posttest 85
F Permit to Conduct Study 86
G Letter to Parent 90
H Letter to Validators of the Lesson Plan 91
I Letter to Validators of the Instrument 92
J Lesson Plan in Mathematics (V-A-K/Non V-A-K) 93
K Time Table 169
L Pictures 176
M Certification from the Statistician 179
N Certification from the Grammarian 180
O SPSS Results 181
xii
xiii
Chapter I
INTRODUCTION
Background of the Study
Geometry is a wonderful area of mathematics. It is full of interesting problems
and surprising theorems. (Jones, 2002). Similarly, Geometry is one of the central topics
in any high school mathematics curriculum around the world with inherent complexities.
Since learning geometry is not that easy, challenge is now on teachers on how to make
this topic meaningful and how to stimulate students’ interest, motivation and enthusiasm
in learning (Zhang and Gu, 2013).
For seven years at Tagsing – Buyo National High School, the researcher had
taught all grade levels in Junior High School. Of all the subjects taught, the researcher
noticed that students have difficulties in learning Geometry. The researcher also noticed
that many students struggled over understanding and applying geometric concepts in
solving word problems. Moreover, the researcher found out that learners cannot explain
the solutions they obtain. Learners show poor performance concerning the subject.
This research focused on building conceptual supports that include strategies to be
carried out such as recognition of the function of key words, word phrases in the word
problem and also the importance of making drawings or illustrations to visualize concepts
to help them comprehend the mathematical situation.
The researcher also believes that each learner has a different learning style that
requires varied learning activities that will boost their interest. One's learning style may
affect how well one performs. Learning style is concerned with the most efficient way an
individual’s brain processes and stores information. The identification of the student’s
2
learning style would not only aid the teacher in putting over information but also the
student in knowing how to study effectively (Gadzella, Stephens & Baloglu, 2002; in
Martin et al. 2011). Some students learn by listening to a simple discussion, while others
learn when they see visual aids and some learn when they perform an activity. With these
varieties of learning preferences, it requires a lot of effort, time and preparations on the
part of the teachers in preparing those activities.
With these reasons, the researcher thought of a strategy on how to cater their
learning styles in order to improve learners’ performances. One of the most common and
widely-used categorizations of the various types of learning styles is Fleming’s VARK
model (sometimes V-A-K - an acronym for the Visual (V), Auditory (A), and the
Kinesthetic (K) sensory modalities) which provides the learners with a profile of their
learning styles, based on the sensory modalities which are involved in taking in
information (Sreenidhi and Helena, 2017). People normally have a preferred learning
style. When an individual recognizes his or her preferred learning style(s), he or she is
able to appreciate the type of learning that best suits him/her. This allows him/her to
select the types of learning that work best. According to V-A-K model, most people
possess a dominant or preferred learning style; however, some people have a mixed and
evenly balanced blend of the three styles (Mackay, 2007). Learners may be able to
involve themselves not just by looking and listening to the lecture, but also to engage in a
hands-on activity where they can apply what they have learned. In addition, the
appropriation of physical tools like calculator; intellectual tools such as existing
mathematical knowledge; and cultural tools like language and the manner in which
3
learners addressed one another; helped us to understand the process of problem-solving in
small groups (Cooper, 2011).
Learning styles are various approaches or ways of learning (Sreenidhi and Helena,
2017). They contain educating methods, unique to each individual that are assumed to
allow a person to learn best. Learning styles are influenced by many factors such as
individual experiences, intelligence and personality.
This concept also gives the idea to the researcher in conducting this research to
gain knowledge and new insights on whether using V-A-K model will enhance the
students’ performance compared to traditional way of teaching. The researcher also
intends to improve the problem solving ability in Geometry of Grade 9 learners at
Tagsing – Buyo National High School.
Statement of the Problem
The purpose of this study was to determine the effect of Visual – Auditory –
Kinaesthetic (V – A – K) model to the performance in problem solving in Geometry of
high school learners at Tagsing – Buyo National High School (TBNHS), Tagsing, Santa
Barbara, Iloilo.
Specifically, this study sought answers to the following questions:
1. What is the pre-test problem solving performance of the learners in
Geometry with and without the use of Visual – Auditory – Kinesthetic (V – A – K)
model?
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2. Is there a significant difference in the pre-test problem solving
performance of the learners in Geometry with and without the use of Visual – Auditory –
Kinesthetic (V – A – K) model?
3. What is the post-test problem solving performance of the learners in
Geometry with and without the use of Visual – Auditory – Kinesthetic (V-A-K) model?
4. Is there a significant difference in the post-test problem solving
Kinesthetic (V – A – K) model?
5. Is there a significant difference in the pre-test and post-test problem
solving performance of the learners with the use of Visual – Auditory – Kinesthetic (V-
A-K) model?
6. Is there a significant difference in the pre-test and post-test problem
solving performance of the learners without the use of Visual – Auditory – Kinesthetic
(V-A-K) model?
Hypotheses
In view of the foregoing problems, the following hypotheses were tested:
1. There is no significant difference in the pretest problem solving
Kinesthetic (V-A-K) model.

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2. There is no significant difference in the posttest problem solving
3. There is no significant difference in the pretest and posttest problem
solving performance of the learners in Geometry with the use of Visual – Auditory –
4. There is no significant difference in the pretest and posttest problem
solving performance of the learners in Geometry without the use of Visual – Auditory –
Theoretical Framework
This study was based on the original V – A – K concepts that was first developed
by psychologists and teaching specialists such as Fernald, Keller, Orton, Gillingham,
Stillman and Montessori. One of the most common and widely-used categorizations of
the various types of learning styles is Fleming’s Visual – Auditory VARK model
(sometimes VAK - an acronym for the Visual (V), Auditory (A), and the Kinesthetic (K)
sensory modalities) which provides the learners with a profile of their learning styles,
based on the sensory modalities which are involved in taking in information (Sreenidhi
and Helena, 2017). According to V-A-K model, most people possess a dominant or
preferred learning style; however, some people have a mixed and evenly balanced blend
of the three styles (Mackay, 2007). The V-A-K learning styles model suggests that most
people can be divided into one of three preferred styles of learning. These three styles are
as follows:
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A person with a Visual learning style has a preference for seen or observed things,
including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.
These people will be best able to perform a new task after reading the instructions or
watching someone else does it first.
A person with an Auditory learning style has a preference for the transfer of
information through listening: to the spoken word, of self or others, of sounds and noises.
These people are best able to perform a new task after listening to instructions from an
expert.
A person with a Kinesthetic learning style has a preference for physical
experience - touching, feeling, holding, doing, practical hands-on experiences. These
people will be best able to perform a new task by going ahead and trying it out, learning
as they go.
The Fleming’s VARK model expanded upon earlier Neuro – linguistic
programming (NLP) models. In NLP, the senses are split into three groups (Visual,
Auditory and Kinesthetic) which are referred to as the Representational System (rep
system). This term relates to the fact the brain uses the senses to form our internal
representation, or model of the world around us.
Furthermore, everyone has a mixture of strengths and preferences. No one has
exclusively one single style or preference. It is also important to remember that this tool
is just one of many aids to help people understand the overall personality, preferences
and strengths of a learner or a person as a whole. Knowing a preferred learning style(s)
helps in understanding the type of learning that best suits in every individual. This
enables everyone to choose the types of learning that work best for him/her. There is no
7
right or wrong learning style. The point is that there are types of learning that are right for
everyone’s own preferred learning style (Sreenidhi and Helena, 2017).
Conceptual Framework
This study was guided by the conceptual model as shown in the paradigm.
INDEPENDENT VARIABLES DEPENDENT VARIABLES
With Visual – Auditory –

Kinesthetic (V-A-K) model
Problem Solving Performance

in Geometry
Without Visual – Auditory –
Kinesthetic (V-A-K) model
Figure 1. Relationship of the Independent Variables (With Visual – Auditory –

Kinesthetic (V-A-K) model and Without Visual – Auditory – Kinesthetic (V-A-
K) model to the Dependent Variable (Problem Solving Performance in
Geometry).
The paradigm of the study indicates how Visual – Auditory – Kinesthetic (V-A-
K) model affects the performance in problem solving of the learners. The independent
variables constituted the strategy with V-A-K model and without V-A-K model while the
dependent variable is the performance in problem solving of the Grade 9 learners of
Tagsing – Buyo National High School, Santa Barbara, Iloilo for School Year 2019 –
2020.
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Definition of Terms
The following terms were conceptually and operationally defined:
Effect. Effect refers to a change which is a result or consequence of an action or
other cause (Kundu, 2016).
In this study, effect refers to the increase in the learning outcomes in problem
solving performance of learners after performing the intervention.
Geometry. Geometry is a branch of mathematics which deals with the study of
different shapes or figures and their properties (Fabiyi; in Paulina, 2007).
In this study, Geometry refers to a subject matter which include topics on
quadrilaterals and similarity that is being taught to Grade 9 learners on the third quarter.
High School Learner. High School Learner refers to an individual enrolled in an
educational institution offering basic education (DepEd Order No. 003, s. 2018).
In this study, high school learner refers to the Grade 9 learners enrolled at Tagsing
– Buyo National High School, Tagsing, Santa Barbara, Iloilo for School Year 2019 –
2020.
Learners’ Performance. Learners’ performance refers to the ability of a learner to
demonstrate knowledge by participating in class work and homework, writing test,
making presentation and participating in discussion (Mamali; in Wesslen, 2015).
In this study, mathematics performance refers to the performance of the group
exposed to V-A-K model and not exposed to V-A-K model.
Problem Solving. Problem solving refers to the ability to accurately assess a
situation and arrive at a positive solution (WikiJob, 2018).

9
In this study, problem solving refers to the ability of the learner to analyse,
illustrate and answer the questions correctly.
V – A – K Model. V – A – K Model refers to Visual, Auditory, Kinesthetic which
provide the learners with a profile of their learning styles based on the sensory modalities
which are involved in taking in information. V – A – K provides a simple way to explain
and understand person’s own learning style and learning styles of others to assess the
preferred learning styles, and most importantly, to incorporate learning methods and
experiences that match learner’s strengths and preferences (Sreenidhi and Helena, 2017).
In this study, V – A – K learning style refers to visual, auditory and kinesthetic
activities/reinforcement given to the Grade 9 learners of Tagsing – Buyo National High
School.
Significance of the Study
This study would be essential and significant to the following stakeholders:
learners, teachers, school administrators, and future researchers.
Learners. The learners would be benefited by this study because it motivates them
to improve their problem solving ability through V – A – K. With this study, the learners
may be helped not only to enhance their performance in problem solving ability but also
to let them experience being engaged in different activities in the classroom while
learning geometry.
Teachers. This study would be beneficial to the teachers because they may be
encouraged to consider using V – A – K as an instructional approach in enhancing the
performance in problem solving ability of learners not only in mathematics but also in
10
other disciplines. It would also make them acquiescent in their teaching strategies, thus,
encouraging learners’ positive attitudes and interest toward learning mathematics.
School Administrators. The school administrators would be aware of the
conditions of the learners for them to consider and give direct actions to improve the
educational setting especially on the performance in problem solving of the learners in
the field of mathematics. The result of this study will help the administrators in preparing
activities that are appropriate to the learning competency of the learners. They would be
guided in providing educational tools and resources, for encouraging the learners to take
charge of their own learning and to enrich their academic performance.
Future researchers. Finally, the result of this study would serve as the basis for
future researchers to conduct further studies on how to enhance the performance in
problem solving ability of learners using V – A – K learning style model.
Scope and Limitation of the Study
This quasi – experimental study aimed to determine the effect of Visual –
Auditory – Kinesthetic (V – A – K) model in the performance in problem solving of
Grade 9 learners enrolled at Tagsing – Buyo National High School, Tagsing, Santa
Barbara, Iloilo for School Year 2019 – 2020. Originally, the participants of the study
were the 90 Grade 9 learners; however, delinquent students specifically those at risk of
dropping out and candidate for retention were removed. As a result, 56 Grade 9 learners
were selected as participants of the study, specifically, 28 were taught with V – A – K
model and another 28 were taught without V – A – K model. The study was conducted
for six weeks. The study was limited with some intervening variables that can be
11
considered as hindrances in the conduct of classes. Time: a) since the all the three
learning styles has to be put in one session, the 1-hour period is not enough. Most of the
time, the researcher exceeds the 1-hour class; b) one o’clock in the afternoon is the time
where the learners were having their first period class. Inventory result: The V-A-K
learning style inventory result of the participants whether majority are visual, auditory or
kinesthetic were not given focus on the classroom activities or tasks given to the students
during the conduct of the study. The 10 – item researcher – made test (Pretest – Posttest)
was used as the instrument in gathering the data. Mean and standard deviation were used
as the statistical tools for the analyses of descriptive data. For the analyses of inferential
data, the t – test for independent samples and dependent samples were utilized. All
statistical computations were processed through the Statistical Package for Social
Sciences (SPSS) software set at 0.05 level of significance.

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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature and studies relevant on the
Visual – Auditory – Kinesthetic (VAK) learning model.
Visual – Auditory – Kinesthetic (VAK) as a Learning Style Model
The most widely discussed and popular learning styles that are present in
literature are Dunn and Dunn, Kolb, Felder and Soloman and Fleming’s learning
styles. In addition to the above mentioned learning styles(LS), many other LSs are also
being studied. Among the above mentioned learning styles, the VAK LS model, based
on individuals’ seeing, hearing, touching and working with moving objects is
considered as basis for many other models. Learning styles are considered relevant for
the adaptation process in the user model. The VAK classification, proposed by Neil
Fleming, divides the population into three classes namely visual, auditory and
kinesthetic. The visual learners prefer the visual arts, make their own handwritten
notes and can concentrate if the surrounding is quiet. They remember visual arts
related features like colors, drawings, graphs and faces, even the position of objects in
space but they find it difficult remembering names, and titles. In short, the visual
learners remember best what they see in the form of text, video, graphics, and plots.
The auditory learners prefer to talk, sing, and whistle, speak about an action rather
than watching it and require silence to focus on learning. They learn by listening to
lectures, reading aloud, and discussions. In short the auditory learners remember well
13
music and the conversations and may face problems in reading the graphic forms, such
as maps, geometry. They learn language easily. The kinesthetic learner prefers to
learn in motion. They find it difficult in listening to a lecture sitting at the desk. They
need a pause between learning periods. They like to work in a group and often
gesticulate during conversations (Sreenidhi and Helena, 2017).
The VAK learning styles model states that most people can be divided into one of
three preferred styles of learning. A person with a Visual learning style has a preference
for seen or observed things, including pictures, diagrams, demonstrations, displays,
handouts, films, flip-chart, etc. These individuals will be best able to perform a new task
after reading the instructions or watching someone else does it first. These are the people
who will work from lists and written directions and instructions.
A person with an Auditory learning style has a preference for the transfer of
information through listening: to the spoken word, of self or others, of sounds and noises.
These individuals are best able to perform a new task after listening to instructions from
an expert. These are the persons who are contented being given verbal instructions and
can remember all the words to songs that they hear.
A person with a Kinesthetic learning style has a preference for physical
experience touching, feeling, holding, doing, practical hands-on experiences. These
individuals will be best able to perform a new task by working ahead and trying it out,
learning as they go. These are the persons who like to experiment, hands-on, and never
look at the instructions first (Sreenidhi and Helena, 2017).
According to VAK model, learning styles are various approaches or ways of
learning. They involve educating methods, unique to every individual that are presumed
14
to allow a learner to learn best. Most individuals prefer a unique method of interacting
with, taking in, and processing stimuli or information. Learning styles are influenced by
many factors such as individual experience, different brainpowers and personality factors
such as a preference for learning alone or in a group. Our learning style will influence
how we handle with regular tasks in our life such as reading a globe or cooking a meal. A
useful example to help understand this concept better is how we learn to use a new piece
of technology. We can deal it either by sitting alone, reading instructions from beginning
to end, take a hands on activity or learn by seeing things. This example helps to reflect
about how learning preferences vary among individuals. Nevertheless, certain conditions
may also determine how each person learns something new. Such examples help us to
think about how we have preferences for the manner in which we learn. Thus,
understanding learning styles approaches helps us to consider an individual’s dominant or
preferred way of thinking in turn helping us to learn better in lesser time (Sreenidhi and
Helena, 2017).
Recent History
Recent years have seen a change in the trends of education from pedagogy to
andragogy i.e. from a teacher – centered learning to a student – centered learning.
Therefore, it is not only desirable but also necessary for educators to recognize that
students have different learning styles and that they should tailor instructions to the
characteristic ways in which they prefer to learn.
In 1907, Dr. Maria Montessori, who invented the Montessori Method of
education, began using materials to enhance the learning styles of her students. Dr.
15
Montessori believed that students do not exhibit mastery of subjects through a multiple-
choice answer sheet, but through their actions. In 1950 to 1970, the study of learning
styles declined for approximately 50 years before re-emerging in the 1950s. The decline
was due to the rise in emphasis on IQ and academic achievement. In 1956, Benjamin
Bloom developed a system known as Bloom's Taxonomy, which took another step
toward defining learning-style differences. Further advancement was made when the
Dunn and Dunn Learning Style Model was introduced in 1976, generating diagnostic
instruments for evaluation. From 1980s to the present day, different learning-style models
have been developed building on previous discoveries. In the '90s, the emphasis was
placed on having teachers address learning styles in the classroom through adjustments in
curriculum that incorporate each style, giving an equal chance for students to learn
(Sreenidhi and Helena, 2017).
Characteristic Patterns of each Learning Style
All the three learning styles have their own set of characteristics. Visual learning
is a teaching and learning style in which ideas, concepts, data and other information are
associated with images and techniques. It is one of the three basic types of learning styles
in the widely-used Fleming VAK/VARK model.
Prevalence: Making up about 60%-65% of the general population, visual learners absorb
and recall information best by seeing.

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Characteristics of Visual Learners
Individuals who prefer this style of learning are those who learn through seeing
things. They prefer to see information & instructions and may forget information that has
only been heard. With the ability to visualize, they tend to see pictures and images when
they remember things and may use mind maps. They have a predisposition for writing,
drawing, imagining and prefer to create their own notes and to read for themselves.
They have an inclination to see a concept as whole rather than individual parts. They
benefit from seeing the aims and objectives of learning sessions or from understanding
the purpose of the session. Relying heavily on their senses and enjoying working in
groups where they observe non-verbal cues from colleagues, they learn through role play
and watching others perform or demonstrate a skill. Moreover, they also tend to have
good control over sign language.
Though visual learners tend to be good at spelling, they sometimes forget names.
Preferring a less formal setting to learn, a traditional classroom environment may not be
highly beneficial to them. They are usually organized and observant but can be distracted
by movement of others when they are trying to concentrate. With a tendency to daydream
while reading, they are likely to visualize what they are hearing. Visual Learners tend to
be fascinated with color and have the ability to understand complex maps, graphs and
charts. Hence, they may use color coding, diagrams and symbols to revise and help recall,
or by re-writing pieces of text or other information in their own style (Sreenidhi and
Helena, 2017).
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Characteristics of Auditory Learners
Auditory learning is a learning style in which an individual learns through
listening. An auditory learner depends on hearing and speaking as the primary style of
learning. Auditory learners must be able to hear what is being said in order to understand
and may have difficulty with instructions that are written. They also use their listening
and repeating skills to sort through the information that is sent to them.
Prevalence: Making up about 30% of the population, auditory learners absorb
information best through the sense of hearing.
They may struggle to understand a chapter they have read, but then experience a
full understanding as they listen to the class lecture. They have the ability to follow
verbal instructions readily and prefer to hear information rather than read it. With a
tendency to adopt a theoretical style of learning, they need to understand small parts and
the relationships between these parts in order to create a bigger picture and gain a deeper
understanding. An auditory learner is skill oriented, memorizes tasks well and benefits
from traditional styles of teaching /lectures/ question and answer sessions.
Even though they are able to orally communicate well, they may have difficulty
communicating in written form. Auditory learners are good at writing responses to
lectures they have heard. They are also good at oral exams and learn effectively by
listening to information delivered orally, in lectures, speeches, and oral sessions. They
may be reluctant to make their own notes or conduct personal research and may prefer
delivering presentations to a written report.
Auditory learners tend to have a skill for ascertaining the true meaning of
someone's words by listening to audible signals like changes in tone. When memorizing a
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phone number, an auditory learner will say it out loud and then remember how it sounded
to recall it. They tend to recall accurately what has been spoken, but may gain little
benefit from additional reading or writing out facts. They enjoy explaining their learning
to others in the group and learn from discussion.
Proponents claim that when an auditory/verbal learner reads, it is almost
impossible for the learner to comprehend anything without sound in the background. In
these situations, listening to music or having different sounds in the background (TV,
people talking, etc.) will help learners work better (Sreenidhi and Helena, 2017).
Characteristics of Kinesthetic Learners
Kinesthetic learning is a learning style in which learning takes by the student
actually carrying out a physical activity, rather than listening to a lecture or merely
watching a demonstration. It is also referred to as tactile learning. People with a
kinesthetic learning style are also commonly known as do-ers.
Prevalence: Making up about 5% of the population, tactile and kinesthetic learners absorb
information best by doing, experiencing, touching, moving or being active in some way.
According to Fleming’s learning style theory, students who have a predominantly
kinesthetic learning style are thought to be natural discovery learners. They prefer
learning by doing as opposed to having thought first before initiating action. With a
tendency to prefer exploring concepts through experimentation, they may not benefit
from learning by reading or listening. Moreover, such students need few verbal or
written instructions and are confident in participating in hands on activities. Thus,
kinesthetic learners would enjoy making things and learning through practical activities
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and learn best in a laboratory, workshop, gymnasium, simulated or real environments
where they can be active.
The kinesthetic learner usually does well in things such as experiments, sporting
activities, art and acting. They also may listen to music while learning or studying. It is
common for them to focus on two different things at the same time. Kinesthetic learners'
short- and long-term memory is strengthened by their use of their own body's
movements. They will often remember things by going back in their minds and
visualizing their own body's movements. They also have very high hand-eye coordination
and very quick receptors.
In an elementary classroom setting, these students may stand out because of their
constant need to move; high levels of energy which may cause them to be agitated,
restless and/or impatient; fidgeting a lot but may be unaware of this and not distracted by
their own fidgeting (Sreenidhi and Helena, 2017).
Using Visual – Auditory – Kinesthetic (V – A – K) in Teaching Mathematics
According to the VAK model, the students’ learning styles are dependent on how
they prefer to perceive/receive information. They may prefer a single mode, two modes
(bimodal), or all three modes (tri-modal) of the information presentation.
In the study of Gilakjani (2012), an analysis of learning styles for Iranian EFL
university, more than 100 students completed a questionnaire to determine if their
learning styles are auditory, visual or kinesthetic. The finding showed that Iranian EFL
university students preferred learning style was visual. As teachers, we need to assess and
20
understand how to reach all students by understanding how to present information in
multiple modes.
Proponents say that teachers should assess the learning styles of their students and
adapt their classroom methods to best fit each student's learning style, which is called the
'meshing hypothesis”, that a student will learn best if taught in a method deemed
appropriate for the student's learning Style. The research study showed that most
preferred VAK mode was the kinesthetic and the most preferred teaching – learning
method was practical/activity. A positive correlation (Pearson’s correlation coefficient, r
= 0.752) was observed between the preferences of the VAK modes and the teaching
learning methods.
In addition, it was also observed that a significantly higher number of female
students preferred the auditory mode of the learning style as compared to the males;
whereas a significantly higher number of male students preferred the kinesthetic mode.
The VAK is applicable to an array of contexts. In addition to its traditional usage in
education contexts, the VAK facilitates communication in sports coaching, workplace
dynamics and even personal relationships (Gilakjani & Ahmadi, 2012)
According to Dunn and Dunn, as cited by Gilakjani and Ahmadi (2012), only 20-
30% of school age children appear to be auditory learners, 40% are visual learners, and
30-40% are tactile/kinesthetic or visual/tactile learners. Barbe and Milone (1981) stated
that for grade school children the most frequent modality strengths are visual (30%) or
mixed (30%), followed by auditory (25%), and then by kinesthetic (15%).
Learning styles are various approaches or ways of learning (Sreenidhi and Helena,
2017). They involve educating methods, exclusive to each individual that are assumed to
21
allow each learner to learn best. Most people prefer a distinguishable method of
interacting with, taking in, and processing stimuli or information. Moreover, learning
styles are influenced by many factors such as individual experience, different
intelligences and personality factors such as a preference for learning alone or in a group.
Our learning style will influence how we cope with regular tasks in our life such as
reading a map or cooking a meal. A useful example to help understand this concept better
is how we learn to use a new piece of technology. We can approach it either by sitting
alone, reading instructions from beginning to end before or take a ‘hands on’ approach
like pressing the different controls to discover through trial and error or learn by seeing
others using the same. This example helps to reflect about how learning preferences vary
among individuals. This said however, circumstances may also determine how each
person learns something new. Such examples help us to think about how we have
preferences for the manner in which we learn. Thus, understanding learning styles
approaches helps us to consider an individual’s dominant or preferred way of thinking in
turn helping us to learn better in lesser time.
According to Atkinson (2017), Visual learners learn by seeing. They have a high
ability for visual recall. They prefer to learn using visual representations such as graphs,
posters, maps, displays. Auditory learners learn by listening. They favor the audio and
have a high ability for auditory recall. They prefer repetition, summaries and benefit from
discussions, lectures, stories, Podcasts. Kinesthetic learners rely on doing to learn. They
heavily depend on interactions within the learning environment and especially with their
bodies. They will easily recall events or information attached to an experience or the
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feelings of a physical event. They learn best through field trips, physical activity,
manipulating objects and touch.
Gholami and Bagheri (2013) conducted a study which aimed at finding out
whether there are significant differences in VAK learning styles and problem solving
styles according to students’ gender and students’ fields of study. Its purpose was to
investigate both VAK learning styles of EFL students of Boushehr Azad University and
problem styles they use. The correlational analyses revealed a positive relationship
between VAK learning styles and problem solving styles. The results revealed that
confidence learning style significantly correlated with tactile learning style. This implies
that tactile learners are more confident and can solve the problem when facing a difficult
situation. Creativity learning style significantly correlated with auditory, tactile, and
kinesthetic learning styles. The results also indicated that seeking support learning style
significantly correlated with auditory, tactile, and kinesthetic learning styles. Therefore,
the results show that auditory, tactile, and kinesthetic learners when facing a problem get
help from other people.
Dobson (2010) compared learning style preferences and sex and course
performance. There were 64 student respondents: 50 undergraduates and 14 graduates (40
women and 24 men). The results showed that there was a significant relationship between
learning style and sex and course performance.
In the study of Deshmukh et. al, aimed to determine the thinking style and
learning style of Engineering and MBA students and compare the findings to help
instructors design and deliver appropriate contents as per their learning needs. A Brain
dominance and VAK (Visual, Auditory and Kinesthetic) questionnaire was administrated
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to the students who were enrolled for m-learning course and learning styles of these
students with dominant hemisphere were determined. In this paper data from 265 learners
is collected and learner’s thinking style and learning style are determined. The
experimental results indicate that there is diversity in thinking style and learning style
preferences of the two experimental groups. The comparative study has shown that
Electronics engineering students prefer kinesthetic style of learning. The course content
should have more of laboratory applications where students get hands-on experience of
different tools, analysis. The Mechanical engineering students prefer visual and auditory
styles of learning. The course content should have more machine tools with explanation
based learning material. Thus, students are not limited to a single style of instruction and
their learning styles can be converged to a common goal of understanding and benefitting
from the course. The Civil engineering and MBA students prefer auditory style of
learning, and the course should be designed and delivered to give them more
instructions or explanation and prepare them for managerial roles for giving instructions,
discussions etc. The instructors must be able to modify their teaching styles to support
those different learning processes and evaluating the effect of such modifications on
individual learners.
In the study conducted by French, et al. (2007), it examines the learning styles of
occupational therapy students at one Australian university. The learning style
preferences of first year undergraduate occupational therapy students (n = 120) were
investigated. The students completed the Kolb Learning Style Inventory (LSI) and
Fleming's VARK (Visual, Aural, Read/Write, and Kinesthetic) Questionnaire in the first
weeks of their course. Results revealed that the response rate was 97% (n = 116).
24
Learning style preferences as determined by the Kolb LSI were spread over all four Kolb
LSI learning styles with ‘diverging’ (30.2%) and ‘converging’ (28.4%) being the most
preferred. Instructional preference as measured by the VARK Questionnaire was
kinesthetic learning (33%), followed by the multimodal preference VARK (18.1%).
Visual and aural categories were these students’ least preferred methods of learning.
According to the study of Lisle (2007), the development of an electronic
inventory to assess learning styles of adults with intellectual difficulties was seen as an
inclusion strategy to aid learning and achievement. The use of VAK inventories (whether
electronic or paper based), however, has been derogated as leading to theory-practice
pedagogy that is misinterpreted and ill-informed. The focus here is dual in that the vigor
and ‘user friendliness’ of the tool developed is analyzed in the midst of a critical
appraisal of its use. Assessments conducted using the inventory developed showed 34
percent of the participants have visual preferences, 34 percent have auditory, 23 percent
have kinesthetic, and 9 percent have multimodal learning preferences. Thus, this
participant group requires a varied and diverse learning program. The inventory was
found to be user friendly but in need of further development, and would best be used as
part of a self-reflective learning package.
In the quasi-experimental research conducted by Rahman et al. (2016) which
objectives are to examine: 1) which model of cooperative learning (TAI or STAD) is
suitable for improving student learning outcomes; 2) whether the learning outcomes of
mathematics students who have a visual learning style taught by the TAI type model is
better than when they are taught with the STAD model; 3) whether the learning outcomes
of mathematics students who have an auditory learning style taught by the TAI type
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model are better than when they are taught with the STAD model; 4) whether the
learning outcomes of mathematics students who have a kinesthetic learning style taught
by the TAI type model are better than when they are taught with the STAD model; and 5)
whether the learning outcomes of students who have a visual learning style are better than
for students with an auditory or kinesthetic learning style. The results of the learning
outcomes of mathematics by students who were taught by the TAI and STAD
cooperative learning model types show that there are no significant differences in terms
of the visual, auditory and kinesthetic learning styles.
This descriptive study conducted by Rahman & Ahmar (2017) which aims to
examine the relationship between learning styles and learning outcomes by gender. The
population in this study were all students in 1st year of SMAN 1 Galesong Selatan,
Indonesia, in the 2014/2015 academic year. The instruments used in this research was the
test of modalities learning styles (TMLS), to determine whether the students’ learning
styles are visual, auditory and kinesthetic (VAK), and documentation. The results of this
study showed that: 1) the learning styles of visual and auditory learning styles is
dominated by women; and 2) there is no relationship between the variables of learning
styles, genders and interaction of learning styles with genders to learning achievement.
In the study conducted by Nuzhat et al (2013) which aimed to know the
differences in learning styles between male and female students, and the effect it has on
academic performance. The VARK Questionnaire version 7.0 (Visual, Aural,
Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical
students at King Saud Bin Abdul Aziz University for Health Sciences. The learning
styles were then compared to cumulative grade point average (GPA) obtained by the
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students. Results revealed that the dominant learning style preference of students was
multimodal. Among students who preferred unimodal preference, auditory and
kinesthetic preference was predominant for males and females. Moreover, Females had
more diverse preferences than male students. Multimodal learners have higher
cumulative GPAs when compared with the unimodal learners. This study revealed
variation in learning style preferences among genders, and its implications on academic
performance of medical students.
In the study of Vaishnav (2013), learning style refers to the ability of learners to
perceive and process information in learning situations. One of the most important uses
of learning styles is that it makes it easy for teachers to incorporate them into their
teaching. This study is an analysis of learning styles prevalent among secondary school
students. It was conducted on three learning styles-visual, auditory and kinesthetic
(VAK). It also tries to find out relation and effect of different learning styles on academic
achievements of students. A sample of 200 students of class 9th, 10th and 11th standard
of Maharashtra state was selected for the study. Findings of the study reveal that,
kinesthetic learning style was found to be more prevalent than visual and auditory
learning styles among secondary school students. There exists positive high correlation
between kinesthetic learning style and academic achievement. The main effects of the
three variables - visual, auditory and kinesthetic are significant on academic
achievement.
In some sense, teachers need to be sure they are being practical and interactive in
their teaching with students. Teachers should always strive for new and innovative ways
27
to make teaching and learning effective, beginning with an awareness of the different
ways in which students learn.
Weaknesses, Disadvantages and Applicability of V – A – K Model
According to Morgan (2020), if a learner struggles to understand information in a
certain class, it may have been because the learning style of a learner didn’t match up
with the instructor’s personal learning style. Whether they learn best by seeing, hearing
or doing, all students have dominant learning styles with different advantages and
disadvantages describe as follows:
Visual learners best obtain information by reading, seeing or interpreting
illustrations of material. They normally excel at observation and memory skills, often
able to picture the location of information in textbooks and their class notes. Their ability
to see the action of a story happening in their minds also makes them strong readers. On
the other hand, visual learners struggle with listening to directions and information that is
not written out. They may experience difficulty in lecture-oriented classes and often
require instructors to repeat information.
Auditory learners succeed in classes that let them process knowledge through
hearing and verbal communication. Lectures, reading out loud and giving oral reports and
speeches comprise their strongest methods of instruction. They enjoy discussing and
debating class material and often have special skills in music, such as memorizing lyrics.
Their tendency toward speaking can also be a demise, though, as they tend to be too
talkative and dominate conversations. They also may need to hear information in order to
fully learn it, meaning that information not covered in lectures may be unclear to them.
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Kinesthetic learners secure information best when they are able to directly
experience it through movement and touch. Hands-on activities like experiments, art
projects, role-plays and skits give them the greatest advantage. Their tendency toward
movement, however, is sometimes problematic, as they frequently struggle with sitting
still and paying attention. They are often uncomfortable in classes that involve a great
deal of reading and lectures and may need to take frequent breaks while studying.
According to Saari, et al (2015), there are lots of cons in learning style theory.
(a)There is no definite scientific evidence to support it; (b) Teachers are using the
information incorrectly and forcing children to focus on one specific learning style;
(c)Students learn using all of the methods of the learning style rather than one specific
one; (d)It is important to see how students learn best which may involve more than one
specific way of learning. Working with their similarities may be more important than
teaching towards their differences. Providing access to all learning styles can reach
students on multiple levels and create a deeper meaning.
Sharp, Bryne & Bowker (2008) as cited by Martin, Lewis & Edwards (2011)
discussed the tendency to trivialize learning as well as the validity of the claims made for
the VAK framework, in the context of its wide adoption. The use of the VAK framework
was spreading around schools by “word-of -mouth”, and the basic beliefs and ideas
involved were consequently second-hand, confused and misinformed. The users could
rarely explain how learning styles, multiple intelligences, accelerated learning, and other
concepts were linked (Slater, Lujan & DiCarlo, 2007; in Martin et al. 2011). Sharp et al.
(2008) further expressed their dislike of the VAK framework and deemed it weak, with
little elaboration of design and development, or establishment of validity and reliability.

29
However, despite the reservations of Sharp et al. (2008), the VAK framework does
provide a useful means of analyzing learning styles.
Geake (2005) as cited by Martin et al. (2011) also expressed reservations about
applicability of the VAK framework to the classroom where students with different
learning modalities would almost inevitably be found together.
There would be problems for teachers to know how best to deal with V and K
learners in a music lesson, or A and K learners in an art lesson, for example. Gilmore,
McCarthy & Spike (2007) as cited by Martin et al. (2011) suggested that a simple
demonstration of the ineffectiveness of VAK as a model of cognition comes from asking
5-year-olds to distinguish different sized groups of dots where the groups are too large for
counting. Kratzig & Arbuthnott (2006) as cited by Martin et al. (2011) noted that there is
no measurable improvement in learning outcomes with VAK over-and-above that
accounted for by teacher enthusiasm, and suggested that attempts to focus on learning
styles were wasted efforts. This negative criticism of the VAK approach to learning styles
can be addressed: (1) Firstly, VAK appears to provide teachers with a perfectly plausible
model which includes a theoretical framework, instrumentation, and strategies and
activities to try out in their own classrooms (Sharp et al., 2008). (2) Its analysis is based
on real-life situations and respondents identify with the results that they receive. For
example, 60% of respondents on the VAK website reported that their VAK results match
what they perceive to be their learning preferences”. (3) An understanding of one’s
learning style (Rochford, 2004; in Martin et al. 2011) and the preference of one style over
another has been shown to improve performance of students. (Boatman, Courtney & Lee
2008; in Martin et al. 2011).

30
Performance in Geometry
What is Geometry?
Geometry comes in many definitions such as: (a) Geometry is a branch of
mathematics which deals with the study of different shapes or figures and their properties
(Fabiyiin; in Paulina, 2007). (b) The Geodes (2005) defines the word geometry as to
“measure the earth” and is the science of shape and size of things. (c) Geometry is the
study of shapes and sizes in various dimensions (Olortegui, 2017). Geometry could be a
plane or solid shape and their properties. The plane shape is a geometrical object with
length and width/ breadth or base and height/ altitude. Plane shapes are also called 2-
dimensional shapes such as square, rectangle, circle, polygon, triangle, and so on. A solid
shape is a geometrical object with length, breadth and height or base area and height.
Solid shapes are also called 3-dimensional shapes such as a cone, pyramid, sphere,
cylinder, prism, cube, and cuboid and (Salman, 2009).
History of Geometry
Geometry's origins go back to approximately 3,000 BC in ancient Egypt. Ancient
Egyptians used an early stage of geometry in several ways, including the surveying of
land, construction of pyramids, and astronomy. Around 2,900 BC, ancient Egyptians
began using their knowledge to construct pyramids with four triangular faces and a
square base. The next great advancement in geometry came from Euclid in 300 BC when
he wrote a text titled 'Elements.' In this text, Euclid presented an ideal axiomatic form
(now known as Euclidean geometry) in which propositions could be proven through a

31
small set of statements that are accepted as true. In fact, Euclid was able to derive a great
portion of planar geometry from just the first five postulates in 'Elements. These
postulates are (1) A straight line segment can be drawn joining any two points. (2) A
straight line segment can be drawn joining any two points. (3) Given any straight line
segment, a circle can be drawn having the segment as radius and one endpoint as center.
(4) All right angles are congruent. (5) If two lines are drawn which intersect a third line in
such a way that the sum of the inner angles on one side is less than two right angles, then
the two lines inevitably must intersect each other on that side if extended infinitely.
Euclid's fifth postulate is also known as the parallel postulate (Wyzant, 2005).
Basic Elements of Geometry
According to Wyzant (2005), there are some of the key concepts and terms that
are needed to know in order to begin the study of geometry. (1) Point: use points to
specify exact locations. They are generally denoted by a number or letter. Points specify a
single, exact location, they are zero-dimensional. In other words, points have no length,
width, or height. It may be helpful to think of a point as a miniscule "dot" on a piece of
paper. (2) Line: lines in geometry may be thought of as a "straight" line that can be drawn
on paper with a pencil and ruler. However, instead of this line being bounded by the
dimensions of the paper, a line extends infinitely in both directions. A line is one-
dimensional, having length, but no width or height. Lines are uniquely determined by two
points. (3) Line segment: Consider the task of drawing a "straight" line on a piece of
paper (as we've done when thinking about lines). What you've actually done is create a
line segment. Because our piece of paper has defined dimensions and we cannot draw a
32
line infinitely in any direction, we have constructed a segment that begins somewhere and
ends somewhere. (4) Ray: A ray is a "straight" line that begins at a certain point and
extends infinitely in one direction. A ray has one endpoint, which marks the position
from where it begins. (5) Endpoints: Endpoints mark the beginning or end of a line
segment or ray. Line segments have two endpoints, giving them defined lengths, whereas
rays only have one endpoint, so the length of a ray cannot be measured. (6) Midpoint:
The midpoint of a line segment marks the point at which the segment is divided into two
equal segments. In other words, the lengths of the segments from either endpoint to the
midpoint are equal. (7) Intersection point: When we have lines, line segments, or rays
that meet, or cross at a certain point, we call it an intersection point. In other words, those
figures intersect somewhere. (8) Parallel: Two lines that will never intersect are called
parallel lines. In the case of line segments and rays, we must consider the lines that they
lie in. In other words, we must consider the case that the line segments or rays were
actually lines that extend infinitely in both directions. If the lines they lie on never
intersect, they are called parallel. (9) A transversal is a type of line that intersects at least
two other lines. The lines that a transversal cross may or may not be parallel. (10) Plane:
A plane can be thought of as a two-dimensional flat surface, having length and width, but
no height. A plane extends indefinitely on all sides and is composed of an infinite number
of points and lines. One way to think about a plane is as a sheet of paper with infinite
length and width. (11) Space: Space is the set of all possible points on an infinite number
of planes. Thus, space covers all three dimensions - length, width, and height. (12) Angle:
a geometric figure made up of two rays of two line segments that have the same endpoint.
The common endpoint is the vertex. Acute angles have a measure that is less than 90
33
degrees. Right angles have a measure that is exactly 90 degrees. Obtuse angles have a
measure that is greater than 90 degrees but less than 180 degrees. Straight angles that
have a measure that is exactly 180 degrees. (13) Triangle: a geometric figure made up of
three rays or three line segments. Acute triangle composed of three acute angles. Right
triangle composed of one right angle and two acute angles. Obtuse triangle composed of
one obtuse angle and two acute angles. Scalene triangle with no congruent sides and no
congruent angles. Isosceles triangle with at least two congruent sides and at least two
congruent angles. Equilateral triangle with three congruent sides and three congruent
angles. (14) Quadrilaterals: a geometric figure made up of four sides and four angles.
Rectangle, a quadrilateral with four right angles. Opposite sides are equal in length.
Square, a quadrilateral with four right angles. All sides are equal in length. Parallelogram,
a quadrilateral with opposite sides that are parallel. Opposite sides are equal and opposite
angles are equal. Rhombus, a quadrilateral with opposite sides that are parallel. Opposite
sides are equal in length and opposite angles are equal in measure. All sides are equal in
length. Trapezoid, a quadrilateral with two sides are parallel and two sides are not
parallel. Kite, a quadrilateral with two pairs of consecutive congruent sides. (15)
Polygons: A polygon is a closed figure where the sides are all line segments. Each side
must intersect exactly two others sides but only at their endpoints. The sides must be
noncollinear and have a common endpoint. Triangle (3 sides), Quadrilateral (4 sides),
Pentagon (5 sides), Hexagon (6 sides), Heptagon (7 sides), Octagon (8 sides), Nonagon
(9 sides), Decagon (10 sides), Dodecagon (12 sides).

34
Teaching Geometry
Geometry, as one of the most important branches of Mathematics, has a very
significant place in education. Most of the items that we mostly see and use in our
environment are composed of geometrical shapes and objects. Utilizing these objects and
shapes efficiently depends on understanding the relations among them. We also make use
of geometrical thoughts in solving problems (like painting, lining-wall etc.), in defining
the space and running our profession as well (Serin, 2018). Geometry is of far reaching
importance beyond the worlds of professional mathematicians and of mathematics
teaching. It is frequently used to model what we call the ‘real world’ and has many
applications in solving practical problems (Royal Society, 2001).
According to Serin (2018) as cited in Bakul (2005), the following items can be
among some reasons why geometry is given place in mathematics teaching at schools. (a)
Critical thinking and problem solving occupy an important role amongst mathematical
studies at school. Geometry studies provide significant contribution to the skills of
critical thinking and problem solving. (b) Geometry subjects give assistance in teaching
other topics of the mathematics. For instance, geometry is utilized to gain the concepts
regarding fraction and decimal numbers; rectangles, squares, areas and circles are mainly
used to teach the techniques of the operations. (c) Geometry is one of the most important
parts of the mathematics which is used in daily life. For example, the shapes of the
rooms, buildings and shapes used for ornaments are geometric shapes (d) Geometry is a
device which is used a lot in science and art as well. As an illustration, it can be said that
architects and engineers use geometric shapes a lot; geometrical characteristics are used
quite much in the physics and chemistry. (e) Geometry helps students gain much more
35
awareness about the world in which they live and appreciate its value. For example, the
shapes of crystals and the orbits of the space objects are geometric. (f) Geometry is a tool
that will help students have fun and even make them love mathematics. For example,
they can have enjoyable games with geometrical shapes through cutting, pasting, rotating,
parallel displacement and symmetry. It is required that a person who will be in charge of
teaching and training of students must have comprehensive knowledge of the subject and
must know the growth and development of human closely.
According to Fabiyi (2017), Geometry plays a significant role in primary and
secondary schools mathematics curricula in Nigeria and other countries. It provides a rich
source of visualization for understanding arithmetical, algebraic, and statistical concepts.
Geometry appears naturally in the structure of the solar system, a geological formation,
rocks and crystals, plants and flowers, and even in animals. It is also a major part of the
synthetic world such as art, architecture, cars, machines, and virtually everything humans
create. In the same vein, studies revealed that geometry is applicable and relevant to
employment in everyday live, other subjects in the curriculum such as science, arts, and
technology.
Improving Students’ Performance in Geometry
In spite of these importance, a thorough research revealed the factors that are
responsible for students’ difficulty in learning geometry to include: lack of proof by
students, lack of background knowledge, poor reasoning skill in geometry, geometric
language comprehension, lack of visualizing abilities, teachers’ method of teaching, non-

36
availability of instructional materials, lack of proof by students, gender differences
among others.
In the study of Fabiyi (2017), which focused on geometry concepts in
mathematics perceived difficult to learn by senior secondary school students in Ekiti
State, Nigeria. 500 senior secondary school two (SS2) students made up of 228 males and
272 females from thirty (30) co-educational schools in Ekiti State, Nigeria constituted the
sample for the study using proportionate and random sampling techniques respectively. A
23-item Questionnaire on Geometry Concepts in Mathematics Perceived Difficult was
used as instrument for the study. Three research questions were answered using
frequency counts and percentages while the only formulated hypothesis was tested using
chi-square statistics. The findings revealed that, out of 23 concepts, eight concepts were
perceived difficult to learn by students which includes: Construction, coordinate
geometry, circle theorem and so on and reasons given for perceiving geometry concepts
difficult includes: Unavailability of instructional materials, teachers’ method of
instruction and so on. Also, students’ gender had a great influence on the learning of
concepts in geometry at 0.05 level of significant in favor of female students. It is
therefore recommended that the identified difficult geometry concepts in mathematics
should be taught by using appropriate teachers’ method of instruction and instructional
materials.
In the study of Ma et. Al (2014), as an effort to account of disparities in
mathematics performance between American and East Asian middle school students, the
present research aims to compare the relationship between learning styles (competitive
and cooperative) and mathematics performance among middle school students between
37
the USA and the three top – performing East Asian countries (Hong Kong, Japan, and
Korea) in 2003 Programme for International Student Assessment (PISA). Results from
hierarchical linear model (HLM) with students nested within schools demonstrated three
key findings: (a) competitive learning had a statistically significant positive through small
relationship with mathematics performance in all four countries, (b) cooperative learning
had a statistically significant through small relationship with mathematics performance in
the three East Asian countries but not in the USA, and (c) relationship between
competitive learning and mathematics performance was as strong as the relationship
between cooperative learning and mathematics performance across the three East Asian
countries.
In the study of Kariuki and Humphrey (2006), a sample of 26 at-risk fourth
graders was randomly divided into experimental and control groups. The experimental
group was taught geometry concepts using drama, while the control group received more
traditional instruction. Fifty minute lessons per day were given for one week. Then, a
multiple choice test to assess academic achievement was administered along with a Likert
survey to assess interest and attitude towards math. A significant difference was found
between the academic achievement of experimental and control groups. No difference
was found in the interest and attitude toward math between experimental and control
groups. Finally, no significant relationship was found between academic achievement and
interest and attitude towards math. These results imply that drama can be an effective
teaching tool but may be more beneficial over a longer time to students whose learning
style best appeals to such instruction.

38
Problem Solving in Mathematics
Mathematical word problem solving involves the integration of several cognitive
(e.g., attention, memory, language) and metacognitive processes (e.g., self-questioning,
selfmonitoring, self-evaluation) (Jitendra et. al, 2015). Solving problems is the obvious
way of manifestation and usefulness of mathematics, intellectually and beyond. This
activity provides the student the opportunity to face a difficulty that he can overcome by
exploiting the combination of knowledge he possesses (declarative, procedural and
conditional) in an efficient manner in a well-defined context. It also favors the transfer of
this knowledge between different fields of knowledge. The successful completion of the
process of solving a math problem, whether it is a pure mathematical problem or a
problem with a practical application, is subject to a positive way of thinking of the solver
engaged in a successful project, supported by "the firm intention to reach the end. The
student also needed: motivation, pleasure, and self-confidence (essential for a positive
attitude). Self-confidence is acquired by understanding matter through personal reflection
on work, by analyzing successes, even the partial ones, and also failures. The chances of
a student to carry out the solving of a difficult problem are significantly reduced if he
shows fear towards the statement and he is pessimistic as regarding his possibilities of
success: such a negative mindset is often paralyzing and can lead to a real "mental block"
right from the start. To avoid these situations, the teacher must provide the conditions to
achieve "successful experiences" in solving problems, to give him a positive self-image
in relation to this activity. As regarding the conditions of solving problems, problems can
be solved individually or in groups, with repercussions on the resolving process.
(Caprioara, 2015).
39
In the study of Prakitipong and Nakamura (2006), Thailand still faces the
problems of low performance in mathematics at primary school level, especially in the
area of ability in mathematical problem solving. Their paper attempts to reveal the cause
of students' low achievement through analysis of the levels of their abilities, which are
classified into the five stages, i.e. reading, comprehension, transformation, process skills,
and encoding. Comparison was made between students in Bangkok and Samutsakhon
Province. Results revealed that there are five questions to interview forty Grade five
students. The data suggested that most of students’ errors occurred at comprehension
level for structured questions while the errors for multiple choice questions occurred at
the transformation level. Good performers’ errors did not occur at reading level, but poor
performers’ errors occurred mostly at comprehension level.
Components of Problem Solving
Lester (1982) postulated that successful problem solving in mathematics is a
function of at least five components: First component is (a) mathematical knowledge and
experience. (b) skill in the use of a variety of generic "tool" skills (e.g., sorting relevant
from irrelevant information, drawing diagrams, etc.), c) the ability to use a variety of
heuristics known to be used in mathematical problem solving, d) knowledge about one's
own cognitions before, during, and after a problem-solving episode, and e) the ability to
maintain executive control (i.e. to monitor and regulate) of the procedures being
employed during problem solving.

40
Process in Problem Solving
According to Todd (2019), in the book of George Polya, a European-born
scholar and mathematician, problem solving process includes (a) understanding the
problem, and desiring its solution. This process may restate the problem, identify the
principal parts of the problem and considering the essential questions “What is
unknown?”, “What data are available?”, “What is the condition?” (b) devising a plan:
consider the question “Do you know a related problem?” (then look at the unknown
and try to think of a familiar problem having the same or similar unknown ),
“Can you restate the problem?”, “Did you use all the data?”, and “Did you use the whole
condition? (c) carrying out the plan: consider these questions “Can you see that each
step is correct?”, and “Can you prove that each step is correct?” (d) looking
back: consider the questions “can you check the result?”, “can you check the
argument?”, “Can you derive the result differently?”, “Can you see the result in
a glance?”, and Can you use the result, or the method, for some other
problem?” Mathematically proficient students start by explaining to themselves
the meaning of a problem and looking for entry points to its solution. They
analyze givens, constraints, relationships, and goals. They make conjectures
about the form and meaning of the solution and plan a solution pathway rather
than simply jumping into a solution attempt. They consider analogous
problems, and try special cases and simpler forms of the original problem in
order to gain insight into its solution.

41
Evaluating Problem Solving
The most natural and common method for assessing performance in problem
solving is to obtain general impressions about the quality of a solution while scanning
students’ work. These general impressions are strongly influenced by proximity of
correctness of the answer. As a result, good solutions with minor errors due to
carelessness that alter the answer dramatically can receive undeservedly low scores.
Scales are available that focus more attention on solution procedures, enabling teachers to
obtain fairer and more reliable scores. For example, Charles, Lester, and O’Daffer (1987)
devised a scale that provides ways to more clearly identify what is to be evaluated,
outlines some evaluation techniques, discusses ways to organize and manage an
evaluation program, and examines how to use the results of the evaluation. The
evaluation techniques that are described include: (1) observation and questioning
(addressing informal observation methods and structured interviews; (2) self-assessment
data (dealing with student reports and inventories); (3) holistic scoring (including analytic
scoring, focused holistic scoring, and general impression scoring); and (4) multiple-
choice and completion tests. Each technique discussed includes sample problems and
examples of solution.
Related studies to Mathematics Performance are described in the following
paragraphs.
In the study of Devine, et. al (2002), about Mathematics anxiety (MA) which
aimed to measure girls’ and boys’ mathematics performance as well as their levels of MA
while controlling for test anxiety (TA) a construct related to MA but which is typically
not controlled for in MA studies. Four-hundred and thirty-three British secondary school
42
children in school years 7, 8 and 10 completed customized mental mathematics tests and
MA and TA questionnaires. No gender differences emerged for mathematics
performance but levels of MA and TA were higher for girls than for boys. Girls and boys
showed a positive correlation between MA and TA and a negative correlation between
MA and mathematics performance. TA was also negatively correlated with mathematics
performance, but this relationship was stronger for girls than for boys. When controlling
for TA, the negative correlation between MA and performance remained for girls only.
Regression analyses revealed that MA was a significant predictor of performance for girls
but not for boys.
In the study conducted by Kalloo & Mohan (2012), where mobile learning is
explored to determine if it can assist students in improving their performance in
mathematics in secondary schools in the Caribbean. A mobile learning system was
designed comprising multiple strategies, game-based learning and personalization for
learning mathematics. The mobile learning application referred to as Mobile Math was
created for learning algebra. The results revealed that the students were able to improve
their performance and they were excited about using a mobile device for learning. They
adapted well to using this method of learning for the first time. The students who
improved were those who had done algebra in a previous school term but may have been
failing the subject. However, the mobile application did not make a significant impact on
students who were learning the algebraic content for the first time.
In the study conducted by Yara and Otieno (2010), two hundred and forty-two
(242) students were randomly selected from nine schools in the three divisions of Bondo
districts out of 24 schools. The study was based on Skinner’s Motivational Theory of
43
learning (Skinner, 1985), which postulates that students’ motivation to undertake a task
depends on expected reward. Efficient learning will take place when there is strong
motivation of learner to learn by the teacher. The result shows that there is a positive
multiple correlation among the eight independent variables and the dependent variable –
mathematics performance. These variables are parent/guardian financial support,
government financial support, lack of trained teachers, classroom/laboratories,
stationeries/teaching aids, textbooks/student-ratio, students’ attitude and personal extra
time and academic performance in mathematics, which is the dependent variable. It also
implies that the factors are relevant towards the determination of the dependent measure.
In the study of conducted by Khashi’el et al. (2017) which aimed to compare the
performance of Engineering Technology (ET) students’ in a pre and post Mathematics
Competency Test. Pre-test was given in the first week of the semester before the topics
were discussed, while the post-test was held during the second semester after the topics
was being discussed. Results revealed that the students’ performance in post-test was
better compared to that pre-test.
The study of Rajapakshe (2018) which focuses on investigation of learning style
preferences of business students who enrolled in two different set of course modules;
descriptive and mathematical. Findings revealed that there was no difference between the
two groups of students enrolled in descriptive and mathematical course module using
independent sample t-test. The learning style preferences of business descriptive and
mathematical students revealed that both groups of students prefer multimodal more than
unimodal.
44
The study of Risnawati & Sari (2017), which aimed to develop learning media
based on Visual, Auditory, and Kinesthetic (VAK) approach that was valid and practical
and able to facilitate students' mathematical understanding ability. Results showed that
based on the students’ mathematical understanding ability test, the learning media based
on Visual, Auditory, and Kinesthetic (VAK) was very effective with 89.74% effectivity
rate. From these results, the developed learning media was very valid, very practical, and
very effective to facilitate students’ mathematical understanding ability.
The study of Adhitya (2018), which aimed to obtain a type of errors and their
reason of 7th -grade students in mathematics problem-solving test about quadrilateral
based on visual learning style: auditory learning style, and kinesthetic learning style. The
error of this study is based on Newman’s Error Analysis that are reading, comprehension,
transformation, process skill, and encoding. The results showed that (1) the visual
learning style student mostly makes transformation error, (2) auditory learning style
student mostly makes transformation error and process skill, (3) kinesthetic learning style
don’t have a tendency on the type of errors. Generally, the reason for error, whereas
visual, auditory, and kinesthetic, are low prerequisite lessons such as ratio, algebra, and
one variable linear system.

45
Summary
This review of literature provides the concept, theory and related studies of V-A-
K model, Geometry, problem solving and mathematics performance
The first section of the literature reviews the description of learning styles, V-A-K
model and other factors related to it.
The learning styles that are present in literature are Dunn and Dunn, Kolb, Felder
and Soloman and Fleming’s learning styles. The VAK classification, proposed by Neil
Fleming, It is one of the three basic types of learning styles in the widely-used Fleming
VAK/VARK model. It divides the population into three classes or three preferred
learning styles namely visual, auditory and kinesthetic. A person with a Visual learning
style has a preference for seen or observed things, including pictures, diagrams,
demonstrations, displays, handouts, films, flip-chart, etc. A person with an Auditory
learning style has a preference for the transfer of information through listening: to the
spoken word, of self or others, of sounds and noises. A person with a Kinesthetic learning
style has a preference for physical experience touching, feeling, holding, doing, practical
hands-on experiences. Learning styles are various approaches or ways of learning
(Sreenidhi and Helena, 2017). Gilakjani (2012), studied an analysis of learning styles.
Barbe and Milone (1981) stated that for grade school children the most frequent modality
strengths are visual (30%) or mixed (30%), followed by auditory (25%), and then by
kinesthetic (15%). In addition, Gholami and Bagheri (2013) conducted a study which
aimed at finding out whether there are significant differences in VAK learning styles and
problem solving styles according to students’ gender and students’ fields of study. The
results revealed that confidence learning style significantly correlated with tactile learning
46
style. This implies that tactile learners are more confident and can solve the problem
when facing a difficult situation. Creativity learning style significantly correlated with
auditory, tactile, and kinesthetic learning styles. Furthermore, in the study conducted by
Nuzhat et al (2013) which aimed to know the differences in learning styles between male
and female students, and the effect it has on academic performance. Results revealed
In some sense, teachers need to be a facilitator and interactive in their teaching
with students. Teachers should always find creative ways to make teaching and learning
interesting and effective, beginning with an awareness of the different learning styles of
the students.
The second part of the review discussed the variables that are related to Geometry.
Geometry defined as :(a) Geometry is a branch of mathematics which deals with the
study of different shapes or figures and their properties (Fabiyiin; in Paulina, 2007). (b)
The Geodes (2005) defines the word geometry as to “measure the earth” and is the
science of shape and size of things. (c) Geometry is the study of shapes and sizes in
various dimensions (Olortegui, 2017). In the study of Fabiyi (2017), which focused on
geometry concepts in mathematics perceived difficult to learn by senior secondary school
students. The findings revealed that, out of 23 concepts, eight concepts were perceived
difficult to learn by students which includes: Construction, coordinate geometry, circle
theorem and so on.
The third section of the review shows the factors that are related to problem
solving. Mathematical word problem solving involves the integration of several cognitive
47
and metacognitive processes (Jitendra et. al, 2015). In addition, according to Todd
(2019), in the book of George Polya, problem solving process includes (a)
understanding the problem, and desiring its solution. In the study of Prakitipong and
Nakamura (2006), Thailand still faces the problems of low performance in mathematics
at primary school level, especially in the area of ability in mathematical problem solving.
Results revealed that most of students’ errors occurred at comprehension level for
structured questions while the errors for multiple choice questions occurred at the
transformation level. Good performers’ errors did not occur at reading level, but poor
performers’ errors occurred mostly at comprehension level.
The author of this study accepts the theory in the aforementioned literature and
related studies has an influence the learning of mathematics.

48
Chapter 3
METHODOLOGY
This chapter deals with the description of the research design, participants of the
study, data gathering instrument, data gathering procedure, and data processing
techniques.
Research Design
This study utilized the quasi – experimental specifically the pretest – posttest non
– equivalent group design. This method was used to compare participant groups and
measure the degree of change occurring as a result of treatments or interventions
(Shuttleworth, 2008). In this design, two groups were involved, one group was given the
intervention and the results were gathered at the end. The control group received no
intervention, over the same period of time, but underwent exactly the same tests.
The research design is shown in Figure 2.
Group Participants Pretest Teaching Model Posttest
Experimental group O1 X1 O2
Control Group O3 X O4
Figure 2. Pretest and Posttest Non – equivalent Group Design

49
The figure shows the pretest and posttest non – equivalent group design where the
experimental group has given a pretest (O1), taught the topics using VAK model (X1),
then were given a posttest (O2). On the other hand, the control group was given a pretest
(O3), taught the topics without VAK model (X), and were given also a posttest (O4). Both
groups took the same pretest and posttest and taught the same topics but of different
teaching strategies.
Participants of the Study
The 90 Grade 9 learners of Tagsing – Buyo National High School in Santa
Barbara, Iloilo enrolled for the School Year 2019 – 2020 were all taken as participants of
the study. However, delinquent students specifically those learners who were at risk of
dropping out were removed. As a result, twenty – eight learners from each sections,
Grade 9 – Jupiter and Grade 9 – Saturn, were selected as participants of the study and
these sections were heterogeneous. Match pairing was used in the selection of the
subjects used as samples of the study. An adopted VAK learning styles self-assessment
questionnaire by Chislett & Chapman (2005) were administered to the participants before
the start of the study for inventory. Results revealed that majority of the participants of
the experimental group were kinesthetic (49%), while visual (27%), and auditory (24%).
On the other hand, majority of the participants in the control group were auditory (56%),
while kinesthetic (25%), and visual (19%). The participants were divided into two
groups: experimental and control group. The tossing of coin was employed in selecting
the group participants of the study. As a result of tossing a coin, the Grade 9 – Saturn
learners were assigned as the experimental group while Grade 9 – Jupiter learners as
50
control group. The class schedule of the experimental group and the control group was
1:00 P.M. to 2:00 P.M. and 2:00 P.M. to 3:00 P.M., respectively.
Table 1 represents the distribution of the participants.
Table 1
Distribution of the Participants
________________________________________________________________________
Category N %
________________________________________________________________________
A. Entire group 56 100
B. With VAK learning style model 28 50
C. Without VAK learning style model 28 50

_______________________________________________________________________
Data Gathering Instrument
For the purpose of this study, a 10 – item researcher – made test was used to
determine the learners’ performance in problem solving. The researcher prepared the
questionnaire together with the Table of Specifications (TOS) and the rubric in scoring.
The lessons covered in the study were based on the Grade 9 Learners’ Material as
prescribed by the Department of Education. The lessons included quadrilaterals and
similarities. The utilized the pre-test and post-test instrument to the two groups of
participants. Before the conduct of the experiment, three jurors were chosen according to
their expertise to validate the questionnaire.
The data for this study were collected using the instruments namely: Teacher –
Made Problem Solving test and Teacher – Made Rubrics.

51
Teacher – Made Problem Solving Test in Math. The test consisted of 10 items
problem – solving involving mathematics in high school. The teacher – made rubrics
were utilized to score the test. The perfect score a student can achieve in every problem is
5 points, therefore, every student is expected to earn a total score of 50 points in the test.
To interpret and describe the score, the following scale will be used.
Score Description
40.01 – 50.00 Very High
30.01 – 40.00 High
20.01 – 30.00 Moderate
10.01 – 20.00 Low
0.00 – 10.00 Very Low
Teacher – Made Rubrics. This instrument was utilized to determine the
mathematics performance of learners. The rubric scoring utilized the 5 Likert points (see
Appendix C).
The teacher – made problem solving test was be submitted for face and content
validation to a panel of jurors, meticulously selected for their expertise and experience in
teaching mathematics.
Data Gathering Procedure
Before this study conducted, the researcher secured a letter of permission to
conduct the study from the Schools Division Superintendent of the Division of Iloilo.
52
Upon approval, the School Principal of Tagsing – Buyo National High School was
furnished a copy of the said letter.
After which, the researcher has sought permission from the School Principal of
Tagsing – Buyo National High School to conduct a study. Prior to the participation of the
learners in the study, they were given a consent form signed by their parent or guardian.
For this study, toss coin was used to determine the experimental group and
traditional group. Grade 9 – Saturn learners were under experimental group with one
hour per meeting and Grade 9 – Jupiter were under traditional group with one hour per
meeting. Each section was taught the same concepts, but through different methods.
It was the third quarter topic of Grade 9 Mathematics. To establish a statistical
analysis, a pretest and posttest was given before and after the unit. Each group has
completed the same questions on pre and post-tests. The entire study lasted for seven
weeks with each part including time for pre and post-tests.
There were three stages involved in this study: pre – experimental, experimental
proper and post experimental. The first stage was the pre – experimental wherein the
researcher let the participants answer a V – A – K questionnaire to determine what
learning style is dominant to each group. Most of the participants in the experimental
group were kinesthetic. While most of the participants in the controlled group are
auditory. Then learners were given the pretest on the selected topics in Mathematics 9.
The next stage was the experimental proper wherein the researcher uses the 4 A’s
in teaching the V – A – K group. The experimental group were exposed to the Visual –
Auditory – Kinesthetic (VAK) model. The researcher observed the strategies and
techniques in class just like hands on activity, playing related video or music, power
53
point presentation, group presentation, games and the like wherein it can catch the
attention and interest of every learner while taking in the information. A sample of a
specific lesson and activities that utilized the visual, auditory and kinesthetic learning
styles: First A is Activity; learners were given different figures of parallelogram. Based
on the figures, the learners recall its properties. Then they grouped themselves according
to the figure they held, measure the length and the width of each figure using meter
stick/ruler and get the respective product. Second A is Analysis; the researcher assisted
the learners analyze the properties of the figures that will help them in solving the area
and the perimeter. Third A is Abstraction; the learners at this point will view a video
showing the process on how to solve the area and the perimeter of a parallelogram.
Fourth A is Application; each group of the learners will measure the length and the
width of their assigned figure (door, room, window) then they solve for each area and
perimeter using the given formula. During the session, students were urged to listen
attentively, analyzed the problem and thought of some possible solutions and process to
arrive at the correct answer. After answering the problem, students were told to look
back at the process and the concepts used on how the solution was obtained. After the
lesson, there were problem solving tests given to learners to determine whether they
understand the lesson and if the objectives have been achieved.
On the other hand, the control group was exposed to traditional way of teaching
like lecture method, board work, drills, worksheets and power point presentations.
The last stage is the giving of posttest to the learners. Upon retrieval of the test
instrument, test papers were checked using rubric, recorded, analyzed and interpreted
using the Statistical Package for Social Sciences (SPSS) software.

54
Ethical Consideration
As to the ethical issues, the researcher secured a letter of permission to conduct
the study from the Schools Division Superintendent of the Division of Iloilo as a form of
a will from the School Principal. A parent consent was also given to the participants if
they were allowed or not to participate in the said study (see Appendix G). All of these
assured that the data gathered and results taken cannot affect other academic
performances and will be kept confidential.
Data Processing Techniques
To analyze the data in this study, the researcher utilized both descriptive and
inferential statistics. The researcher used the mean and standard deviation for descriptive
analysis and the t – test for inferential statistics.
The mean scores were computed and used to determine the learners’ performance
in problem solving in Geometry. The t – test for independent samples was used to
determine if a significant difference existed in pretest performance in problem solving of
the experimental and control group as well as the posttest performance in problem
solving. The t – test for dependent samples was used to determine if a significant
difference existed on the pretest and posttest performance in problem solving of the
learners in the experimental group as well as in the control group. All statistical
computations were processed through the Statistical Package for Social Sciences (SPSS)
software set at 0.05 level of significance.

55
Chapter 4
RESULTS AND DISCUSSION
The findings of the present study are presented in this section.
Pretest Problem Solving Performance of the Learners
Table 2 presents the pretest Problem Solving performance in Geometry of grade 9
learners with and without Visual – Auditory – Kinesthetic (V – A – K) Model.
Table 2
Pretest Problem Solving Performance of the Learners in Geometry With and Without
Visual – Auditory – Kinesthetic (V – A – K) Model
Category N Mean Description SD
Entire Group 56 10.73 Low 1.46
With V – A – K 28 10.96 Low 1.60
Without V – A – K 28 10.50 Low 1.29
Note: Very High (40.01-50.00); High (30.01-40.00); Moderate (20.01-30.00);

Low (10.01-20.00); Very Low (0-10.00)
The findings showed that the pretest problem solving performance in Geometry of
the learners as an entire group, with V – A – K model and without V – A – K model was
“low” (M= 10.73, SD = 1.46), (M = 10.96, SD = 1.60), (M = 10.50, SD = 1.29),
respectively.
56
This means that both groups have the same level of Mathematics performance.
The low scores obtained by the learners were reasonable enough due to the fact that the
topics were not yet presented and explained to them. They were not familiar of the
subject matter and they did not have any knowledge on how to possibly get the correct
answer. Also, it is always the weakness of most learners that if the topics/terms were not
familiar to them, they simply scan the items, make unnecessary drawings and notes with
incorrect answers.
This implies that the participants of both groups were comparable in terms of their
learning capacity and ability in problem solving performance in Geometry. It simply
shows that learners in both groups have no idea of the topics yet to be discussed. Hence,
they need intervention for improvement in their low Mathematics performance.
The result of the study supported the study of Fabiyi (2017), which focused on
geometry concepts in mathematics perceived difficult to learn by senior secondary school
students. The findings revealed that, out of 23 concepts, eight concepts were perceived
difficult to learn by students which includes: Construction, coordinate geometry, circle
theorem and so on. It is therefore recommended that the identified difficult geometry
concepts in mathematics should be taught by using appropriate teachers’ method of
instruction and instructional materials.
Difference in the Pretest Problem Solving Performance of the Learners
Table 3 presents the difference between the pretest problem solving performance
in Geometry of the learners with and without Visual – Auditory – Kinesthetic (V – A –
K) Model.
57
Table 3
t-test Result of the Difference in the Pretest Problem Solving Performance of the
Learners in Geometry With and Without Visual – Auditory – Kinesthetic (V – A – K)
Model
Mean df t-value Sig.
With V – A – K 10.96
54 1.200 .237
Without V – A – K 10.50
The findings revealed that there was no significant difference in the pretest of the
problem solving performance in Geometry of the learners with and without V – A – K
model (t[54] = 1.200, p = .237).
This means both group have the same ability in terms of their low problem
solving performance. The result was reasonable considering that the topics were not yet
discussed by the teacher and the learners had no idea on how to solve the given
mathematical problems including the process on how to illustrate the problem given. This
also means that the learners have no idea on how to deal with the solution. They don’t
have a technique on how to label, arrange, visualize and sketch the figure being described
in the problem.
It implies that the learners with V – A – K model and without V – A – K model
are equivalent before the intervention was conducted. This was being supported by the
match pairing result of their grades before the intervention was given. Hence, valid
58
results of the study will be attained since both groups are comparable at the start of the
experiment.
The result of the present study supported the study of Adhitya (2018), which
aimed to obtain a type of errors and their reason of 7th -grade students in mathematics
problem-solving test about quadrilateral based on visual learning style: auditory learning
style, and kinesthetic learning style. The error of this study is based on Newman’s Error
Analysis that are reading, comprehension, transformation, process skill, and encoding.
The results showed that (1) the visual learning style student mostly makes transformation
error, (2) auditory learning style student mostly makes transformation error and process
skill, (3) kinesthetic learning style don’t have a tendency on the type of errors. Generally,
the reason for error, whereas visual, auditory, and kinesthetic, are low prerequisite
lessons such as ratio, algebra, and one variable linear system.
Posttest Problem Solving Performance of the Learners
Table 4 presents the posttest Problem Solving performance in Geometry of the
learners with and without Visual – Auditory – Kinesthetic (V – A – K) Model.

59
Table 4
Posttest Problem Solving Performance of the Learners in Geometry With and Without
Visual – Auditory – Kinesthetic (V – A – K) Model
N M Description SD
Entire Group 56 22.50 Moderate 9.50
With V – A – K 28 23.32 Moderate 8.52
Without V – A – K 28 21.68 Moderate 10.48
Note: Very High (40.01-50.00); High (30.01-40.00); Moderate (20.01-30.00);

Low (10.01-20.00); Very Low (0-10.00)
The findings showed that the posttest Mathematics performance of the learners as
an entire group, with V – A – K model and without V – A – K model was “moderate”
(M= 22.50, SD= 9.50), (M = 23.32, SD = 8.52), (M = 21.68, SD = 10.48), respectively.
This means that the learners exposed with and without V – A – K model
noticeably improved in their posttest results but the learners with V – A – K model
performed better. The learners without V – A – K model also improved their scores.
This implied that the participants in both groups had improved their scores after
the lessons were finally presented and discussed by the teacher. The teacher employed
variety of teaching strategies in presenting the lessons for the learners to be able to master
the concepts and procedures in answering problem solving. Hence, learners got moderate
scores in the posttest because they have learned and comprehended the concept and its
application in getting the solution of the problem.

60
The result of the present study supported the study conducted by Apipah (2018),
which aims to analyze the quality of VAK learning with self-assessment toward the
ability of mathematical connection performed by students and to analyze students'
mathematical connection ability based on learning styles in VAK learning model with
self-assessment. The result of the research shows that VAK learning model results in
well-qualified learning regarded from qualitative and quantitative sides. Students with
visual learning style perform the highest mathematical connection ability, students with
kinesthetic learning style perform average mathematical connection ability, and students
with auditory learning style perform the lowest mathematical connection ability.
Moreover, the present result also conformed to the study conducted by Browder
(2012), which states that there was a functional relationship between math instruction and
student behavior with an overall increase in independent correct responses.
Furthermore, the present result conforms to the study conducted by Nuzhat et al
(2013) which aimed to know the differences in learning styles between male and female
students, and the effect it has on academic performance. Results revealed variation in
learning style preferences among genders, and its implications on academic performance
of medical students.
The result of the present study supported the study conducted by Nuzhat et
al (2013) which aimed to know the differences in learning styles between male and
female students, and the effect it has on academic performance. Results revealed

61
Difference in the Posttest Problem Solving performance of the Learners
Table 5 presents the difference between the posttest Problem Solving performance
in Geometry of the learners with and without Visual – Auditory – Kinesthetic (V – A –
K) Model.
Table 5
t-test Result of the Difference in the Posttest Problem Solving Performance of the
Learners in Geometry With and Without Visual – Auditory – Kinesthetic (V – A – K)
Model
N Mean df t-value Sig.
With V – A – K 28 23.32
54 .644 .522
Without V – A – K 28 21.68
The result showed that there was no significant difference in the posttest
Mathematics performance in Geometry of the learners with and without V – A – K model
(t[54]=.644, p=.522).
This means that the posttest results of Grade 9 learners with and without V – A –
K model have the same moderate Mathematics performance but the mean of the group
that was exposed to V – A – K was higher than the group that was not exposed to V – A –
K, hence, the learners can learn effectively when they were exposed to visual, auditory,
62
tactile or kinesthetic activities and these activities are also somehow embedded in
traditional way, although it is not that substantial.
This implies that there was a thin gap between the V – A – K model and the
traditional method. In the said model, all the three learning styles were included in every
session even though the VAK learning style inventory states that the majority of the
learners in the experimental group were kinesthetic (49%); visual (27%), and auditory
(24%). In the control group of traditional way, discussion was used most of the time in
the session and the majority of the learners were auditory (56%); kinesthetic (25%), and
visual (19%). This means that more than one half of the group were auditory in the
control group which uses more on lecture and was suitable to the auditory learning style
of the learners.
This also denotes that the learners’ active participation in lessons and enough
learning instructional materials contributed to the development of their critical thinking
and problem solving performance.
Hence, with the use of V-A-K model as teaching method, it helped learners
improve their problem solving performance as well as the traditional way depending on
the group of learners and their learning style.
The present result supported the study of Rajapakshe (2018) which revealed that
there was no difference between the two groups of students enrolled in descriptive and
mathematical course module using independent sample t-test, using V – A – K model.
The learning style preferences of business descriptive and mathematical students revealed
that both groups of students prefer multimodal more than unimodal.

63
Moreover, the result of the study conformed to the quasi-experimental research
conducted by Rahman et al. (2016), the results of the learning outcomes of mathematics
by students who were taught by the TAI and STAD cooperative learning model types
show that there are no significant differences in terms of the visual, auditory and
kinesthetic learning styles.
Pretest and Posttest Problem Solving Performance of the Learners
It was noted that the Problem Solving performance of the learners with and
without V – A – K model were comparable at the beginning of the study. To
determine whether the use of V – A – K model has a significant effect on the
Mathematics performance of the learners, the researcher utilized t-test for dependent
samples to compare their pretest and posttest mean scores. The result is shown in Table 6.
Table 6
t-test Result of the Difference in the Pretest and Posttest Problem Solving Performance
of the Learners in Geometry With Visual – Auditory – Kinesthetic (V – A – K) Model
M Mean Diff t-value df Sig.
Pretest 10.96
12.36 8.102* 27 .000
Posttest 23.32
*p<.05 significant
64
The findings showed that there was a significant difference between the pretest and
posttest Problem Solving performance in Geometry of the learners exposed to V – A – K
model (t[27] = 8.102, p =.000). This was supported by the mean gain (Mean Diff =
12.36).
This means that the posttest result was higher than the pretest result bearing in
mind that the topics were completely explained and demonstrated to the learners that
definitely helped them improved their problem solving performance in Geometry.
This implies that the use of V – A – K model in teaching mathematics was
effective and improved the learners’ problem solving performance in Geometry. It has
manifested that through the use of V-A-K model, learners are engaged in power point
presentations, measurements of actual objects, activity sheets, visual aids, individual and
group activities, hands on activities, and playing related videos. Hence, this V-A-K
learning model is also helpful in motivating the learners to improve their performance
and developed positive attitudes towards Problem Solving.
The present study supported the study of Risnawati & Sari (2017), which aimed to
develop learning media based on Visual, Auditory, and Kinesthetic (VAK) approach that
was valid and practical and able to facilitate students' mathematical understanding ability.
Results showed that based on the students’ mathematical understanding ability test, the
learning media based on Visual, Auditory, and Kinesthetic (VAK) was very effective
with 89.74% effectivity rate. From these results, the developed learning media was very
valid, very practical, and very effective to facilitate students’ mathematical understanding
ability.
65
In addition, the present result also conformed to the study of Suaib (2017) which
tells that (1) the implementation of Visual Auditory Kinesthetic learning styles in
teaching vocabulary improve the students’ achievement as there is a significant
difference vocabulary mean score of the experimental group in posttest was significantly
higher than the control group (82.40 > 58.80). (2) The students interest in Visual
Auditory Kinesthetic learning styles was categorized as very high. It can be concluded
that the Visual Auditory Kinesthetic learning styles in the teaching process is effective to
be implemented in improving the students’ vocabulary achievement.
Difference in the Pretest and Posttest Problem Solving of the Learners
To determine whether or not there was a significant difference between the pretest
and posttest Mathematics performance of the learners without V – A – K model, the
researcher compared their mean scores using the t-test for paired samples. The result is
shown in Table 7.
Table 7
t-test Result of the Difference Pretest and Posttest Problem Solving Performance of the
Learners in Geometry Without the Use of Visual – Auditory – Kinesthetic (V – A – K)
Model
M Mean Diff t-value df Sig.
Pretest 10.50
11.18 5.649* 27 .000
Posttest 21.68
66
*p<.05 significant
The findings revealed that there was a significant difference in the pretest and
posttest Problem Solving performance of the learners without V – A – K model (t[27]=
5.649, p=.000).
This means that the Mathematics performance of the learners also improved even
with the use of traditional method of teaching. Also, the result of the posttest was
relatively higher than the pretest.
This implies that the traditional teaching strategy employed by the teacher and the
use of additional instructional materials such as work sheets, visual aids which were very
helpful for facilitating the effective learning of the learners. Hence, learners have
significantly improved in their Mathematics performance.
The present result supported the study of Khashi’el et al. (2017) which aimed to
compare the performance of Engineering Technology (ET) students’ in a pre and post
Mathematics Competency Test. Pre-test was given in the first week of the semester
before the topics were discussed, while the post-test was held during the second semester
after the topics was being discussed. Results revealed that the students’ performance in
post-test was better compared to that pre-test.

67
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusion and recommendations
of the study.
Summary
This quasi- experimental study aimed to determine the effect of Visual – Auditory
– Kinesthetic (V – A – K) Model to the Problem Solving performance in Geometry of
grade 9 learners of Tagsing – Buyo National High School (TBNHS), Tagsing, Santa
Barbara, Iloilo for the school year 2019-2020.
Specifically, it sought answers to the following questions:
1. What is the pre-test performance of the learners’ problem solving in Geometry
with and without the use of Visual – Auditory – Kinesthetic (V-A-K) model?
2. Is there a significant difference in the pre-test performance of the learners’
problem solving in Geometry with and without the use of Visual – Auditory –
Kinesthetic (V-A-K) model?

68
3. What is the post-test performance of the learners’ problem solving in
Geometry with and without the use of Visual – Auditory – Kinesthetic (V-A-
K) model?
4. Is there a significant difference in the post-test performance of the learners’
Kinesthetic (V-A-K) model?
5. Is there a significant difference in the pre-test and post-test performance of the
learners’ problem solving with the use of Visual – Auditory – Kinesthetic (V-
A-K) model?
6. Is there a significant difference in the pre-test and post-test performance of the
learners’ problem solving without the use of Visual – Auditory – Kinesthetic
(V – A – K ) model?
The participants of the study were fifty – six (56) Grade 9 learners of Tagsing-
Buyo National High School, Tagsing, Santa Barbara, Iloilo enrolled during the School
Year 2019 – 2020. Twenty – eight (28) learners were assigned as the experimental group
and twenty – eight (28) learners were assigned as the control group.
The study utilized the quasi-experimental, non-equivalent group design. The
participants with Visual – Auditory – Kinesthetic (V – A – K) model were taught using V
– A – K model that involves class presentation by the teacher, activity sheets, visual aids,
power point presentations, individual and group activities, hands on activities and playing
related videos while the participants without V – A – K model were taught using
traditional method of teaching that includes worksheets, group activities, lecture methods,
69
and board work. The researcher taught both groups during the experimental period that
lasted for six weeks.
The data-gathering instrument used in the study was a 10 – item problem solving
researcher – made test and a rubric. It was validated by the experts in Mathematics.
To describe the learners’ Problem Solving performance in Geometry using V – A
– K model, the researcher calculated the mean and used the scale for interpreting the
results. The t – test for paired samples was utilized to determine the significance of the
difference between the pretest and posttest learners’ Problem Solving performance in
each group. Moreover, to determine if a significant difference existed between the pretest
of the learners with and without V – A – K model, the researcher used the t-test for
independent samples. The same test was used by the researcher for determining the
significant difference between the posttest of the learners with and without V – A – K
model. All hypotheses were tested at .05 alpha level of significance. All statistical
computations were done using SPSS.
The following were the findings of the study:
1. The pre-test performance of the learners’ problem solving in Geometry with and
without the use of Visual – Auditory – Kinesthetic (V – A – K) model was “low”.
2. There was no significant difference in the pre-test performance of the learners’
Kinesthetic (V – A – K) model.
3. The post-test performance of the learners’ problem solving in Geometry with and
without the use of Visual – Auditory – Kinesthetic (V – A – K) model was
“moderate”.
70
4. There was no significant difference in the post-test performance of the learners’
problem solving in Geometry with and without using the Visual – Auditory –
5. There was a significant difference in the pre-test and post-test performance of the
learners’ problem solving in Geometry with the use of Visual – Auditory –
6. There was a significant difference in the pre-test and post-test performance of the
learners’ problem solving in Geometry without the use of Visual – Auditory –
Conclusions
Based on the findings gathered and observations made by the researcher, the
following conclusions were drawn:
1. The low result of the pre-assessment of the learners’ performance in problem
solving can be explained because they were not familiar of the topics and the
lessons were not yet introduced and discussed to them by the teacher.
2. The performance of the learners’ problem solving in Geometry with and
without V – A – K is the same due to the fact that the two groups were
comparable at the start of the experiment.
3. The improvement in the posttest performance of the learners’ problem solving
in Geometry with and without V – A – K model showed that the learners
learned differently. Learners exposed to V – A – K model improved their
scores as well as those learners who were taught using traditional method.
71
4. Using V – A – K model in teaching Mathematics is effective as well as the
traditional way of teaching. This maybe explained that the learners can learn
effectively when they were exposed to visual, auditory, tactile or kinesthetic
activities. These activities are also embedded in traditional way, although it is
not that substantial. This also confirms that good teaching can truly inspire
minds and motivate actions among students. V – A – K model could enhance
the performance of the learners’ problem solving in Geometry through the
teacher’s guidance, motivation, and innovation in the said learning strategy.
5. Using V – A – K model in teaching Mathematics had greater positive effects
in enhancing the performance of the learners’ problem solving in Geometry.
Learners exposed to V – A – K model were motivated to learn and improve
their learning and problem solving performance. They can easily understand a
concept better through having visual presentations, auditory and kinesthetic or
tactile activities.
6. The learners without V – A – K model improved their problem solving
performance in Geometry in the posttest. Traditional teaching strategies are
time-tested methods for their effectiveness in teaching, hence it can also
contribute to the learners’ better performance.
Recommendations
The researcher formulated the following recommendations as drawn from the
findings and conclusions made in the study.

72
1. Learners are encouraged to read, analyze and familiarize all the questions
especially the terms used in the pre-assessment honestly and refrain from
cheating so that the teacher would be able to assess their level of understanding
or knowledge and skills, and identify the gaps in their learning. This would
help the teacher in making necessary interventions or changes to the lesson for
better instruction.
2. Learners may toughen their skill and ability on the content knowledge in
Problem Solving wherein it will be very useful to them in generating ideas for
future lessons and build their confidence in applying problem solving in real
life situations. They should also develop and improve their content knowledge
in the subject through self-study.
3. Teachers are encouraged to use Visual – Auditory – Kinesthetic (V – A – K)
model in combination with some teaching methods in teaching Mathematics
depending upon the subject matter, abilities, and needs of the learners.
4. Teachers should continue on working innovative changes especially on the use
of different teaching strategies, be it collaborative or individual activities,
depending on the topic to be presented and the integration of learning in the
Mathematics classroom to help learners explore, discover, and learn better.
They are also encouraged to attend seminars, and trainings on current trends in
education and learn how to utilize strategies like V – A – K model.
5. Teachers should invest on and update with instructional materials that can
excite and engage students to learn Mathematics.

73
6. Administrators should support and provide avenues for teacher advancement
especially on the use of instructional strategies and new teaching methods like
V – A – K in combination of other strategies in teaching mathematics.
7. Future researchers may use V – A – K model but to secure first the inventory
on the type of learners whether visual, auditory or kinaesthetic and focus on the
majority of the students’ learning style to address their needs in learning.
Other factors may be considered such as time, suitability of the grade level, and
the topics included.

74
References
75
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Appendices
81
APPENDIX A
Table of Specification in Grade 9 Mathematics
Republic of the Philippines

Department of Education
Region VI- Western Visayas
Schools Division of Iloilo
TAGSING – BUYO NATIONAL HIGH SCHOOL
Tagsing, Santa Barbara, Iloilo
TABLE OF SPECIFICATION IN MATHEMATICS 9

THIRD GRADING PERIOD
Numbe
Number HOTS
Major r of LOTS Applicatio
Content of Class K–C
(An – Syn)
Areas Test n
Hour
Items
Quadrilaterals:
Parallelograms 1
Conditions for a 1
Q Parallelogram
82
Properties of a
Parallelogram 2
Proving theorems on
different kinds of 3
parallelogram
Midline Theorem 1
Theorems on Trapezoids 1
U Theorems on Kites 1
A Solving Problems
D Involving Parallelogram 2 2 1 4
R Solving Problems
3 3 6, 9 5
I Involving Trapezoid
L Solving Problems
Involving Kite
1
A
Proportion 2 1 8
Fundamental Theorems
on Proportion 1
SSS Similarity Theorem 1 1 10
S Triangle Proportionality
I Theorem 1
M Right Triangle Similarity
1
I Theorem
L 45°- 45°- 90° Right
Triangle Theorem 1
A
30°- 60°- 90° Right
R Triangle Theorem 2
I Similarities in a Right
T Triangle 2 1 3
Y Pythagorean Theorem
2 2 2 7
and its Proof
Solving Problems
Involving Right Triangle 1
Similarity
TOTAL 30 hours 10 6 4
83
APPENDIX B
Instrument of the Study

(Researcher-Made Test)

PRETEST
Name: _______________________ Grade & Section:_______________ Score:________

General Direction:
Solve the following problems by showing a detailed solution for each item.
Illustrate, write the given, represent the unknown, give equations or formula, and write
the correct answers.
84
1. A rectangular field is 80 meters long and 60 meters wide. How many meters
of cyclone wire is needed to fence the whole field?
2. A carpenter wants to construct a diagonal brace for a gate that is 6 meters by 8
meters for a factory. Find the length in meters of the two diagonal braces of
the gate.
3. How tall is the flagpole if a 3-meter vertical stick casts a 4-meter shadow at
the same time that the flagpole casts a 9-meter shadow?
4. The perimeter of quadrilateral ABCD is 46 inches. AB = x + 8, BC = 2x + 1,
CD = 3x - 6, and DA = 4x - 7. Find the length of the shortest side of the
quadrilateral.
5. ISAT is a trapezoid with median WC and with IS and AT as bases. If IS=18
and AT=22, find the length of WC.
6. If the measure of one of the base angles of an isosceles trapezoid is 50, what is
the measure of the other angle?
7. The hypotenuse of an isosceles right triangular board is 20cm. Find the length
of the other sides.
8. A map of Iloilo has a scale of 1 km to 0.5 cm. What map distance corresponds
to an actual distance of 12 kilometers?
9. If the measure of one angle of an isosceles trapezoid is x0 and the angle
opposite it is x + 200. What is the measure of each angle?
10. Given ∆LOV~ ∆ING. If the length of the segments LO = 12, OV = 16, and
LV = 20, What is the perimeter of ∆ING, if NI = 3?
APPENDIX C
Rubrics in Problem Solving

(Researcher – Made Test)

Rubrics in Problem Solving
No. of
Description of responses
Points
The student: 5
85
 Properly illustrated with appropriate mathematical concepts used

 Performs computation with complete process and final answer is
obtained and properly labelled
The student:
 Properly illustrated with appropriate mathematical concepts used
 Performs computation with incomplete process and final answer is 4
obtained and properly labelled
The student:
 Not properly illustrated with appropriate mathematical concepts used
 Performs computation with no process and final answer is obtained but 3
not properly labelled
The student:
 Not properly illustrated without appropriate mathematical concepts used
2
 Performs less computation with no process and final answer is incorrect
The student:
 Not properly illustrated without appropriate mathematical concepts used 1
 Did not perform computations and has no answer
APPENDIX D
Match Paired Grade from First Grading
Participants With V – A – K Model Without V – A – K Model

1 92 92
2 89 89
3 88 88
4 88 88
5 88 88
6 88 88
7 84 84
8 84 84
86
9 84 84
10 83 83
11 80 80
12 80 80
13 79 79
14 78 78
15 76 76
16 75 75
17 75 75
18 92 90
19 85 87
20 85 86
21 85 86
22 84 85
23 84 85
24 80 82
25 78 79
26 78 76
27 76 75
28 76 75
APPENDIX E
Results of the Pretest and Posttest
Pretest Posttest
Participants With V-A-K Without V-A- With V-A-K Without V-A-
model K model model K model
1 13 10 47 35
2 14 10 36 46
3 13 10 25 39
4 10 10 35 42
5 10 10 33 28
6 10 10 24 32
87
7 10 10 27 33
8 13 10 26 16
9 10 10 26 13
10 10 10 24 15
11 10 10 17 13
12 10 10 19 12
13 10 10 19 12
14 10 10 22 11
15 12 10 15 17
16 10 14 18 11
17 10 10 14 11
18 14 12 40 22
19 14 14 18 31
20 14 10 16 16
21 10 10 25 14
22 10 14 19 29
23 10 10 19 26
24 10 10 18 19
25 10 10 11 16
26 10 10 25 21
27 10 10 23 15
28 10 10 12 12
APPENDIX F
Permit to Conduct Study

La Paz, Iloilo City
October 28, 2019
ROEL F. BERMEJO
Schools Division Superintendent
Luna Street, La Paz, Iloilo City
88
Sir:
Good day!
I am presently undertaking my thesis writing of Master of Arts in Mathematics
degree. My research is entitled “The Effect of V–A–K model to the Learners’ Problem
Solving Performance in Geometry”, in partial fulfilment of the requirements for the
degree of Master of Arts in Mathematics at Iloilo Science and Technology University, La
Paz, Iloilo City.
My study will employ the quasi – experimental non-equivalent groups design

where the learner participants will be divided into two groups: experimental and control
group. Both groups will be taught of the same topics in Mathematics 9 but of different
teaching strategies. The experimental group will be exposed to Visual – Auditory –
Kinesthetic (VAK) model which involves class presentation by the teacher, exposed them
in audio – visual presentations like charts and pictures, games, and manipulations of
materials related to the topic being presented. On the other hand, the control group will
be exposed to traditional way of teaching which includes lecture method, board work,
drill and worksheets. The result of the study will not affect their academic performance as
a whole since learner participants from both groups will be given formative assessments
at the end of every session to evaluate their learning outcomes and those who failed to
meet the learning competencies will be given remediation.
In this connection, I would like to ask permission from your good office to
conduct my study among Grade 9 learners of Tagsing – Buyo National High School,
Tagsing, Santa Barbara, Iloilo. Prior to their participation in the research, they will be
given a consent form to be signed by their parent or guardian.
Your approval to conduct this study will be greatly appreciated.
Thank you and God bless.

89
Very truly yours,
(SGD) MARIA NOEME A. SILVELA

Researcher
Recommending Approval:
(SGD) CATHERINE A. YAP, Ph.D.

Adviser
(SGD) DOMINGO E. SUMAYO

Principal I
Approved:
(SGD) ROEL F. BERMEJO

Schools Division Superintendent
Permit to Conduct the Study
October 28, 2019
DOMINGO E. SUMAYO
School Principal I
Tagsing – Buyo National High School
Sir:
90
Good day!
I am presently undertaking my thesis writing of Master of Arts in Mathematics
degree. My research is entitled “The Effect of V–A–K Model to the Learners’ Problem
Solving Performance in Geometry”, in partial fulfilment of the requirements for the
degree of Master of Arts in Mathematics at Iloilo Science and Technology University, La
Paz, Iloilo City.
My study will employ the quasi – experimental non-equivalent groups design

where the learner participants will be divided into two groups: experimental and control
group. Both groups will be taught of the same topics in Mathematics 9 but of different
teaching strategies. The experimental group will be exposed to Visual – Auditory –
Kinesthetic (VAK) model which involves class presentation by the teacher, exposed them
in audio – visual presentations like charts and pictures, games, and manipulations of
materials related to the topic being presented. On the other hand, the control group will
be exposed to traditional way of teaching which includes lecture method, board work,
drill and worksheets. The result of the study will not affect their academic performance as
a whole since learner participants from both groups will be given formative assessments
at the end of every session to evaluate their learning outcomes and those who failed to
meet the learning competencies will be given remediation.
In this connection, I would like to ask permission from your good office to
conduct my study among Grade 9 learners of Tagsing – Buyo National High School,
Tagsing, Santa Barbara, Iloilo. Prior to their participation in the research, they will be
given a consent form to be signed by their parent or guardian.
Your approval to conduct this study will be greatly appreciated.
Very truly yours,

91

Researcher
Recommending Approval:

Adviser
Approved:
(SGD) DOMINGO E. SUMAYO

Principal I
APPENDIX G
Letter to Parent
Parent’s Consent
October 29, 2019
Dear Mr and Mrs.______________________,
Good day!
I am Maria Noeme A. Silvela, teacher of your son/daughter
______________________ in Grade 9 Mathematics. I am currently conducting my study
entitled “The Effect of V–A–K Model to the Learners’ Problem Solving Performance in
Geometry” in partial fulfilment of the requirements for the degree of Master of Arts in
92
Mathematics. The participants of this study are the Grade 9-Saturn and Grade9-Jupiter of
Tagsing – Buyo National High School.
In this regard, I would like to inform and ask your consent about the participation
of your son/daughter in a group of Grade 9 learners being the participants of this study.
Rest assured that the learners will be taught accordingly with the topics assigned in the
third quarter.
Very truly yours,
(SGD)MARIA NOEME A. SILVELA

Teacher/Researcher
Noted:
(SGD)CATHERINE A. YAP, Ph.D.

Adviser
Approved: Received:
(SGD)DOMINGO E. SUMAYO _______________________________________
Principal I Signature over Printed Name of Parent/ Guardian
APPENDIX H
Letter to Validators of the Lesson Plan

La Paz, Iloilo City
October 28, 2019
Prof. Nestor L. Gicaraya

Faculty, College of Education
La Paz, Iloilo City
93
Sir:
Good day!
I am presently undertaking my thesis writing entitled “The Effect of V – A – K

Model to the Learners Problem Solving Performance in Geometry” in partial fulfilment
to the degree of Master of Arts in Mathematics at Iloilo Science and Technology
University, La Paz, Iloilo City.
In this connection, I would like to ask for your expertise to validate my lesson
plans and test questionnaire.
I would be grateful if you could give suggestions and recommendations for each
item of the questionnaire and the lesson plans.
Very truly yours,

Researcher
Noted:

Adviser
APPENDIX I
Letter to Validators of the Instrument

La Paz, Iloilo City
October 28, 2019
Dr. Saul Muyco

Faculty, College of Education
La Paz, Iloilo City
94
Sir:
Good day!
I am presently undertaking my thesis writing entitled “The Effect of V – A – K

Model to the Learners’ Problem Solving Performance in Geometry” in partial fulfilment
to the degree of Master of Arts in Mathematics at Iloilo Science and Technology
University, La Paz, Iloilo City.
In this connection, I would like to ask for your expertise to validate my test
questionnaire.
I would be grateful if you could give suggestions and recommendations for each
item.
Very truly yours,

Researcher
Noted:

Adviser
94
APPENDIX J
Lesson Plans
APPENDIX J
LESSON PLAN IN MATHEMATICS 9
VISUAL – AUDITORY – KINESTHETIC (V – A – K) MODEL NON (V – A – K) MODEL
A. Content Standards: The learner demonstrates understanding A. Content Standards: The learner demonstrates understanding
of key concepts of quadrilaterals (parallelograms, trapezoids, of key concepts of quadrilaterals (parallelograms, trapezoids,
kites) and triangle similarity. kites) and triangle similarity.
B. Performance Standards: The learner is able to investigate, B. Performance Standards: The learner is able to investigate,
analyze, and solve problems involving quadrilaterals analyze, and solve problems involving quadrilaterals
(parallelograms, trapezoids, kites) and triangle similarity (parallelograms, trapezoids, kites) and triangle similarity
through appropriate and accurate representation. through appropriate and accurate representation.
C. Learning Competencies: C. Learning Competencies:

The learner Identifies quadrilaterals that are parallelogram. The learner Identifies quadrilaterals that are parallelogram.
(M9GE- IIIa-1) (M9GE- IIIa-1)
I. OBJECTIVES: I. OBJECTIVES:
At the end of the session, the learners should be able to: At the end of the session, the learners should be able to:
. 1 Recall the different kinds of quadrilaterals. . 1. Recall the different kinds of quadrilaterals.
2. Identify quadrilaterals that are parallelogram. 2. Identify quadrilaterals that are parallelogram.
3. Appreciate the importance of quadrilaterals in real-life. 3. Appreciate the importance of quadrilaterals in real-life.
II. SUBJECT MATTER II. SUBJECT MATTER

Topic: Quadrilaterals: Parallelograms Topic: Quadrilaterals: Parallelograms
Materials: Activity sheets, laptop, monitor, Learners’ Materials: Activity sheets, laptop, monitor, Learners’
95
Module, different geometrical figures Module

References: Math 9 Learners’ Module 305 – 309 References: Math 9 Learners’ Module 305 – 309
https://www.google.com/search? https://www.google.com/search?q=room+picture+decor
q=room+picture+decor https://www.google.com/
https://www.google.com/ III. PROCEDURE:
III. PROCEDURE: A. Preliminary
A. Preliminary Showing pictures on the TV screen and letting each
Showing pictures on the TV screen and let each learner learner study the features of each picture.
study the features of each picture.
Questions:
1. What have you
observed on the
pictures shown in the
TV screen?
2. Which part of the pictures represent
Questions: polygon?
1. What have you observed on the pictures shown in the TV 3. What kind of polygon did you see in the picture?
screen? B. Lesson proper:
2. Which part of the pictures represent polygon? The teacher presents the lesson for the day which is about
3. What kind of polygon did you see in the picture? Quadrilaterals with sub topic about parallelogram. Then, she
presents the learning objectives.
B. Lesson proper: (20 minutes)
96
The teacher presents the lesson for the day which is about 1. Teaching/Modeling
Quadrilaterals with sub topic about parallelogram. Then, she
presents the learning objectives. Activity 1: Refresh your mind:
Complete the table by recalling the definition of each
1. Teaching/Modelling quadrilateral. Write it on the activity sheet.
Activity 1: Refresh your mind

Figure Definition
Let the student pick, hold and describe the figure. After
every recall of the definition of each object, let the
student record their answer in an activity sheet. Trapezoid
Figure Definition
Trapezoid Parallelogram
Parallelogram
Rectangle
Rectangle
Rhombus
Rhombus
97
Square Square
Kite Kite
Activity 2: We are Family Activity 2: We are Family

Study the schematic diagram of quadrilateral, let the students make a tree Study the schematic diagram of quadrilateral, ask the students the
diagram of quadrilaterals. (boys vs girls) following:
2. Analysis
a. How are quadrilaterals related to each other? 2. Analysis
b. Which quadrilaterals are parallelograms? c. How are quadrilaterals related to each other?
d. Which quadrilaterals are parallelograms?
3. Guided Practice Study the figure below and name as many
parallelograms as you can. If the parallelogram is special, tell 3. Guided Practice Study the figure below and name as many
98
whether if it is a rectangle, rhombus or square. parallelograms as you can. If the parallelogram is special, tell
whether if it is a rectangle, rhombus or square.
A B C D
A B C D
E F G H I J
E F G H I J
K L M N
K L M N
Examples: Rhombus BCHF
Parallelogram GIML Examples: Rhombus BCHF
Parallelogram GIML
4. Playing the jingle on parallelogram
During this time, play the “Parallelogram Song” Analysis
https://youtu.be/EcuzXwtamJc saved on You Tube watch later.
let the learners identify the following:
5. Individual Activity: “Pick Me Up”
Let the student pick a figure. Let him/her identify the 1. Square
figure he/she has chosen if it is a parallelogram or a mere 2. Rectangle
quadrilateral. 3. Rhombus
Analysis: 4. Trapezoid
1. How are quadrilaterals related to each other? 5. kite
2. Which quadrilaterals are parallelograms? 6. Parallelogram
7. What are these figures?
Abstraction
1. Quadrilateral is a closed figure with four sides.
2. Parallelogram is a quadrilateral with two pairs of opposite Abstraction
99
sides parallel. 1. Quadrilateral is a closed figure with four sides.

3. Rectangle is a parallelogram with all angles are right. 2. Parallelogram is a quadrilateral with two pairs of opposite
4. Rhombus is a parallelogram with all sides are congruent. sides parallel.
5. Square is a rhombus with all sides congruent and a 3. Rectangle is a parallelogram with all angles are right.
rectangle with all angles are right. 4. Rhombus is a parallelogram with all sides are congruent.
6. Trapezoid is quadrilateral with 1 pair of sides are parallel 5. Square is a rhombus with all sides congruent and a
and consider as the bases. rectangle with all angles are right.
6. Trapezoid is quadrilateral with 1 pair of sides are parallel
Application: and consider as the bases.
Name all the objects that represent parallelogram in this room.
Application
Name all the objects that represent parallelogram in this room.
IV. EVALUATION (15 minutes)
Using the schematic diagram of quadrilaterals, classify IV. EVALUATION

each statement as true or false.
1. Every rectangle is a quadrilateral. Using the definition of quadrilaterals, classify each
2. Every rectangle is a parallelogram. statement as true or false.
100
3. Every square is a rectangle. 1. Every rectangle is a quadrilateral.

4. Every parallelogram is a square. 2. Every rectangle is a parallelogram.
5. A square is both a rectangle and a rhombus. 3. Every square is a rectangle.
4. Every parallelogram is a square.
V. Assignment: 5. A square is both a rectangle and a rhombus.
1. Follow-up Name 5 things inside your house that represent V. Assignment

parallelogram.
2. Study The conditions that guarantee a quadrilateral a 1. Follow-up Name 5 things inside your house that represent
parallelogram (Properties of a parallelogram). parallelogram.
2. Study The conditions that guarantee a quadrilateral a
parallelogram (Properties of a parallelogram).

101

The learner uses properties to find measures of angles, sides and The learner uses properties to find measures of angles, sides and
other quantities involving parallelograms. (M9GE- IIIb-1) other quantities involving parallelograms. (M9GE- IIIb-1)
1. Determine the conditions that make a quadrilateral a 1. Determine the conditions that make a quadrilateral a
parallelogram. parallelogram.
2. Identify and state if the quadrilateral is a parallelogram using 2. Identify and state if the quadrilateral is a parallelogram using
the given condition. the given condition.
3. Show camaraderie in doing the activity 3. Show camaraderie in doing the activity
II. SUBJECT MATTER: II. SUBJECT MATTER:

Topic: Parallelogram Sub-topic: Quadrilaterals that are Topic: Parallelogram Sub-topic: Quadrilaterals that are
Parallelogram Parallelogram
Materials: Activity sheets, laptop and monitor, letter Materials: Activity sheets, laptop and monitor
markings, different geometrical figures
References: Grade 9 Teacher’s Guide pp. 210-212 References: Grade 9 Teacher’s Guide pp. 210-212
Grade 9 Learner’s Material pp. 309-313 Grade 9 Learner’s Material pp. 309-313
III. PROCEDURE III. PROCEDURE
102
A. Preliminary (5minutes) A. Preliminary (5minutes)

Using the table being flash in the monitor, the teacher will In the table that follows, the teacher will instruct the
instruct the learners to write T in the second column if their learners to write T in the second column if their guess on the
guess on the statement is true; otherwise, write F. They are statement is true; otherwise, write F. They are going to
going to revisit the same table later on and respond to their revisit the same table later on and respond to their guesses
guesses by writing R if they were right or W if wrong under by writing R if they were right or W if wrong under the third
the third column. Let the learners record their answers. column. Let the learners record their answers.
STATEMENT My guess IIwas B. B.Lesson Proper

was
is (T or F) (R Lesson 1. Teaching/Modeling
(RororW)
W)
1. A quadrilateral is a parallelogram Proper Show the figures on the screen stating the conditions in every
if both pairs of opposite sides are figure.
parallel.
Illustrative Example #1:
2. A quadrilateral is a parallelogram In quadrilateral PQRS,
if both pairs of opposite sides are ≅ .
PQ ǁ SR and PS ǁ QR
3. A quadrilateral is a parallelogram PQ≅ SR and PS ≅ QR
if both pairs of opposite angles are ≅.
4. A quadrilateral is a parallelogram
if any two consecutive angles are ∴ PQRS isa parallelogram .
complementary.
5. A quadrilateral is a parallelogram
if exactly one pair of adjacent sides
is perpendicular.
6. A quadrilateral is a parallelogram In quadrilateral LMNO,
if one pair of opposite sides are both ∠ L≅∠ N
congruent and parallel.
(40minutes)
1. Teaching/Modeling
Show the figures on the screen stating the conditions in every
103
figure. ∠O ≅∠ M
∴ LMNO is a parallelogram
In quadrilateral PQRS,
PQ ∥ SR and PS ∥QR
PQ≅ SR and PS ≅ QR
In a parallelogram ABCD,
∴ PQRS isa parallelogram .
AE ≅ CE
DE ≅ ∠B
Therefore, ABCD is a parallelogram.
In quadrilateral LMNO,
∠ L≅∠ N
∠O ≅∠ M
m∠ R+ m∠ Q=180 °
∴ LMNO is a parallelogram
m∠Q+ m∠ P=180 °
m∠ P+ m∠ S=180 °
m∠ R+ m∠ S=180°
∵ ABCD is a parallelogram .

104
AE ≅ CE
In a parallelogram ABCD, ∆ DCA ≅ ∆ BAC
DE ≅ ∠B
∴ ABCD is a parallelogram .
∴ ABCD is a parallelogram .
m∠ R+ m∠Q=180 °
2. Analysis
What are the conditions that guarantee that a quadrilateral is
m∠ Q+ m∠ P=180 ° a parallelogram?
m∠ P+ m∠S=180 °
m∠ R+ m∠ S=180° 3. Guided Practice
∵ ABCD is a parallelogram . Given: Parallelogram MATH
1. MA ≅ ____________ M A
Illustrative Example #5: S
2. △ MAH ≅ ¿
3. MS ≅____________
4. △ THM ≅____________
∆ DCA ≅ ∆ BAC 5. ∠ ATH ≅ ____________ H T
4. Group Practice:
∴ ABCD is a parallelogram . Group the class by 4. Complete the table by illustrating the
parallelogram being described. Put markings on the figure to
represent the property.
Properties of Parallelogram
Opposite Opposite Opposite Consecutive Diagonals
2. Analysis
sides are sides are angles are angles are bisect each
What are the conditions that guarantee that a quadrilateral is a
parallel congruen congruent supplementar other
parallelogram? Go back to the preliminary exercise.
105
t y
3. Class Activity:
Guided Human Parallelogram (outside the classroom)
The teacher will select 21 learners to form a parallelogram
MATH. The fifth learner will carry the M, tenth learner will
carry the T and the twentieth learner will carry the H. One
5. Generalization: Go back to the preliminary exercise.
learner will carry the S at the center of the parallelogram with 1
Conditions that guarantee a quadrilateral a parallelogram:
learner on his/her left and 1 at his right side. The figure should
1. Opposite sides of a parallelogram are congruent
look like this. The measure of the opposite segments/sides will
2. Opposite angles of a parallelogram are congruent
be determined by the number of learners standing on it. Teacher
3. Consecutive angles of a parallelogram are supplementary
will emphasize that congruent sides mean equal in measure.
4. The diagonals of a parallelogram bisect each other
The remaining students who did not
5. Either diagonal of a parallelogram forms two congruent
triangles
perform the activity will be group by 4 and each group will IV. EVALUATION
identify and describe the following conditions.
A. Identify the following:
1. MA ≅ ____________ M A
S a. Quadrilateral BRAD
2. △ MAH ≅ ¿
b. BD and RA B R
3. MS ≅____________
c. ∠ B∧∠R
4. △ THM ≅____________
5. ∠ ATH ≅ ____________ H T
d. ∠ D∧∠ R
e. DR and BA
D A E
Opposite Opposite Opposite Consecutive Diagonals
sides are sides are angles are angles are bisect each C. Complete the statement:
parallel congruen congruent supplement other 1. BT ≅ ______
t ary 2. ∠ B ≅ ______
3. _______ ≅ DA
106
4. m ∠ B+ m∠ R=¿ ______
5. DT ≅ ______
4. Application:
Alex uses parallelogram DEFG in completing the table.
(Draw and label the figure on the board.
Reason
1. EF ≅ _________
2. ∠ E ≅ _________
3. FG ≅ _________
4. ∆≝≅ _______
5. m∠ D+ m∠ G=¿ _____
_
5. Generalization: Go back to the preliminary exercise.

Conditions that guarantee a quadrilateral a parallelogram:
1. Opposite sides of a parallelogram are congruent
2. Opposite angles of a parallelogram are congruent
3. Consecutive angles of a parallelogram are
supplementary
4. The diagonals of a parallelogram bisect each other
5. Either diagonal of a parallelogram forms two
congruent triangles
IV. EVALUATION
A. Identify the following:

a. Quadrilateral BRAD
107
b. BD and RA
c. ∠ B∧∠R
d. ∠ D∧∠ R
e. DR and BA
B R
B. Complete the statement:
1. BT ≅ ______
2. ∠ B ≅ ______
3. _______ ≅ DA
4. m∠ B+m ∠ R=¿ ______
5. DT ≅ ______ D A E


Use properties to find measures of angles, sides and other quantities Use properties to find measures of angles, sides and other
involving parallelogram (M9GE- IIIb-1) quantities involving parallelogram (M9GE- IIIb-1)
108
1. Describe the angles, sides and other quantities 1. Describe the angles, sides and other quantities
involving parallelogram. involving parallelogram.
2. Find the measure of angles, sides and other 2. Find the measure of angles, sides and other
quantities involving parallelogram. quantities involving parallelogram.
3. Show patience in finding the measure of angles 3. Show patience in finding the measure of angles
and sides of a parallelogram. and sides of a parallelogram

Topic: Properties of a Parallelogram Topic: Properties of a Parallelogram
Materials: Activity Sheets, quadrilaterals, ruler, protractor, Materials: Activity Sheets, laptop and TV monitor
laptop and TV monitor, different geometrical figures References: Grade 9 Teaching Guide pp. 209-2012
References: Grade 9 Teaching Guide pp. 209-2012 Grade 9 Learning Materials pp. 309 – 324
Grade 9 Learning Materials pp. 309 – 324 III – PROCEDURE
III – PROCEDURE A. Preliminary: (by pair)
A. Preliminary: (by pair) Let the students view on screen each figure given. Write C for
Let the students hold each figure given. Write C for Congruent, Congruent, S for Supplementary, P for Parallel , B for Bisect
S for Supplementary, P for Parallel , B for Bisect each other to each other to describe the angles , sides and diagonals of a
describe the angles , sides and diagonals of a parallelogram A parallelogram A
109
A.1.Opposite Angles:__ B. 1.Opposite Angles:__ A.1.Opposite Angles:__

2.Consecutive Angles: __ 2.Consecutive Angles: __ B. 1.Opposite Angles:__
2.Consecutive Angles: __ 2.Consecutive Angles: __
3.Opposite Sides:___ & ___ 3.Opposite Sides:___ & ___ 3.Opposite Sides:___ & ___
4.Diagonals are ___ 4.Diagonals are ___ 3.Opposite Sides:___ & ___
4.Diagonals are ___ 4.Diagonals are ___
5.Sum of consecutive 5.Sum of consecutive 5.Sum of consecutive
angles:___ angles:___ 5.Sum of consecutive
angles:___ angles:___
C. 1. D. 1.Opposite Angles:__ C. E. 1.Opposite Angles:__

Opposite Angles:__ 1.Opposite Angles:__
2.Consecutive Angles: __ 2.Consecutive Angles: __
2. Consecutive Angles: __ 2.Consecutive Angles: __
3.Opposite Sides:___ & ___ 3.Opposite Sides:___ & ___
3. Opposite Sides:___ & ___ 3.Opposite Sides:___ & ___
5.Sum of consecutive 5.Sum of consecutive
5.Sum of consecutive 5.Sum of consecutive
6. Consecutive angles:__ 6. Consecutive angles:__
6. Consecutive angles:__ 6. Consecutive angles:__
B. Lesson Proper B. Lesson Proper
1. Teaching/Modeling 1. Teaching/Modeling
Illustrative Example 1: Illustrative Example 1:
Follow the PROCEDURE below to find the measure of Follow the PROCEDURE below to find the measure of
angles, sides and other quantities involving parallelogram. angles, sides and other quantities involving parallelogram.
110
a. WXYZ is a parallelogram. Using

a. Using a protractor, draw ∠ M what you know about
that measures 60° in a graphing parallelograms,
paper. Extend the rays of M , and XW ∥ YZ , mXW =mYZ
draw parallelogram MNOP on XY ∥ WZ ,mXY =mWZ
the grid paper, remember opposite What is mXY ¿ and mYZ___?
angles are congruent m ∠N=120, m∠WXY =113 ° . Use what you know about angles of a
m ∠M=60, m∠ O =______ and m ∠P =_________ parallelogram to find the measure of the other angles.
m∠ XYZ=¿ m∠ YZW =¿ , m∠ZWX =¿ ¿
b. In the same graphing paper, b. Juan measured some segments in Problem a. He found
draw a parallelogram WXYZ that WY = 8cm and MZ = 3cm. Give the lengths of the
such that XW ∥ YZ and XY ∥WZ. following segments: WM = _____cm, MY = _____cm,
XW = 3cm and WZ = 6cm. XM = _____cm, XZ = _____cm
Using what you know about
parallelograms, c. Diagonals MK and JL bisect each other.
What is mXY ¿ and mYZ___? 1. The midpoint of JL is P.
2. Another line MK passing through P so that MP ≅ KP.
c. Draw another parallelogram WXYZ such that WY = 8cm 3. What quadrilateral did you form using MJKL
and MZ = 3cm. Give the lengths of the following
segments: WM = _____cm, MY = ____cm, XM =
____cm, XZ = ____cm
Make another parallelogram WXYZ such that the M L

m∠WXY =113° . Use what you know about angles of a P
parallelogram to find the measure of the other angles. What is
the measure of the following:
m∠ XYZ=¿ m∠ YZW =¿ , m∠ZWX =¿ ¿ J K
2. Analysis
a. What property of a parallelogram is involve letter a, b.c and
111
d. Diagonals MK and JL bisect each other. d

b) The midpoint of JL is P. b. How do you find the measure of each angle in the
c) Another line MK passing through P so that MP ≅ KP. parallelogram?
d) What quadrilateral did you form using MJKL
e) If MP = 4, what is PK? 3. Guided Practice
Find the measure of angles and sides in each parallelogram.
M L
P Example 9 1.
112 50°
J K
2. Analysis Note: AB = 7,
a. What property of a parallelogram is involve letter a, b.c and d AB ≅ DC ,∴ DC=7
b. How do you find the measure of each angle in the AD = 9, AD ≅ BC , ∴ BC =9 m∠ BCD ¿
parallelogram? m∠C=112 ,m ∠ C=m∠ A , ∴∠m∠ ABC ¿
A=112
Consecutive angles are m∠ ADC ¿
supplementary
3. Guided Practice
Find the measure of angles and sides in each parallelogram.
Example 9 1.
50°
112
3.
2. H O
x° y°
Note: AB = 7, 7
m∠ BCD ¿ 75° z° 105°
AB ≅ DC ,∴ DC=7
AD = 9, AD ≅ BC , ∴ BC =9
m∠ ABC ¿ E M
m∠C=112 ,m ∠ C=m∠ A , ∴∠ m∠ ADC ¿
A=112 HE = ______; OM = ______
Consecutive angles are supplementary m∠ x =¿ ❑, m∠ y ¿ m∠ z ¿
m∠ H ¿ m∠ O¿
3.
2. H O
112
x° y°
7
75° z° 105°
E M 4. 5.
m∠ x =¿ ❑, m∠ y ¿ m∠ z ¿ HE = ______; OM = ______ a x y
m∠ H ¿ m∠ O¿
4. 5. c b z 100°
x = _______
a x y 60° y = _______
z = _______
c b z 100° m∠ a=¿ ¿
m∠ b=¿ ¿
x = _______ m∠ c=¿ ¿
60° y = _______
z = _______
m∠ a=¿ ¿
m∠ b=¿ ¿ Questions:
m∠ c=¿ ¿ 1. Measure ∠ BCDand ∠ ABC, What did you find?
2. What can you say about the consecutive angles in each
Questions: figure? 3. When you draw diagonals in each figure. What did
The teacher will give the quadrilateral ABCD in figure #1. Let you find?
the students measure the figure using either ruler. 4. Does quadrilateral HOME appear to be a parallelogram?
1. Measure ∠ BCDand ∠ ABC, What did you find? Why? 5. What specific parallelogram does it represent?
2. What can you say about the consecutive angles in each
figure? 3. When you draw diagonals in each figure. What did 4. Generalization
you find?
 The opposite sides of a parallelogram are congruent and
4. Does quadrilateral HOME appear to be a parallelogram?
parallel
Why? 5. What specific parallelogram does it represent?
 The opposite angles of a parallelogram are congruent.
 Consecutive angles of a square/ rectangle are congruent
4. Generalization
113
and supplementary
 The opposite sides of a parallelogram are congruent and  Diagonals bisect each other.
parallel
 The opposite angles of a parallelogram are congruent.
 Consecutive angles of a square/ rectangle are congruent
and supplementary 5. Application
 Diagonals bisect each other. Do the PROCEDUREs below and answer the questions that
follow. Materials Needed: bond paper, protractor, ruler,
5. Application pencil, and compass
Do the PROCEDUREs below and answer the questions that PROCEDURE:
follow. Materials Needed: bond paper, protractor, ruler, 2. Mark two points O and P that are 10 cm apart.
pencil, and compass 3. Draw parallel segments from O and P which are 6 cm
PROCEDURE: each, on the same side of OP and are perpendicular to
1. Mark two points O and P that are 10 cm apart. OP.
2. Draw parallel segments from O and P which are 6 cm 4. Name the endpoints from O and P as H and E,
each, on the same side of OP and are perpendicular to respectively, and draw HE.
OP. 5. Draw the diagonals of the figure formed.
3. Name the endpoints from O and P as H and E,
respectively, and draw HE. Questions:
4. Draw the diagonals of the figure formed. 1. Measure OHE and PEH. What did you find?
Questions: 2. What can you say about the four angles of the figure?
1. Measure OHE and PEH. What did you find? 3. Measure the diagonals. What did you find?
2. What can you say about the four angles of the figure? 4. Does quadrilateral HOPE appear to be a parallelogram?
3. Measure the diagonals. What did you find? Why?
4. Does quadrilateral HOPE appear to be a parallelogram? 5. What specific parallelogram does it represent?
Why?
5. What specific parallelogram does it represent? IV. EVALUATION
IV. EVALUATION
Choose the letter of the best answer Choose the letter of the best answer
1.What is the measure of ∠ 2 in rhombus HOME? 1.What is the measure of ∠ 2 in rhombus HOME?
a. 75°
114
b. 90° a. 75°
c. 105° b. 90°
d. 180° c. 105°
d. 180°
2.. Two consecutive angles of a parallelogram have measures 2.. Two consecutive angles of a parallelogram have
(x + 30)° and [2(x – 30)]°. What is the measure of the smaller measures (x + 30)° and [2(x – 30)]°. What is the measure
angle? of the smaller angle?
a. 30° b. 80° c. 100° d 140° a. 30° b. 80° c. 100° d 140°
3. In rhombus RHOM, what is the measure of ROH?

a. 35° 3. In rhombus RHOM, what is the measure of ROH?
b. 45° a. 35°
c. 55° b. 45°
d. 90° c. 55°
d. 90°
4. In rectangle KAYE, YO = 18 cm. Find the length of

diagonal AE.
a. 6 cm 4. In rectangle KAYE, YO = 18 cm. Find the length of
b. 9 cm diagonal AE.
c. 18 cm a. 6 cm
d. 36 cm b. 9 cm
c. 18 cm
d. 36 cm
115

Proves theorems on the different kinds of parallelogram Proves theorems on the different kinds of parallelogram
(rectangle, rhombus, square) (rectangle, rhombus, square)
1. Prove theorem on special parallelogram. 1. Prove theorem on special parallelogram.
2. Apply theorem on special parallelogram. 2. Apply theorem on special parallelogram.
3. Value accumulated knowledge as means of new 3. Value accumulated knowledge as means of new
understanding. understanding.
Topic: Quadrilaterals Topic: Quadrilaterals

Sub-Topic: Special Parallelogram Sub-Topic: Special Parallelogram
116
Materials: Activity Sheets, Laptop and monitor, Materials: Activity Sheets, Laptop and monitor
illustration board, scissors, meter stick, protractor
References: Learner’s Material for Mathematics 9 pp. 317-326 References: Learner’s Material for Mathematics 9 pp. 317-326
Teachers Guide for Mathematics 9 pp. 317-326 Teachers Guide for Mathematics 9 pp. 317-326
III. PROCEDURE
A. Preliminaries III. PROCEDURE
1. Pre - Assessment A. Preliminaries
Direction: Study the photo below 1. Pre - Assessment
Question:
How can you tell whether a given figure is a parallelogram,
a rectangle, a rhombus or a square?
2. Motivation
Are you familiar with one of the subdivisions here in
second district? You can see this when you pass Aganan,
Pavia. This is Providence Residences located at Balabag,
Pavia, Iloilo
Question:
How can you tell whether a given figure is a parallelogram,
a rectangle, a rhombus or a square?
2. Motivation
Are you familiar with one of the subdivisions here in
second district? You can see this when you pass Aganan,
Pavia. This is Providence Residences located at Balabag,
Pavia, Iloilo https://www.google.com/
Motive question:
How did the contractors and carpenters apply the conditions
117
for rectangles to make sure that the frame of a house has

correct shape?
B. Lesson Proper
Theorem Example
A B
a. Parallelogram: If one angle of a
parallelogram is a right angle, then the
https://www.google.com/ parallelogram is a rectangle.
D C
Motive question: A B
How did the contractors and carpenters apply the conditions b. Parallelogram with diagonals are
for rectangles to make sure that the frame of a house has congruent is a rectangle.
D C
correct shape?
D E
B. Lesson Proper c. Parallelogram with one pair of
1. Teaching/Modeling consecutive sides are congruent is a
2. Play the video “Math Antics – Quadrilaterals” rhombus.
G F
Theorem Example E
A B
a. Parallelogram: If one angle of a
parallelogram is a right angle, then the d. Parallelogram with diagonals are F G
parallelogram is a rectangle. perpendicular is a rhombus.
D C
A B H
b. Parallelogram with diagonals are
congruent is a rectangle.
D C
118
D E e. Parallelogram with diagonals

bisecting opposite angles is a rhombus.
c. Parallelogram with one pair of
consecutive sides are congruent is a
rhombus.
G F
d. Parallelogram with diagonals are f. Parallelogram with diagonals is

F G
perpendicular is a rhombus. perpendicular and has four right angles
and four congruent sides is a square.
H
e. Parallelogram with diagonals
bisecting opposite angles is a rhombus.
2. Analysis
Rectangle, rhombus and square are special parallelograms

because of the distinct characteristics of their diagonals. How
the diagonals of these parallelograms differ from one another?
f. Parallelogram with diagonals is A. Guided Practice

perpendicular and has four right angles
and four congruent sides is a square.
Work in Pairs. Fill in the blanks of the correct answer.
a. A contractor build a frame for office so that XY
≌ WZ and XW ≌YZ . Using a tape measure, the
contractor found that XZ = WY. Why must the
frame be a rectangle?
Fill in the blanks of the correct answer.

Reason: Both pairs of opposite sides of WXYZ are
119
3. Analysis ̅
____, so WXYZ is a parallelogram, since ̅XZ= WY ,̅ ̅
the _____ of the frame WXYZ are _____, Therefore
Rectangle, rhombus and square are special parallelograms the frame is a rectangle by theorem b.
because of the distinct characteristics of their diagonals. How
the diagonals of these parallelograms differ from one another?
A. Guided Practice b. Given R A

PARK is parallelogram 3 4
a. Work in 2 groups (boys and girls) RP bisects ∠KRA and ∠KPA
Build a frame for your room using illustration board so Prove: JKLM is a rhombus 1 2
that XY ≌ WZ and XW ≌YZ . The teacher will measure
your frame and she found that K P
Boys: ∠XYZ ≅ ∠WY. The teacher conclude that your
Statement Reason
frame is a rectangle. Why must the frame be a rectangle?
Girls: XZ and WY forms a 90° angle, and WX ≅XY
1. ___________________ 1. Given
≅ YZ ≅ ZW . The teacher conclude that your frame is a
2. ∠ 1 ≅ ∠2 ,∠3 ≅ ∠ 4 2. _________________
square. Why must the frame be a square?
3. RP ≅ RP 3. _________________
4. ∠¿ ≅ ∠¿ 4. ASA Congruence Postulate
Fill in the blanks of the correct answer.
5. KR ≅ AP 5. _________________
Reason:
6. with one pair of
Boys: Both pairs of opposite sides of WXYZ are ____,
consecutive sides are ≌ 6._________________
so WXYZ is a parallelogram, since XZ= WY, the
_____ of the frame WXYZ are _____, Therefore the B. Independent Practice
frame is a rectangle by theorem b.
Reason: Answer the following using the figure at the right.
1. If QUAD is a rectangle,
a) UE =21, ED =_____
Q U
b) QU =13.5, DA =________
120
Girls: Both pairs of opposite sides of WXYZ are ____, c) m QUA = ___________ E
XZ and WY are ________ of WXYZ that are ______, d) m ∠DQA=38°,m ∠UQA=_______
so WXYZ is a parallelogram since all sides are e) m ∠QAU=25°, m ∠AEU=_______
______ . Therefore the frame is a square by theorem D A
f.
2.If QUAD is a square
a. QA =17.5 DU =_____ Q U
b. Given R b. DA =37, QU =______
A c. m ∠QUA=__________ E
PARK is parallelogram 3 4 d. m ∠QED=__________
RP bisects ∠KRA and ∠KPA e. m ∠UDA=__________
Prove: JKLM is a rhombus D A
1
C. Generalization
3. Application
Solvetothe
Things problem below.
Remember:
Gerryofis rhombus
1. Diagonals making area frame to provide shelter to his
perpendicular.
2. planted tomatoes; He stretched plastic
Each diagonal of a rhombus bisects a pair cover a wooden
of opposite angles.
3. frame.
Diagonals of awall
Each rectangle
of theare congruent.
frame is a rectangle, with diagonal
4. braces
Diagonals of afor
added square are perpendicular
support. If the braceand congruent.
connecting points A
2 and C has length of 73 inches, how long is the brace
K connecting points B and D? What is the length from the
P point of intersection to point A?
Statement Reason
1. ___________________ 1. Given
2. ∠ 1 ≅ ∠ 2 ,∠ 3 ≅ ∠ 4 2. _________________
3. RP ≅ RP 3. _________________
4. ∠¿ ≅ ∠¿ 4. ASA Congruence Postulate IV. EVALUATION
5. KR ≅ AP 5. _________________ ´ =6 y + 4 , HO=5 y +8 . Find y,
If RHOM is a rhombus, RH
121
6. with one pair of RH, HO, OM

consecutive sides are ≌ 6._________________ R 6y+4 H
B. Independent Practice
Answer the following using the figure at the right. 5y+8
1. If QUAD is a rectangle,
a) UE =21, ED =_____ Q U M O
b) QU =13.5, DA =________
c) m QUA = ___________ E V. ASSIGNMENT
d) m ∠DQA=38°,m ∠UQA=_______
e) m ∠QAU=25°, m ∠AEU=____ D A 1. Follow-up If ABCD is a square, AB´ =7x-3 and ̅̅ BC=4
´ x +9 ,
find the perimeter of ABCD.
2. If QUAD is a square Q U 2. Study: State the Midline Theorem .
a. QA =17.5 DU =_____
b. DA =37, QU =______
c. m ∠QUA=__________ E
d. m ∠QED=__________
e. m ∠UDA=__________ D A
C. Generalization
a. Application
Solvetothe
Things problem below.
Remember:
Gerryofis rhombus
1. Diagonals making are
a frame to provide shelter to his
perpendicular.
2. planted tomatoes;
Each diagonal He stretched
of a rhombus plastic
bisects a pair cover a wooden
of opposite angles.
3. frame.
Diagonals of a rectangle are congruent.
Each wall of the frame is a rectangle, with diagonal
4. braces
Diagonals of afor
added square are perpendicular
support, as shown. Ifand thecongruent.
brace connecting
points A and C has length of 73 inches, how long is the
brace connecting points B and D? What is the length from
the point of intersection to pt A?
122
IV. EVALUATION
If RHOM is a rhombus, RH
´ =6 y + 4 , HO=5 y +8 . Find y,
RH, HO, OM R 6y+4 H
5y+8
M O
V. ASSIGNMENT
1. Follow-up If ABCD is a square, AB´ =7x-3 and ̅ BC=4

´ x +9 ,
find the perimeter of ABCD.
2. Study: State the Midline Theorem .
123

A. Content Standards: The learner demonstrates understanding of key A. Content Standards: The learner demonstrates understanding of key
concepts of quadrilaterals (parallelograms, trapezoids, kites) and triangle concepts of quadrilaterals (parallelograms, trapezoids, kites) and triangle
similarity. similarity.

Proves the Midline Theorem Proves the Midline Theorem
1. Proves the Midline Theorem 1. Proves the Midline Theorem
2. Apply the Midline Theorem 2. Apply the Midline Theorem
3. Show camaraderie in doing the activity 3. Show camaraderie in doing the activity

124
Sub-Topic: Midline Theorem Sub-Topic: Midline Theorem
Materials: Activity Sheets, Laptop and monitor, bond paper Materials: Activity Sheets, Laptop and monitor
References: Learner’s Material for Mathematics 9 pp.306-308 References: Learner’s Material for Mathematics 9 pp. 306-308
Teachers Guide for Mathematics 9 Teachers Guide for Mathematics 9

B. Preliminaries A. Preliminaries
Motivation: Motivation:
Activity: Activity:
Draw a different kinds of triangles on the board (equilateral,
Form 5 groups and give the different kinds of triangles and equiangular, right, acute, and obtuse)
other materials needed. Follow the given PROCEDURE.
Materials: equilateral triangle, right triangle, obtuse triangle, and B. Lesson Proper
acute triangle that is not equiangular, pencil, ruler, protractor, 1. Teaching/Modeling
adhesive tape, pair of scissors
PROCEDURE:
Given: ∆ HNS , O is the
1. One or two members of each group shall perform the ´ , E is the
midpoint of HN
following in each triangle.
N
2. Choose a third side of a triangle. Using a ruler, measure and
midpoint of NS .
mark the midpoints of the other 2 sides then connect the
1
midpoints to form a segment.
• Does the segment drawn look parallel to the third side of 2 E
the 1
triangle you chose? Prove: OE ∥ HS , OE= HS O 3 T
2
3. Measure the segment drawn and the third side you chose. 4
• Compare the lengths of the segments drawn and the third H S
side
125
you chose. What did you observe?

4. Cut the triangle along the segment drawn. Statements Reasons
• What two figures are formed after cutting the triangle 1. ∆HNS, O is the midpoint of 1. Given
HN, E is the midpoint of NS
along the segment drawn? 2. ∆HNS, O is the midpoint of 2. In a ray, point at a given
5. Use an adhesive tape to reconnect the triangle with the other HN, E is the midpoint of NS distance from the endpoint of the
figure in such a way that their common vertex was a ray.
midpoint and that congruent segments formed by a midpoint 3. ´ ≅ És
EN 3. Definition of Midpoint
coincide. 4. ∠ 2 ≅ ∠3 4. VAT
• After reconnecting the cutouts, what new figure is formed? 5. ∆ONE ≅ ∆TSE ≅ ∆ONE ≅ 5. SAS Congruence Postulate
Why? ∆TSE
• Make a conjecture to justify the new figure formed after 6. ∠ 1 ≅ ∠4 6. CPCTC
doing the above activity. Explain your answer. 7. HN || ST 7. If AIAC, then the lines are
• What can you say about your findings in relation to those parallel.
8. OH ≅ ON 8. Definition of midpoint
of your classmates?
9. ON ≅ TS 9. CPCTC
• Do you think that the findings apply to all kinds of
10. OH ≅ ST 10. Transitive property
triangles? Why?
11. Quadrilateral HOTS is a 11. Definition of parallelogram
parallelogram.
12. OE || HS 12. OE´ is on the side of OT
´ of
B. Lesson Proper HOTS
13. OE + ET = OT 13. Segment Addition Postulate
14. OE + OE = 0T 14. Substitution (SN 2)
15. 2OE = OT 15. Addition
Given: ∆ HNS , O is the 16. HS ≅ OT 16. Parallelogram Property1
midpoint of HN
´ , E is the 17. 2OE = HS 17. Substitution
N 18. OE = 1/2 HS (The segment 18. Substitution (SN 14 & 15)
midpoint of NS . joining the midpoints of two
1 sides of a triangle is half as
long as the third side.)
2 E
1
Prove: OE ∥ HS , OE= HS O 3 T 2. Analysis
2
126
4 What is midline Theorem? How do we prove midline

H S Theorem?
Statements Reasons
1. ∆HNS, O is the midpoint of 1. Given 3. Guided Practice
HN, E is the midpoint of NS
2. ∆HNS, O is the midpoint of 2. In a ray, point at a given Consider ∆ABC, if M and N are midpoints of AD ´ and AC
HN, E is the midpoint of NS distance from the endpoint of the
ray.
respectively, then MN is a midline ( or a midsegment). Prove
´
´ ≅ És 3. Definition of Midpoint 1
3. EN that MN ∥ DC and MN = DC.
4. ∠2≅∠3 4. VAT 2
5. ∆ONE ≅ ∆TSE ≅ ∆ONE ≅ 5. SAS Congruence Postulate
A
∆TSE
6. ∠ 1 ≅ ∠4 6. CPCTC
7. HN || ST 7. If AIAC, then the lines are
parallel. M N O
8. OH ≅ ON 8. Definition of midpoint
9. ON ≅ TS 9. CPCTC
10. OH ≅ ST 10. Transitive property
11. Quadrilateral HOTS is a 11. Definition of parallelogram D C
parallelogram.
12. OE || HS 12. OE´ is on the side of OT
´ of
HOTS
13. OE + ET = OT 13. Segment Addition Postulate Statements Reasons
14. OE + OE = 0T 14. Substitution (SN 2) 1. Draw ⃗NO , such that 1. Construction
15. 2OE = OT 15. Addition MN ∥ DC
16. HS ≅ OT 16. Parallelogram Property1 2. 2. Given
17. 2OE = HS 17. Substitution 3. AM ≅ MD , AN ≅ NC 3
18. OE = 1/2 HS (The segment 18. Substitution (SN 14 & 15) 4. 4
joining the midpoints of two 5. ∆MAN ≅ ∆OCN 5
sides of a triangle is half as 6. 6. CPCTC
long as the third side.) 7. AD || CO 7. If AIAC, then the lines are
parallel.
2. Analysis 8. AM ≅ CO 8
127
What is midline Theorem? How do we prove midline 9. MD ≅ CO 9

Theorem? 10. MOCD is a parallelogram 10
11. MN || DC 11. Definition of parallelogram
12. MO ≅ DC 12
13. MO = DC 13
14. MN + NO = MO 14
15. MN + MN = MO 15
3. Guided Practice 16. 2MN = MO 16
17. 2MN =DC 17
Consider ∆ABC, if M and N are midpoints of AD ´ and AC 1 18
respectively, then MN
´ is a midline ( or a midsegment). Prove that 18. MN = DC (The segment
2
1 joining the midpoints of two
MN ∥ DC and MN = DC.
2 sides of a triangle is half as
long as the third side.)
A
4. Independent Practice
Activity: Go for It! I

M N O
n ∆MCG, A and I are the midpoints of MG and GC,
respectively. Consider each given information and answer
the questions that follow.
D C
M C
Statements Reasons 1. Given: AI = 10.5
1. Draw ⃗NO , such that 1. Construction
Questions:
MN ∥ DC •What is MC?
2. 2. Given
•How did you solve for MC? A I
3. AM ≅ MD , AN ≅ NC 3
4. 4 2. Given: CG = 32
5. ∆MAN ≅ ∆OCN 5 Questions:
6. 6. CPCTC • What is GI?
7. AD || CO 7. If AIAC, then the lines are • How did you solve for GI? G
parallel.
128
8. AM ≅ CO 8 3. Given: AG = 7 and CI = 8
9. MD ≅ CO 9 Questions:
10. MOCD is a parallelogram 10 • What is MG + GC?
11. MN || DC 11. Definition of parallelogram • How did you solve for the sum?
12. MO ≅ DC 12
13. MO = DC 13 4. Given: AI = 3x – 2 and MC = 9x – 13
14. MN + NO = MO 14
Questions:
15. MN + MN = MO 15
16. 2MN = MO 16
• What is the value of x?
17. 2MN =DC 17 • How did you solve for x?
1 18 • What is the sum of AI + MC? Why?
18. MN = DC (The segment
2
joining the midpoints of two
sides of a triangle is half as
long as the third side.) 5. Given: MG CG, AG – 2y – 1, IC = y + 5
Questions:
4. Independent Practice • What is the value of y?
• How did you solve for y?
Activity: Go for It! In ∆MCG, A and I are the midpoints of • How long are MG and CG? Why?
MG and GC, respectively. Consider each given information
and answer the questions that follow. 5. Generalization
M C
1. Given: AI = 10.5 Midline Theorem
Questions: The segment whose endpoints are the midpoints of two
•What is MC? sides of a triangle is parallel to the third side and has a length
•How did you solve for MC? A I equal to half the length of the third side.
2. Given: CG = 32 The next theorems can be proved by using the midline
Questions: theorem.
• What is GI?  If the consecutive midpoints of the sides of a y quadrilateral
• How did you solve for GI? G are joined together, then the quadrilateral formed is a
parallelogram.
3. Given: AG = 7 and CI = 8
129
Questions:
• What is MG + GC?  If three or more parallel lines cut off congruent segments on
• How did you solve for the sum? one transversal, then they cut off congruent segments on
every transversal.
4. Given: AI = 3x – 2 and MC = 9x – 13
Questions:
• What is the value of x?
• How did you solve for x?
• What is the sum of AI + MC? Why?
5. Given: MG CG, AG – 2y – 1, IC = y + 5 6. Application
Questions:
• What is the value of y? In the triangle PQR, X, Y and Z are the midpoints of
• How did you solve for y? PQ, QR and PR respectively. If PQ = 24, QR = 30 and PR
• How long are MG and CG? Why? = 18, find perimeter of triangle XYZ.
5. Generalization Q
Midline Theorem
The segment whose endpoints are the midpoints of two
sides of a triangle is parallel to the third side and has a length
equal to half the length of the third side.
The next theorems can be proved by using the midline theorem. X Y
 If the consecutive midpoints of the sides of a quadrilateral are
joined together, then the quadrilateral formed is a
parallelogram.
 If three or more parallel lines cut off congruent segments on

one transversal, then they cut off congruent segments on every P Z R
transversal.
130
6. Application
In the triangle PQR, X, Y and Z are the midpoints of
PQ, QR and PR respectively. If PQ = 24, QR = 30 and PR =
18, find perimeter of triangle XYZ.
V. EVALUATION
M and N are midpoints of AC and AD respectively.

X Y Complete each statement.
A
M N
P Z R
IV. EVALUATION C D
M and N are midpoints of AC and AD respectively. Complete each 1. If MN = 12 then DC = ________

statement. 2. If AD = 36, then AN = ________
A
3. If MC = 12.5 then AC = ______
4. If DC = 37 then MN = ________
5. If MN = x – 2 and DC = x +10, then DC = _
M N
131
C D
1. If MN = 12 then DC = ________
2. 2. If AD = 36, then AN = ________
3. If MC = 12.5 then AC = ______
4. If DC = 37 then MN = ________
5. If MN = x – 2 and DC = x +10, then DC =
A. Content Standards: The learner demonstrates understanding A. Content Standards: The learner demonstrates
of key concepts of quadrilaterals (parallelograms, trapezoids, understanding of key concepts of quadrilaterals
kites) and triangle similarity. (parallelograms, trapezoids, kites) and triangle similarity.
Proves theorems on trapezoids and kites. Proves theorems on trapezoids
1. Prove theorems on trapezoids. a. Prove theorems on trapezoids.
2. Apply theorems on trapezoids in solving problems. b. Apply theorems on trapezoids in solving problems.
132
3. Show camaraderie in doing activities. c. Show camaraderie in doing activities.

Topic: Quadrilaterals
Sub-Topic: Prove Theorems on Trapezoid Topic: Quadrilaterals
Materials: Activity Sheets, Laptop and monitor Sub-Topic: Trapezoid
References: Learner’s Material for Mathematics 9 pp.306-308 Materials: Activity Sheets, Laptop and monitor
Teachers Guide for Mathematics 9 pp.306-308 References: Learner’s Material for Mathematics 9 pp.306-308
III. PROCEDURE Teachers Guide for Mathematics 9 pp.306-308
III. PROCEDURE
A. Preliminaries
A. Preliminaries
1. Pre-Assessment 1. Pre-Assessment
Explain why the figure at right is NOT a parallelogram Explain why the figure at right is NOT a parallelogram
2. Motivation
2. Motivation
In what places here in Santa Barbara can you find big
In what places here in Santa Barbara can you find big basketball basketball courts? We have Sta Barbara Sports Complex, and
courts? We have Sta Barbara Sports Complex, and almost every almost every barangay has its own basketball court.
barangay has its own basketball court.
Motive Question: Motive Question:
1. What is the shape of the free-throw lane above?
1. What is the shape of the free-throw lane above? 2. Describe the angles inside the 4-sided figure.
2. Describe the angles inside the 4-sided figure. 3. Which sides of the figure appear to be parallel? Congruent?
3. Which sides of the figure appear to be parallel? Congruent?
B. Lesson Proper
3. Let the students view the basketball game showing the 1. Teaching/Modeling
free throw area of the court. Emphasize that the free
If ABCD Is an isosceles trapezoid, then
133
throw area is an example of an isosceles trapezoid. A B
B. L
e ss E G H F
o n
D C
´ ≌ DC
a. AB ´ , because legs of an isosceles trapezoid are ≌.
b. ∠ A≌ ∠ B , because base angles of an isosceles trapezoid is
≌.
Proper c. ∠D ≌ ∠C because base angles of an isosceles trapezoid are
≌.
a. Teaching/Modeling ´ ≌ BD
d. AC ´ , because diagonals of an isosceles trapezoid are ≌.
b. Let the students view about theorems on isosceles e. EF = ½ (AB+DC) because the median of a trapezoid is ½ the
sum of the bases.
trapezoid https://youtu.be/Sk0Oxg03A-0
Things to remember: In trapezoid ABCD above, if AB and DC are 15 cm and 23 cm,

If ABCD Is an isosceles trapezoid, then respectively, find the length of EF.
A B
EF = ½ (AB+DC)
EF = ½ (15 +23)
EF = 19 cm
E G H F
2. Analysis
How can be the base angles and diagonals be used to determine if the
trapezoid is isosceles? What is true about median of isosceles
D C trapezoid?
´ ≌ DC
a. AB ´ , because legs of an isosceles trapezoid are ≌.
b. ∠ A≌ ∠ B , because base angles of an isosceles trapezoid is ≌. 3. Guided Practice
c. ∠D ≌ ∠C because base angles of an isosceles trapezoid are ≌.
134
´ ≌ BD
d. AC ´ , because diagonals of an isosceles trapezoid are ≌. TRAP is an isosceles trapezoid T R
e. EF = ½ (AB+DC) because the median of a trapezoid is ½ the with median ED. Determine the
sum of the bases. relation exists between each of
In trapezoid ABCD above, if AB and DC are 15 cm and 23 cm, the following:
respectively, find the length of EF. 1. TR´ and ṔA ______ E D
´ ´
2. TP and RA _______ Z O
EF = ½ (AB+DC) 3. TA´ and RP ´ _______
EF = ½ (15 +23) 4. ED and ṔA _______
´
EF = 19 cm 5. ∠T and ∠R _______ P A
c. Analysis 1. Independent Practice
How can be the base angles and diagonals be used to determine if
the trapezoid is isosceles? What is true about median of isosceles
trapezoid? Given the parallelogram ABCD and the median XY. If XY =25
d. Guided Practice inches and CD = 24 inches,
Give each learner a trapezoid made of bond paper. Let them do the Find: HR
following: A B
1. Label the trapezoid as TRAP such that TR ∥ PA.
2. Fold and join the parallel sides and trace the folded
X Y
part with a pencil. Mark the endpoints with E
between TP and D between RA.
D C
TRAP is an isosceles trapezoid T R
̅
with median . Determine the
relation exists between each of
the following: 5. Generalization
1. TR´ and ṔA ______ E D
´ ´
2. TP and RA _______ Z O Things to remember
3. TA´ and RP ´ _______ 1. Base angles of an isosceles trapezoid are congruent.
4. ED and ṔA _______
´ 2. Diagonals of an isosceles trapezoid are
135
5. ∠T and ∠R _______ P A 3. The median of a trapezoid is parallel to the base and its length is half
e. Independent Practice the sum of the lengths of the bases.
4. The median of a trapezoid bisects each of the diagonals.
Many different kinds of ornamental/ medicinal plants are found

here in our school. Considering this pot of fresh flowers.
6. Application
LOVE is an isosceles trapezoid, find the indicated

measures.
Find: HR L O
5. Generalization
Y U
Things to remember
1. Base angles of an isosceles trapezoid are congruent.
2. Diagonals of an isosceles trapezoid are E V
3. The median of a trapezoid is parallel to the base and its length is
half the sum of the lengths of the bases. If LO = 2x -2 , YU = 15 and EV = 3x+2, find x, LO and EV.
4. The median of a trapezoid bisects each of the diagonals.
IV. EVALUATION
Use isosceles trapezoid TRAP to find the following

measure:
T 45cm R
136
6. Application
E D
LOVE is an isosceles trapezoid, find the indicated Z O
measures.
L O
P 67cm A
∠ PTR=111
Y U TA = 63 cm
TP = 18cm
Find:
E V a) EP
If LO = 2x -2 , YU = 15 and EV = 3x+2, find x, LO and EV. b) RP
IV. EVALUATION c) ED
Use isosceles trapezoid TRAP to find the following measure:
d) ∠ TPA
T 45cm R
e) ∠ RAP
E D
Z O
P 67cm A V. ASSIGNMENT
∠ PTR=111
TA = 63 cm
137
TP = 18cm 1. Follow-up
Find:
a) EP Compare an isosceles trapezoid to a trapezoid that is not isosceles.
What properties do the figures have in common? What property does
b) RP one have that the other does not?
c) ED
d) ∠ TPA
e) ∠ RAP
V. ASSIGNMENT
1. Follow-up
Compare an isosceles trapezoid to a trapezoid that is not isosceles. What

properties do the figures have in common? What property does one have
that the other does not?
138

VISUAL – AUDITORY – KINESTHETIC (V – A – K ) MODEL NON (V – A – K) MODEL
A. Content Standards: The learner demonstrates understanding of A. Content Standards: The learner demonstrates understanding of
key concepts of quadrilaterals (parallelograms, trapezoids, kites) key concepts of quadrilaterals (parallelograms, trapezoids, kites)
and triangle similarity. and triangle similarity.
Proves theorems on Trapezoids and kite. Proves theorems on trapezoids and kite.
1. Prove theorem on kites. 1. Prove theorem on kites.
2. Apply theorem on kites in solving problems. 2. Apply theorem on kites in solving problems.
3. Show camaraderie in doing activities. 3. Show camaraderie in doing activities.

Sub-Topic: Prove Theorems on Kite Sub-Topic: Kite
Materials: Activity Sheets, Laptop and monitor Materials: Activity Sheets, Laptop and monitor
139
References: Learner’s Material for Mathematics 9 pp.306-308 References: Learner’s Material for Mathematics 9 pp.306-308
Teachers Guide for Mathematics 9 Teachers Guide for Mathematics 9
A. Preliminaries A. Preliminaries
1. Pre-Assessment 1. Pre-Assessment
ANAGRAM ANAGRAM
STIBEC __________ STIBEC __________
TIKE __________ TIKE __________
ANALOGID __________ ANALOGID __________
SALENG __________ SALENG __________
ARPIS __________ Question:
Question: If you are asked to use these words what certain theorem can you
If you are asked to use these words what certain theorem can you form? form?

1. Teaching/Modeling 1. Teaching/Modeling
Theorem Example Theorem Example

If a quadrilateral is a kite, then KM ⊥ JL
its diagonals are perpendicular. If a quadrilateral is a kite, then KM ⊥ JL
its diagonals are perpendicular.
If a quadrilateral is a kite, then

exactly two pairs of congruent
adjacent sides are ≌. BA ≅ BC
If a quadrilateral is a kite, then
DA ≅ DC exactly two pairs of congruent
adjacent sides are ≌. BA ≅ BC
140
DA ≅ DC
Kite has exactly one pair of

Kite has exactly one pair of opposite angles is ≌ ∠ A ≅∠C
opposite angles is ≌ ∠ A ≅∠C
Kite has exactly one ∠ DCA ≅ ∠ DCB Kite has exactly one ∠ DCA ≅ ∠DCB
diagonal bisects a pair diagonal bisects a pair
of opposite angles ∠ CDA ≅ ∠CDB of opposite angles ∠ CDA ≅ ∠CDB
2. Analysis
What is true about the diagonals and adjacent sides of kite? 2. Analysis
3. Guided Practice : Human KITE What is true about the diagonals and adjacent sides of kite?
Make a human kite outside the classroom. This is to prove that
one pair of opposite angles of a kite is congruent. Ask volunteers to form
a figure presented on the TV screen. Refer to the figure below. One 3. Guided Practice :
student will hold letters J, K, L, and M as the vertex of the figure. Insert
7 students between J and L, 7 students between J and M. Insert 5
students between K and L and another 5 students between M and L. Given: JKLM is a kite with JK ≅ JM and KL ≅ ML .
Insert 10 students between J and L. Let the students do the following: Prove: ∠K ≌ ∠M
a. Count the number of persons from J to K. JK = _____ K
b. Count the number of persons from J to M. JM = ______
c. What can you say about the length of JK and JM?
J L
d. Count the number of persons between K and L. KL = _____
141
e. Count the number of persons between M and L. ML = ____

f. What can you say about the length of KL and ML? M
g. Count the number of persons from J to L. JL = ______ It is ________ that JK ≅ JM and KL ≅ ML . By the ________
h. Emphasize to students that the number of persons counted Property JL≌JL. This means that ΔJKL ≌ ΔJML by ________
will serve as the length of the side of a kite. By reflexive So K ≌ M by ________.
property, JL ≅ JL. K
4. Independent Practice
J L
´ and ÁI , complete the
Given: MARI is a kite with diagonals MR
following
M 1. MI≅ ________ A
2. ME ≅ ________
i. This means that ΔJKL ≌ ΔJML ´ ¿ ÁI
3. MR E
j. by __SSS Congruence, _ So K ≌ M by _CPCTC__.
4. ∆IER is a ________ M R
4. Independent Practice 5. m ∠MEA = ________
6. ∠AMI ≅ ________
´ and ÁI , complete the
Given: MARI is a kite with diagonals MR 7. ∠ MAI ≅ ________
following 8. ∠RIA ≅ ________
1. MI≅ ________ A
9. ḾA ≅ ________
2. ME ≅ ________
10. ∆AMI ≅ ________ I
3. MR´ ¿ ÁI E
4. ∆IER is a ________ M R
5. Generalization
5. m ∠MEA = ________
6. ∠AMI ≅ ________ Things to Remember
7. ∠ MAI ≅ ________ 1. The diagonals of a kite are ⊥.
8. ∠RIA ≅ ________ 2. Exactly one pair of opposite ∠s is ≌.
9. ḾA ≅ ________ 3. Exactly one diagonal of a kite bisects a pair of opposite ∠s.
10. ∆AMI ≅ ________ I
142
6. Application
5. Generalization
In KITE PQRS, m ∠PQR= 78° and m ∠TRS= 59°, Find
Things to Remember
a. m∠ QRT
1. The diagonals of a kite are ⊥.
b. m ∠QPS
2. Exactly one pair of opposite ∠s is ≌.
c. m ∠PSR R
3. Exactly one diagonal of a kite bisects a pair of opposite ∠s.
59°
6. Application
In KITE PQRS, m ∠PQR= 78° and m ∠TRS= 59°, Find
Q 78° S
a. m∠ QRT
b. m ∠QPS
c. m ∠PSR R
P
59°
IV. EVALUATION
Find the indicated measure if MATH is a kite
Q 78° S _____ 1. AT
_____ 2. TH A
_____3. MO
P _____ 4. AO
A _____ 5. m ∠ MOA MT =16 M 16 T
IV. EVALUATION
_____ 6. m ∠MAH
Find the indicated measure
_____ 7. m ∠MHA
if MATH is a kite M 16 T
_____ 8. m ∠ATH
_____ 1. AT
______ 9. m ∠MAT H
_____ 2. TH
_____ 3. MO
_____ 10. m∠ M + m ∠A + m ∠T + m ∠H
_____ 4. AO
_____ 5. m ∠MOA MT =16 H
_____ 6. m ∠MAH
_____ 7. m ∠MHA
143
_____ 8. m ∠ATH
______ 9. m ∠MAT
_____ 10. m∠ M + m ∠A + m ∠T + m ∠H

Solving problems involving parallelograms, trapezoids, and kites. Solving problems involving parallelograms, trapezoids, and kites.
1. state the properties of trapezoids 1. state the properties of trapezoids
2. apply the properties of trapezoids in solving problems 2. apply the properties of trapezoids in solving problems
3. appreciate the importance of the properties of trapezoids in 3. appreciate the importance of the properties of trapezoids in
solving real – life problems. solving real – life problems.
144

Sub-topic: Solving Problems Involving Trapezoids Sub-topic: Solving Problems Involving Trapezoids
Materials: TV monitor Materials: problem sheet
References: Teacher’s Guide, p. 222 References: Teacher’s Guide, p. 222
Learner’s Material, p. 341 Learner’s Material, p. 341
A. Preliminaries A. Preliminaries
1. Pre – EVALUATION/ Review 1. Pre – EVALUATION/ Review
a. How can you identify that a four – sided polygon is a. How can you identify that a four – sided polygon is a
a trapezoid? trapezoid?
b. What are the properties of a trapezoid? b. What are the properties of a trapezoid?
 Base angles of an isosceles trapezoid are  Base angles of an isosceles trapezoid are congruent.
congruent.  Diagonals of an isosceles trapezoid are ≅.
 Diagonals of an isosceles trapezoid are ≅ .  The median of a trapezoid is parallel to the base
 The median of a trapezoid is parallel to the base and its length is half the sum of the lengths of the
and its length is half the sum of the lengths of bases.
the bases.  The median of a trapezoid bisects each of the
 The median of a trapezoid bisects each of the diagonals.
diagonals.  Opposite angles of an isosceles trapezoid are
 Opposite angles of an isosceles trapezoid are supplementary.
supplementary. 2. Motivation
2. Motivation
Which is usually more stable, a three- legged stool or a four-
Which is usually more stable, a three- legged stool or a four- legged one? Why?
legged one? Why?
B. Lesson Proper
145
B. Lesson Proper 1. Teaching/Modeling

Example:
a. Group the students by 5 and give them the figures of a. ABCD is an isosceles trapezoid with m∠A = 6x + 10
trapezoid. and m∠B =4x + 50. Find m∠ A.
b. ABCD is an isosceles trapezoid with m∠A = 6x + 10

and m∠B =4x + 50. Find m∠ A.
Solution: D C
Solution: D C m∠A=m∠B
m∠ A=m ∠B 6x + 10 = 4x + 50
6x + 10 = 4x + 50 2x = 40
2x = 40 x = 20 ⸫m∠A =
x = 20 ⸫ m∠A = 6(20) + 10 = 130 A B
6(20) + 10 = 130 A B
c. If DB = 2x – 4 and CA = x + 1, how long is DB? b. If DB = 2x – 4 and CA = x + 1, how long is DB?
2. Analysis 2. Analysis
A. What property of a trapezoid is used in forming an A. What property of a trapezoid is used in forming an
equation in x? equation in x?
B. How is the m∠ A obtained? B. How is the m∠A obtained?
C. How is the area of a trapezoid determined? What if the C. How is the area of a trapezoid determined? What if the
length of one diagonal is missing, what formula is length of one diagonal is missing, what formula is
used?
146
used? D. What property of a trapezoid is applied in forming the

equation?
D. What property of a trapezoid is applied in forming the
equation? E. How is m∠A related to m∠B ?
E. How is m∠A related to m∠B ?
3. Guided Practice
a. Given: Quadrilateral POST is an isosceles trapezoid
3. Guided Practice ´ // PT
with OS ´ , ER is its median.
a. Given: Quadrilateral POST is an isosceles trapezoid 1. If OS = 3x – 2, PT = 2x + 10 and ER = 14, how

´ // PT
with OS ´ , ER is its median. long is each base? (property on parallel sides)
1. If OS = 3x – 2, PT = 2x + 10 and ER = 14, how 2. If m∠P=2x+5 and m∠O=3x-10,What is m∠T?

long is each base? (property on parallel sides) (property on consecutive angles)
2. If m∠ P=2 x +5∧m∠O=3 x−10 ,What ism ∠T?

(property on consecutive angles) 4. Independent Practice
3. At this moment, a video on how to solve problems

on trapezoid will be played.
´ DC
A. Given trapezoid ABCD, AB∥ ´ ; X and Y are midpoints of
https://youtu.be/8cnBFwKvW1k ´ BC ´ respectively.
AD∧
1. Find XY if AB = 30 and DC = 18 D C
4. Independent Practice 2. Find AB if DC = 5 and XY = 8
X Y
´ ´
A. Given trapezoid ABCD, AB∥ DC ; X and Y are midpoints of
´ BC
AD∧ ´ respectively. A B
1. Find XY if AB = 30 and DC = 18 D C 5. Generalization
2. Find AB if DC = 5 and XY = 8 To solve problems on trapezoids, use or apply its
X Y
147
properties and theorems.

A B
6. Application
5. Generalization
To solve problems on trapezoids, use or apply its Solve the following problems by applying the properties/theorems
on trapezoids.
properties and theorems.
a. Find the area and the median of 20 m high trapezoid if
6. Application the measure of its bases are 16 m and 18 m
respectively.
Solve the following problems by applying the properties/theorems
on trapezoids. IV. EVALUATION
a. Find the area and the median of 20 m high trapezoid
if the measure of its bases are 16 m and 18 m 1. If one of the angles of an isosceles trapezoid is 40, how
respectively. many degrees are there in each of the other angles?
2. Find the area and the median of 10 m high trapezoid if

IV. EVALUATION the measure of its bases are 25 m and 47 m respectively.
1. If one of the angles of an isosceles trapezoid is 40, how

many degrees are there in each of the other angles?
2. Find the area and the median of 10 m high trapezoid if

the measure of its bases are 25 m and 47 m respectively.
148

Solves problems involving parallelograms, trapezoids, and Solves problems involving parallelograms, trapezoids, and
kites. kites.
1. Objectives: I. Objectives:
1. Solve problems involving parallelograms. 1. Solve problems involving parallelograms.
2. Apply the properties of parallelograms in solving 2. Apply the properties of parallelograms in solving
149
problems. problems.
3. Appreciate the importance of the properties of 3. Appreciate the importance of the properties of
parallelograms in solving real – life problems. parallelograms in solving real – life problems.
II. Subject Matter b. Subject Matter

Sub-Topic: Solving Problems Involving Parallelograms Sub-Topic: Solving Problems Involving Parallelograms
Materials: Ruler/Meter Stick/Tape Measure, Figures of Materials: Ruler/Meter Stick/Tape Measure, Figures of
Parallelograms, Activity sheets, Laptop Parallelograms, Activity sheets, Laptop
and monitor and monitor
References: Learner’s Material for Mathematics 9 pp.343 References: Learner’s Material for Mathematics 9 pp.343
Teachers Guide for Mathematics 9 pp. 222 Teachers Guide for Mathematics 9 pp. 222
III. Procedure c. Procedure

1. Preliminaries (5min) 1. Preliminaries
a. Prayer played through monitor. a. Prayer
b. Recall the formula in finding the area and the b. Review on the properties of square, rhombus and
perimeter of square, rhombus and rectangle. rectangle.
Square
 Parallelogram with diagonals is perpendicular and
AREA PERIMETER
has four right angles and four congruent sides is a
SQUARE A=s 2 P=4 s square.
1 Rectangle
RHOMBUS A= d 1 d 2 P=4 s
2
 If one angle of a parallelogram is a right angle, then
RECTANGLE A=lw P=2 l+2 w
150
the parallelogram is a rectangle.

2. Lesson Proper (35 min)  Parallelogram with diagonals are congruent is a
A. Guided Activity (by group) rectangle.
1. Choose the figure in the box.
2. Name the figure chosen as WAVE. Rhombus
3. Form a group according to the chosen figure (square,  Parallelogram with one pair of consecutive sides are
rectangle, rhombus). congruent is a rhombus.
4. Name the group sound of an animal.  Parallelogram with diagonals are perpendicular is a
5. Introduce the group by yelling the sound and say rhombus.
about the property/ies of the figure.  Parallelogram with diagonals bisecting opposite
angles is a rhombus.
Square
 Parallelogram with diagonals are perpendicular c. Review on the formula in finding the area and the
and has four right angles and four congruent perimeter of square, rhombus and rectangle.
sides is a square.
AREA PERIMETER
Rectangle
SQUARE A=s 2 P=4 s
 If one angle of a parallelogram is a right angle,
then the parallelogram is a rectangle. 1
RHOMBUS A= d 1 d 2 P=4 s
 Parallelogram with diagonals are congruent is a 2
rectangle. RECTANGLE A=lw P=2 l+2 w
Rhombus
6. Lesson Proper
 Parallelogram with one pair of consecutive
A. Guided Activity (by pair)
sides are congruent is a rhombus.
Solve each problem completely and accurately.
 Parallelogram with diagonals are perpendicular
151
is a rhombus. Show your solution by applying the property inside the

 Parallelogram with diagonals bisecting opposite parenthesis.
angles is a rhombus. 1. Given: Parallelogram WISH is a rectangle.
a. If the measure of m∠W= x + 15 and the
measure of m∠S = 5, what is the measure of
m∠W ? (property on opposite angles)
b. If WI = 3y + 3 and HS = y + 13, how long is HS
? (property on opposite sides)
c. What is the area and perimeter of the rectangle?
Use the properties inside the parenthesis. All units must
be in inches. 2. Given: Parallelogram POST is a square.
For Rectangle a. If PT = 2, how long is OS? (property on sides)
b. What is the area and perimeter of the square?
1. Measure and label the side WA, WA = _____, ∴ EV =¿
_____. (property on opposite sides)
2. Measure and label the side WE, WE = _____, ∴ AV =¿ 3. Given: Parallelogram LOVE is a rhombus
_____. (property on opposite sides) a. If LO = 2x – 5 and VE = 3, how long is LO?
a. If WA = 2x – 6 and EV = x + 2, how long is WA? (property on sides)
EV? b. If m∠V =3 y−2, and m∠ L=4 y+5, what is
b. If WA = 2x + 5 and EV = x + 2, how long is WA? m∠ V ? (property on opposite angles)
EV? c. If m∠ L=3 y−13 and m∠O= y +1, what is the
c. What is the area of the figure? value of y? What is the measure of each angle?
3. Measure ∠ V ,∠V =¿_____. Measure ∠ E, ∠ E=¿_____. (property on consecutive angles.
If m∠ E=x +20 and m∠V =3 x+ 60;
d. What is the value of x? (property on consecutive
152
angles) B. Analysis
e. What is m∠ V ? m∠ E? (substitution) 1. How would you describe a square? A rectangle?
f. What is the perimeter of each figure? (Use the A rhombus?
formula in solving for perimeter) 2. What are their common properties?
g. What is the area? (use the formula) 3. How would you solve problems involving
parallelogram?
For Rhombus: 4. What is the importance of solving
parallelograms?
1. Draw and measure diagonal EA, EA = _____. Draw and
measure diagonal WV, WV = ____.
2. Label the intersection of the diagonals as T. C. Abstraction
3. Measure the length of ET, ET = _____, ⸫ AT = ____
(diagonals bisect each other) Properties of Parallelogram
4. Measure the length of WT, WT = _____ (diagonals bisect  Opposite sides of a parallelogram are congruent.
each other)
 Opposite angles of a parallelogram are congruent.
a. If ET = 2y – 3 and AT = y + 1, how long is ET and AT?
 Consecutive angles of a parallelogram are
5. Measure ∠ V ,∠V =¿_____. Measure ∠ E, ∠ E=¿_____.
supplementary.
If m∠ E=x +20 and m∠V =3 x+ 60;
 The diagonals of a parallelogram bisect each other.
 Either diagonal of a parallelogram forms two
b. What is the value of x? (property on consecutive angles)
congruent triangles.
c. What is m∠ V ? m∠ E? (substitution)
h. What is its perimeter? (Use the formula)
D. Application
i. What is the area of the figure? (Use the formula in
solving for area)
Find the area of a rectangular garden if its perimeter is
14 m and its length is 6m.
153
For Square
IV. Evaluation
1. Measure and label the side WA, WA = _____, ∴ EV =¿ 1. Given the parallelogram square TEAM. If TE = 2x + 4
_____. (property on opposite sides) and AM = 5x+1,
2. Measure and label the side WE, WE = _____, ∴ AV =¿ a. What is x?
_____. (property on opposite sides) b. What is the length of TE?
a. If WA = 2x – 6 and EV = x + 2, how long is WA? c. What is its area?
EV? d. What is its perimeter?
b. If WA = 2x + 5 and EV = x + 2, how long is WA?
EV?
c. What is the area of the figure? V. Assignment/Enrichment
3. Measure ∠ V ,∠V =¿_____. Measure ∠ E, ∠ E =_____. If
m∠ E=x +20 and m∠V =3 x+ 60;
Solve the following problems.
d. What is the value of x? (property on consecutive
angles) The width of a rectangle is 5 cm less than 7times its
e. What is m∠ V ? m∠ E? (substitution) length. If the perimeter is 80cm, find the length and the
j. What is the perimeter of each figure? (Use the width.
formula in solving for perimeter)
k. What is the area? (use the formula)
W A W A
E V
154
E V
SQUARE
A A
W V
W V
RHOMBUS
W A
E V
W A
155
E V
RECTANGLE
B. Analysis
a. What kind of figures are square, rectangle and
rhombus?
b. How would you describe a square? A rectangle? A
rhombus?
c. What are their common properties?
d. How would you solve problems involving
parallelograms?
e. What is the importance of solving parallelograms?
C. Abstraction
1. Opposite sides of a parallelogram are congruent.

2. Opposite angles of a parallelogram are congruent.
3. Consecutive angles of a parallelogram are
supplementary.
156
4. The diagonals of a parallelogram bisect each other.

5. Either diagonal of a parallelogram forms two
congruent triangles
D. Application
Each group will be given different figures to measure.
Using a ruler/ meter stick/tape measure small and bigger
square member will measure the area of Ma’am Saul’s
room, small and bigger rectangle members will measure
the area of the window, small and bigger rhombus
members will measure the area of the room. Write the
answer at the back of the activity sheet. Let one member
of the group present their answer.
IV. Evaluation
1. Given the parallelogram square TEAM. If TE = 2x + 4

and AM = 5x+1,
a. what is x?
b. What is the length of TE?
c. What is its area?
d. What is its perimeter?
V. Assignment/Enrichment
Solve the following problems.
The width of a rectangle is 5 cm less than 7times its

157
length. If the perimeter is 80cm, find the length and the

width.

Describe proportion Describe proportion

158
1. Describe a proportion 1. Describe a proportion.
2. Solve for the unknown term in a proportion. 2. Solve for the unknown term in a proportion.
3. Value accumulated knowledge as means of new 3. Value accumulated knowledge as means of new
understanding understanding
II. SUBJECT MATTER: II. SUBJECT MATTER:

Topic: Similarity Topic: Similarity
Sub – Topic: Proportion Sub – Topic: Proportion
References: Learner’s Material for Mathematics 9 pp. References: Learner’s Material for Mathematics 9 pp.
356–363 356 – 363
Materials: Activity Sheets, laptop and monitor Materials: Activity Sheets, laptop and monitor
A. Preliminary A. Preliminary
1. Pre-Assessment Express the following as ratio: 1. Pre-Assessment Express the following as ratio:
a. 2 meters to 40 centimeters a. 2 meters to 40 centimeters
b. 3 weeks to 6 days b. 3 weeks to 6 days
c. 25 minutes to 2 hours c. 25 minutes to 2 hours
d. 6 years to 1.5 decades d. 6 years to 1.5 decades
e. a century to a decade e. a century to a decade

1. Teaching/Modeling Illustrative examples: 1. Teaching/Modeling Illustrative examples:
Find the missing term in a proportion:

159
a. x : 8 = 4 : 16 Find the missing term in a proportion:

a. x : 8 = 4 : 16
x • 16 = 8 • 4
16 x 32 x • 16 = 8 • 4
=
16 16 16x/16 = 32/16
x=2 x=2
b. 5: 2 = x : 4 b. 5: 2 = x : 4
2•x=5•4 2•x=5•4
2 x 20 2x/2=20/2
=
2 2 x = 10
x = 10
2. Analysis:
2. Analysis:
How do you solve for the unknown term in a proportion? How do you solve for the unknown term in a proportion?
3. Guided Practice 3. Guided Practice

Find the missing term in each of the following proportions. Find the missing term in each of the following proportions.
3 9 a. 3/ 4=9/ x Solution:
a. = Solution:
4 x
¾ = 9/x
3 9 3•___ = ___ • 9
=
4 X 3x = 36
3•___ = ___ • 9 x = ___
3x = 36
x = ___
160
2 10 2 10
b. = Solution: b. = Solution:
3 3 x +3 3 3 x +3
2(3x + 3) = ___ • 10 2(3x + 3) = ___ • 10

____ + 6 = 30 ____ + 6 = 30
_____ = 24 _____ = 24
x = ____ x = ____
4. Independent Practice 4. Independent Practice
Express the following ratios into proportion and tell whether they Express the following ratios into proportion and tell whether they
are proportional or not. are proportional or not.
30:20 and 198:132 ____________ 30:20 and 198:132 ____________

1.5:15 and 0.1:10 _____________ 1.5:15 and 0.1:10 _____________
169:121 and 130:110 __________ 169:121 and 130:110 __________
32:80 and 96:240 _____________ 32:80 and 96:240 _____________
280:340 and 42:51 ____________ 280:340 and 42:51 ____________
0.2:2 and 11:110 _____________ 0.2:2 and 11:110 _____________
5. Generalization 5. Generalization
 Ratio is used to compare two or more quantities.  Ratio is used to compare two or more quantities.
Quantities involved in ratio are of the same kind so Quantities involved in ratio are of the same kind
that ratio does not make use of units. However, so that ratio does not make use of units. However,
when quantities are of different kinds, the when quantities are of different kinds, the
comparison of the quantities that consider the units comparison of the quantities that consider the
is called rate. units is called rate.
 Proportion is the equality of two ratios.

 Proportion is the equality of two ratios.
161
w y
Fundamental Rule of Proportion If 𝒘:𝒙 =𝒚:𝒛, then =
x z
provided that 𝒙 ≠ 𝟎;𝒛 ≠ 𝟎 w y
Fundamental Rule of Proportion If 𝒘:𝒙 =𝒚:𝒛, then =
x z
provided that 𝒙 ≠ 𝟎;𝒛 ≠ 𝟎
6. Application:
6. Application:
A. Who among you here went to Bucari, Leon, Iloilo. This A. Who among you here went to Bucari, Leon, Iloilo.
place is said to be the little Baguio of Iloilo because of This place is said to be the little Baguio of Iloilo
its cold and fresh air. It is due to many trees planted in because of its cold and fresh air. It is due to many
the said place. Do you know that: (show the pictures trees planted in the said place. Do you know that:
about the place)
A A certain type of tree always grows at some rate throughout its

life
20 meters
certain type of tree always grows at
some rate throughout its life
20 meters
2 years 6 months
Calculate the height of the younger tree

162
B. Determine if the ratios are proportional or not. Write P for

Proportional or NP for Not Proportional
2 years 6 months __________1. 3:5 and 9:15

B. Determine if the ratios are proportional or not. Write P __________2. 7:9 and 3:4
for Proportional or NPoffortheNot
Calculate the height Proportional
younger tree __________3. 6:7 and 18:21
__________4. 4:x and 12:3x
2a 6 a
__________1. 3:5 and 9:15 __________5. =
5 15
__________2. 7:9 and 3:4
__________3. 6:7 and 18:21
__________4. 4:x and 12:3x IV. EVALUATION Apply the fundamental law of proportion
2a 6 a by finding the missing variable. Write the answer on the
__________5. =
5 15 blank before the number.
IV. EVALUATION Apply the fundamental law of proportion by 3 9 5 60

1. = 4. =
finding the missing variable. Write the answer on the blank 14 X X 84
before the number.
3 9 5 60 17 X X 9
1. = 4. = 2. = 5. =
14 X X 84 8 64 8 2
17 X X 9
2. = 5. = X 24
8 64 8 2 3. =
13 39
X 24
3. =
13 39
163
V. Assignment V. Assignment
1. Follow-up. 1. Follow-up.
Supply the missing numbers or variables which will make the Supply the missing numbers or variables which will make the
statement proportionality. statement proportionality.
3 ( ) () 3 () ()
1. = = 1. = =
4 12 20 4 12 20
() 8 35 () 8 35
2. = = 2. = =
6 15 ( ) 6 15 ( )
2 () 12 2 () 12
3. = = 3. = =
() 35 66 () 35 66
2. Study: Study about similar polygons. 2. Study: Study about similar polygons.

164
Apply the Fundamental Theorems of Proportionality to Apply the Fundamental Theorems of Proportionality to
Solve Problems Involving Proportions Solve Problems Involving Proportions
1. Solve problems involving proportions applying the 1. Solve problems involving proportions applying the
theorems of proportionality. theorems of proportionality.
2. Apply theorems on proportions in solving problems. 2. Apply theorems on proportions in solving problems.
3. Appreciate the importance of proportions. 3. Appreciate the importance of proportions.

Topic: Similarity Topic: Similarity
Sub – Topic: Solving Problems Involving Proportion Sub – Topic: Solving Problems Involving Proportion
Materials: Activity Sheets, laptop and monitor, meter stick, ruler Materials: Activity Sheets, laptop and monitor, meter stick, ruler
References: Grade 9 Teaching Guide pp. References: Grade 9 Teaching Guide pp.
Grade 9 Learning Module pp. 360 – 361 Grade 9 Learning Module pp. 360 – 361

A. Preliminary A. Preliminary
1. Below are points A, B, C, and D in a meter stick with 1. Below are points A, B, C, and D in a meter stick with
their corresponding coordinates. Let the students draw the figure their corresponding coordinates. Use the figure to find
on a sheet of paper. Use the figure to find the ratio of the
the ratio of the following:
following:
A B C D
A B C D
0 10 30 35
165
0 10 30 35
a. AB to BC c. DC to AD
c. AB to BC c. DC to AD
b. BC to CD d. AB to AD
d. BC to CD d. AB to AD
2. The figure in each number are proportional. Find the

value of x in the given figures: 2. The figure in each number are proportional. Find the
value of x in the given figures:
a. Using a ruler
a. Using a ruler
4 5
4 5
X 15
X 15
b. Using a ruler
b. Using a ruler
21 x
21 x
3 8
3 8
c.
c.
X 45
70 35 X 45
70 35
166
a. How did you find the activity?

b. Were you able to determine the ratio of the first activity? a. How did you find the activity?
c. How did you find the value of x on the second activity? b. Were you able to determine the ratio of the first activity?
d. Let the students view this video c. How did you find the value of x on the second activity?
https://youtu.be/P_aQPxr2G_4
B. Lesson Proper
1. Lesson Proper 1. Teaching/Modeling
Illustrative Example:
Illustrative Example: Study the examples on how to determine the indicated quantities
Group the learners by five. Study the examples on how to from a given proportion, then solve the item labeled as Your
determine the indicated quantities from a given proportion, then Task.
solve the item labeled as Your Task.
Examples Your Task Examples Your Task
1. If m : n = 4 : 3, y 1. If m : n = 4 : 3, y
Find : Find :
find 3m – 2n : 3m + n s find 3m – 2n : 3m + n s
Solution: If 5y – 2s : 10 = 3y – s : 7 Solution: If 5y – 2s : 10 = 3y – s : 7
m 4 4n m 4 4n
= → m= = → m=
n 3 3 n 3 3
4n 4n
Using m= Using m=
3 3
4n 4n
3 m−2 n
=
3( )3
−2 n
3 m−2 n
=
3( )3
−2 n
3 m+ n 4n 3 m+ n 4n
3( )3
+n 3( ) 3
+n
4 n−2 n 2 n 2 4 n−2 n 2 n 2
= = = =
4 n+ n 5 n 5 4 n+ n 5 n 5
167
2 2
Therefore, 3m – 2n:3m + n = Therefore, 3m – 2n:3m + n =
5 5
2. Analysis 2. Analysis
a. How did you find a. How did you find

the activity? the activity?
b. What property of b. What property of

proportion did you proportion did you
use to obtain use to obtain
7(5y – 2s) = 10(3y – 7(5y – 2s) = 10(3y –
s)? s)?
c. Why is 7(5y – 2s) = c. Why is 7(5y – 2s) =

10(3y – s) become 10(3y – s) become
35y – 14s = 30y – 35y – 14s = 30y –
10s? 10s?
d. What did you do to d. What did you do to

35y – 14s = 30y – 35y – 14s = 30y –
10s to become 35y 10s to become 35y
– 30y = 14s – 10s? – 30y = 14s – 10s?
On the second column, let each On the second column, let the
group explain their solution. learner explain how they
e. arrived at a solution.
e.
168
3. Guided Practice
3. Guided Practice
Solve the given problem.
a. Find c : r if 3c + 4r : 18 = c + 3r : 9
Solve the given problem.
3 c+ 4 r c +3 r a. Find c : r if 3c + 4r : 18 = c + 3r : 9
= → Writethe proportion on fractionform
18 9
9(3c + 4r) = 18(c + 3r)→ Use cross−multiplication property
27c + 36r = 18c + 54r → Use distributive multiplication 3 c+ 4 r c +3 r
= → Writethe proportionon fractionform
27c – 18c = 54r – 36r → Use Additive Inverse 18 9
9c = 18r → Subtraction Property 9(3c + 4r) = 18(c + 3r)→ Use cross−multiplication property
9 c 18 r 27c + 36r = 18c + 54r → Use distributive multiplication
= → Multiplicative inverse 27c – 18c = 54r – 36r → Use Additive Inverse
9 9
Therefore, c = 2r 9c = 18r → Subtraction Property
c 2r 9 c 18 r
= → substitute the value of c = → Multiplicative inverse
r r 9 9
c 2 Therefore, c = 2r
= c 2r
r 1 = → substitute the value of c
r r
b. If e and b represent two non- zero number, find the c 2
=
r 1
ratio e : b if 2e2 + eb – 3b2 = 0.
4. Independent Practice b. If e and b represent two non- zero number, find the
ratio e : b if 2e2 + eb – 3b2 = 0.
Use the properties of proportion to solve the given problem.
a. If g : h = 4 : 3, evaluate 4g + h : 8g + h 4. Independent Practice
b. If r, s and t represent three positive numbers such that Use the properties of proportion to solve the given problem.
r : s : t = 4 : 3 : 2 and r2 – s2 – t2 = 27. Find the values a. If g : h = 4 : 3, evaluate 4g + h : 8g + h
of r, s and t.
169
5. Generalization b. If r, s and t represent three positive numbers such that

r : s : t = 4 : 3 : 2 and r2 – s2 – t2 = 27. Find the values
of r, s and t.
5. Generalization
6. Application:
q r s 5 q−6 r −7 s 6. Application:
a. = = = , find x.
2 3 4 x
IV. EVALUATION q r s 5 q−6 r −7 s

a. = = = , find x.
2 3 4 x
a. If x : y = 7 : 6, find 6x – 5y : 6x + 3y.
II. EVALUATION
V. ASSIGNMENT
Follow-up a. If x : y = 7 : 6, find 6x – 5y : 6x + 3y.
1. Use the properties of proportion to solve the given
problem. III. ASSIGNMENT
a. Find the value of a, b and c so that
170
a b 6 18 Follow-up
= = =
24 8 16 c 1. Use the properties of proportion to solve the given
problem.
b. Find the value of a, b and c so that
a b 6 18
= = =
24 8 16 c
170
APPENDIX K
Time Table
First Week
(November 5 – 8, 2019)
DAYS : TOPIC ACTIVITY
Day 1 : Orientation about the study and giving of pretest to

both groups
Day 2 : Identifies quadrilaterals that are parallelogram
Day 3 : Determines the conditions that guarantee a

quadrilateral a parallelogram
Day 4 : Use properties to find measures of angles, sides and

other quantities involving parallelogram
171
Second Week
(November 11 – 15, 2019)
Day 1 : No Class (Attending Seminar)
Day 2 : No Class (Attending Seminar)
Day 3 : Proves theorems on the different kinds of parallelogram

(rectangle, rhombus, square)
Day 4 : Proves theorems on the different kinds of

parallelogram (rectangle, rhombus, square)
Day 5 : Proves the Midline Theorem

172
Third Week
(November 18 – 22, 2019)
Day 1 : Proves theorems on trapezoids
Day 2 : Proves theorems on trapezoids and kite
Day 3 : Solves problems involving parallelograms,

trapezoids, and kites.


173
Fourth Week
(November 25 – 29, 2019)
Day 1 : Describe proportion
Day 2 : Apply the Fundamental Theorems of

Proportionality to Solve Problems Involving
Proportions
Day 3 : Apply the Fundamental Theorems of

Proportionality to Solve Problems Involving
Proportions
Day 4 : Illustrate similarity of figures
Day 5 : Prove the condition for similarity of triangles using

the SAS Similarity Theorem
174
Fifth Week
(December 2 – 6, 2019)
Day 1 : Prove the condition for Similarity of Triangles

using the AA and SSS Similarity Theorem
Day 2 : Prove the condition for Similarity of Triangles

using the AA and SSS Similarity Theorem
Day 3 : Proves the conditions for similarity of triangles

175
Sixth Week
(December 9 – 13, 2019)
Day 1 : Apply the Theorems to show that triangles are

similar

similar

similar
Day 4 : No Class
Day 5 : No Class (Christmas Party)

176
Seventh Week
(January 6 – 10, 2019)
Day 1 : Proves the Pythagorean Theorem
Day 2 : Proves the Pythagorean Theorem
Day 3 : Solves problems that involve triangle similarity and

right triangles
Day 4 : Solves problems that involve triangle similarity and

right triangles
Day 5 : Giving of Posttest to both groups

177
APPENDIX L
Pictures of Visual – Auditory – Kinesthetic (V – A – K) Model

178
Pictures of Visual – Auditory – Kinesthetic (V – A – K) Model

179
Pictures of Non Visual – Auditory – Kinesthetic (V – A – K) Model

180
APPENDIX M
Certification from the Statistician
CERTIFICATION
This is to certify that the undersigned, has employed the appropriate and
correct statistical tools for the descriptive and inferential data analysis of the thesis of
MRS. MARIA NOEME A. SILVELA entitled “The Effect of V–A–K Model to the
Learners’ Problem Solving Performance in Geometry”. All computations are
processed using the Statistical Package for Social Sciences (SPSS).

Statistician
181
APPENDIX N
Certification from the Grammarian
CERTIFICATION
This is to certify that the undersigned, reviewed and went through all the pages of
the thesis of MRS. MARIA NOEME A. SILVELA entitled “The Effect of V–A–K
Model to the Learners’ Problem Solving Performance in Geometry” and that has aligned
with the set of structural rules that govern sentences, phrases and words in the English
language.
(SGD) NEOCESAR G. ARTAJO, Ph.D.

Grammarian
182
APPENDIX O
SPSS Results
Statement #1
Descriptives
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
pretest with VAK 28 10.00 14.00 10.9643 1.59820

pretest without VAK 28 10.00 14.00 10.5000 1.29099
Valid N (listwise) 28
combined pretest with VAK and without VAK
with and without VAK Mean N Std. Deviation
experimental group 10.9643 28 1.59820

control group 10.5000 28 1.29099
Total 10.7321 56 1.45841
Statement #2
T-Test
Group Statistics
with and without VAK N Mean Std. Deviation Std. Error Mean
combined pretest with VAK experimental group 28 10.9643 1.59820 .30203

and without VAK control group 28 10.5000 1.29099 .24398
183
Independent Samples Test
Levene's Test for t-test for Equality of Means

Equality of
Variances
F Sig. t df Sig. Mean Std. 95% Confidence

(2- Differe Error Interval of the
taile nce Differen Difference
d) ce Lower Upper
Equal
combined variances 5.086 .028 1.196 54 .237 .46429 .38826 -.31413 1.24270
pretest with assumed
VAK and Equal
without VAK variances not 1.196 51.713 .237 .46429 .38826 -.31492 1.24349
assumed
Statement #3
Descriptives
Descriptive Statistics
N Minimum Maximum Sum Mean Std. Deviation
posttest with VAk 28 11.00 47.00 653.00 23.3214 8.51601

posttest without VAK 28 11.00 46.00 607.00 21.6786 10.47768
Valid N (listwise) 28
combined posttest with VAK and without VAK
with and without VAK Mean N Std. Deviation
experimental group 23.3214 28 8.51601

control group 21.6786 28 10.47768
Total 22.5000 56 9.49641
Statement #4
184
T-Test
Group Statistics
with and without VAK N Mean Std. Deviation Std. Error Mean
combined posttest with VAK experimental group 28 23.3214 8.51601 1.60938

and without VAK control group 28 21.6786 10.47768 1.98010
Independent Samples Test
Levene's Test for t-test for Equality of Means

Equality of
Variances
F Sig. t df Sig. (2- Mean Std. 95% Confidence

tailed) Differen Error Interval of the
ce Differen Difference
ce Lower Upper
Equal
-
combined variances 2.991 .089 .644 54 .522 1.64286 2.55164 6.75859
3.47287
posttest with assumed
VAK and Equal
51.8 -
without VAK variances not .644 .523 1.64286 2.55164 6.76349
35 3.47777
assumed
Statement #5
T-Test
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
pretest with VAK 10.9643 28 1.59820 .30203

Pair 1
posttest with VAk 23.3214 28 8.51601 1.60938
Paired Samples Correlations

185
N Correlation Sig.
pretest with VAK & posttest

Pair 1 28 .366 .056
with VAk
Paired Samples Test
Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. Error 95% Confidence
Deviation Mean Interval of the
Difference
Lower Upper
Pair pretest with VAK -

12.35714 8.07013 1.52511 -15.48641 -9.22787 8.102 27 .000
1 posttest with VAk
Statement #6
T-Test
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
pretest without VAK 10.5000 28 1.29099 .24398

Pair 1
posttest without VAK 21.6786 28 10.47768 1.98010
Paired Samples Correlations
N Correlation Sig.
pretest without VAK &

Pair 1 28 .067 .734
posttest without VAK
186
Paired Samples Test
Paired Differences t df Sig. (2-

tailed)
Mean Std. Std. Error 95% Confidence
Deviatio Mean Interval of the
n Difference
Lower Upper
pretest without
Pair 10.4706
VAK - posttest 11.17857 1.97876 -15.23865 -7.11849 5.649 27 .000
1 1
without VAK
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THE EFFECT OF V–A–K MODEL TO THE LEARNERS’ PROBLEM SOLVING

the Graduate School Faculty

College of Arts and Sciences

Iloilo Science and Technology University

La Paz, Iloilo city

of the Requirements for the Degree

Master of Arts in Mathematics

Maria Noeme A. Silvela

This thesis of MRS. MARIA NOEME A. SILVELA entitled “THE EFFECT OF

V–A–K MODEL TO THE LEARNERS’ PROBLEM SOLVING PERFORMANCE IN

OF ARTS IN MATHEMATICS is hereby approved:

CATHERINE A. YAP, Ph.D.

Passed the Written Comprehensive Examination conducted last December 2017.

LAVINIA B. DULLA DOLY JOY C. CELINDRO

RUBIM J. YBARZABAL, MA Math ROBERTO G. SAGGE JR., Ph. D.

RUBIM J. YBARZABAL, MA Math ALEJO P. BITON, Ed. D.

completion of this study:

research and valuable guidance and suggestions to enhance this study;

Dr. Roel F. Bermejo, Schools Division Superintendent of Division of Iloilo, and

for allowing the researcher to conduct the study;

directions in the course of completing the study;

Lavinia B. Dulla, Doly Joy C. Celindro, Engr. Rubim J. Ybarzabal, and

valuable suggestions and recommendations that significantly improved the study;

manuscript that led to the refinement of this study;

support in pursuit of the study.

encouragement to finish the study;

support care and understanding since the start of the study;

inspiration in the pursuit of the study;

Maria Noeme A. Silvela

Dr. Catherine A. Yap

This experimental study aimed to determine the effectiveness of Visual –

Auditory – Kinesthetic (V – A – K) Model to the learners’ problem solving

performance in geometry. Fifty-six (56) Grade 9 learners were the participants of

control group. The experimental group were exposed to V – A – K model as an

intervention while the control group were exposed to traditional method. A

problem solving performance of the learners with and without V – A – K model

learners with and without V – A – K model. There was a significant difference

learners with V – A – K model. The learners exposed to Visual – Auditory –

Kinesthetic (V – A – K) model improved their scores in the posttest. There was a

performance of the learners without V – A – K model. Learners exposed to

solving performance using V – A – K model. This implied that using traditional

and kinesthetic abilities of the learner. Using V – A – K model in teaching may be

an effective strategy as well as the traditional way of teaching in combination of

they were exposed to visual, auditory, tactile or kinesthetic activities. These

actions among students. Using V – A – K model and traditional way of teaching

problem solving in Geometry through the teacher’s guidance, motivation, and

innovation in the said learning strategy.

TABLE OF CONTENTS vii

LIST OF APPENDICES xii

Background of the Study 1

Statement of the Problem 4

Significance of the Study 10

Scope and Limitation of the Study 11

Visual – Auditory – Kinesthetic (VAK)

Characteristic Patterns of each Learning Style 16

Characteristics of Visual Learners 17

Characteristics of Auditory Learners 18