Professional Documents
Culture Documents
Dissertation
Dissertation
CHAPTER I
THE PROBLEM
Introduction
easy to gain though, and inculcating its truest essence the present and
andreforms. But through education, people are able to participate with the
education sector itself. This only manifests the diversity and active role of
best to respond to the needs of the Filipino learners. One of such is the
problems that they may encounter in the future. Students learn more and
learn better when they can take control of their learning by defining their
The Division NAT results in mathematics for the past two yearshowing
The call to establish and create quality and competent teachers to fully
that is best endured rather than enjoyed by most young learners who are
material and use of modules on various subject areas. Just like other fields
be open to judgments and revisions so they can work better with diverse
group of students. They should also be able to learn from the students’
purposes.
competencies.
Objectives
1.2 Algebra;
3.1 planning;
Hypothesis
School heads perspective about the main focus of this study was not
not solicited mainly because the researcher wanted to focus only on the
point of view of teachers themselves as the ones who should be the first
one to prioritize this matter before somebody else does. Further, the actual
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distribution of the hard copy of the questionnaires in every school did not
present and as part of the safety of the researcher. This was in connection
with the health protocol by the IATF about the community quarantine in the
With the threat of the virus spreading in the entire country to one’s
because of the pandemic. In this case, the researcher assumed that the
insights and views during the formal interview and focus group discussion
which was done virtually and was used to strengthen the findings. School
Pedagogical Implications
The results of the study may provide baseline ideas and inputs in the
It is hoped that through this study, readers may find useful evidence
Definition of Terms
section.
giving employees clear cut directions on specific areas where they are
400 students, and optimally under 200 with low number of personnel
Batangas.
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This also covers the teachers’ ability to present lessons clearly and
students’ performance.
teachers to use available resources inside the classroom, the facilities for
CHAPTER II
REVIEW OF LITERATURE
Literature Review
and responsibilities in this area like carrying regular teaching load and
the five subject areas in elementary covered by her study. It implies that
the teachers need to provide and extend help for the attainment of their
differed in all indicators of instructional skills. Based from the results, it was
and techniques.
those with mastery of the subject matter and smartness in choosing the
technologies and pedagogies that best fit students’ needs, interests, and
learning styles. The more closely the technologies and pedagogies match
the preferred learning style of the students, the more effective instruction
students should know and the quality and proficiency of the skill that they
value goes beyond the classroom and the school. It is a discipline that
must be learned comprehensively and with much depth. The twin goals of
communication.
level skills and processes, desirable values and attitudes, and appropriate
are five areas in the curriculum, as adapted from the framework prepared
Statistics.
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develop informed and participative citizens who are able to make more
Cortes(2010) about the principles of effective teaching found out that the
interest when they are given the opportunities to make free choices.
who are judged high or deliver systematic instruction are those who can
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explain confidently and coherently why they had planned to use the
learning activities and how such activities will facilitate their students’
the different career stages (DO 42, s. 2017). At the same time, the
and research (Nilsson & Mason 2012). It takes into account teacher’s
2017).
students masters most topics and the teachers can make these things
possible to help every school child. One support teacher can give students
English2010). The only time that a teacher can teach is when the students
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have motivation to learn. When students are motivated, they have the drive
inquirers, free to ask questions as they try to make sense in the lesson
every school to see its students apply the knowledge and skills they learn
to apply what they learn. Transfer of learning occurs when students have a
solid understanding of the lesson that is desired for them to apply to new
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highlights the need for teachers to utilize a range of resources and provide
past decades. The kind of options taken for the kind of seating
discussion.
student teachers already knew what they were supposed to do and why
they were supposed to do it. The concepts and theories that were in their
minds were not put to waste as they got to practice them in a real
classroom setting.
On the other hand, the study of Walshaw (2010) and Meaney (2013)
content into meaningful learning activities that are relevant to learners and
select, organize and use sound assessment processes. Through this kind
classroom, the knowledge they had gained and their children’s strengths.
tool development process. Feedback regarding the test should also be part
of the exam file. Moreover, along with the feedback form are the purpose
and information about the examinees, test blueprint with learning objective
alignment and the statistical tools to be used (Butler, 2010,Rogier, 2014 &
Bailey, 2010).
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how much students had learned after a certain period. Teachers can
actually calculate for the grades of the learners in a particular quarter for a
school and using effectively all available teaching resources are imperative
in their actions, words and gestures towards their students and colleagues.
Such actions determine the level of their professionalism (De Silva, 2010)
achieved.
For effective planning, some of the best practices must be done. Program
(2009).
the classroom, the immediate educational needs of the students and the
writing lesson plans, grading exams and actually teaching, teachers often
feel that it is impossible to fit everything into the allotted time frame.
Although the career path seems to have too much work for the number of
hours in a day, it is possible to manage the situation and clear extra time in
the classroom and outside of class. With effective time management skills,
teachers can increase their productivity and provide a better education for
support was attributed much to the hands-on training they received since
collaborate with colleagues on best practices and benchmark them for the
relation skills which is related to management skills. This due to the fact
how an employee views his job and interacts with his co-workers.
activities. For Tirosh (2009). effective leaders work daily to develop team
and managers. They should serve as role models for working together and
to set the example for the team members. Critical thinking skills are also
included here. The managers should strive to understand where and how
the projects fit into the bigger picture to enhance their effectiveness. They
understanding into meaningful goals and objectives for the team members
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hone different skills. They got to be able to set priorities and motivate the
empathy, and trust. Effective leaders work daily to develop team members
funds are invested and to ensure that these investments earn a good
return for the firm. Finally, leaders must have project management skill.
affect their jobs and the organization they work for. Their decision provides
decisions. These decisions aim to achieve the goals set and objectives of
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decisions is a skill that a person needs to develop like any other. Definitely,
that are based on knowledge and sound reasoning can lead the
learning areas. They also have to practice and promote critical, committed
Falco, Summers & Bauman (2010) expressed the skills and qualities
management tasks, skills and attributes, and improve these. They have to
achieve goals and realize the vision of the educational institution. Hence,
purposes, they serve as a guide for trainers; serve as a guide and later
Mitten 2017).
objective, or subject. It can be set-up in a way that students must first read
about how a specific analytic device works before they can access the
guide has been proven vital in implementing strategic initiatives and critical
who does the job on a regular basis. Having teams create the
ensures buy-in from the people who will be most affected. Ideally, the team
knowledgeable in the job but not experts yet, as new teachers. With this
the level for those who will use it. When subject matter experts alone
develop the material, it may be over the heads of new teachers or they
may leave out important information that the new teachers might not feel
comfortable using in certain in learning situation. It can also be tried out for
unfamiliar ideas, giving them the chance to practice and get feedback on
content, the process and the context. The primary purpose is to guide
effectively. In this aspect, teachers are the driving force behind much
that are not yet inherent to any of the teachers so as to improve their
to develop and demonstrate their potential and help them come up with
links how strategies and activities are intended to deliver benefits that
modules for small schools. The concepts and study results derived from
the review were necessary as they added more inputs on the need to
and predict. The new vision of mathematics education is one in which all
continued learning.
they will be able to give and instill students the importance of taking
decisions. These decisions aim to achieve the goals set and objectives of
the school. Leaders are modern examples of the organization’s vision and
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teachers is the driving force behind much change that has occurred in the
area of teaching and learning. Generally, all the concepts found in the
Theoretical Framework
the demands of the fast-changing world. Similarly, some are also reformed
which learners create new thoughts or perceptions based upon their recent
conclusions.
supported Piaget about the role of the teacher becoming a facilitator from
and learners, thus, providing them with substantial mathematical skills and
unless the activities under the function are coordinated. Coordination is the
functions of management.
will result in making the best plans and implementing these plans
process begins when the organizations starts and it must continue until
Management Guides to
Enhance Mathematics
Instruction for Small Schools
Management Theory
Figure 1
Theoretical Framework
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Conceptual Framework
management guide.
geometry and probability and statistics. The first arrow from the first box
competencies.
In continuation, the three arrows from the second box directly points
Lastly, the arrow from the management skills is pointing toward the
output of the study which is the management guide. This signifies that
Teacher’s Pedagogical
Competencies Competencies:
Planning
Number Utilization
and number of
sense Approaches
Algebra and Resource
geme
emati
Mana
uctio
Math
Guid
e for
Instr
Strategies
cs
nt
Geometry
n
Allocation
Probability Application
and of
statistics Evaluation
Tools
Classroom
Decision
Setting
Making
Figure 2
CHAPTER III
This chapter presents the research design, subjects of the study, the
Research Design
method may involve survey, which describes the status quo, a correlation
junior high schools in the Province of Batangas during the academic year
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Table 1
Distribution of Respondents
JHS Teachers
Divisions
Population Sample
Batangas City 48 32
Batangas Province 90 59
Lipa City 45 30
Tanauan City 27 18
Rao Soft application was used to determine the sample size of JHS
teachers.
construction.
application of evaluation tools, and classroom setting. Part III dealt on the
skills of teachers. The first draft was presented to the adviser for
questionnaire to the experts in the field for validation. A dry run to test the
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done using Cronbach alpha Test. The result revealed that the
higher than the minimum constant value of 0.70, indicating the instrument
utilization.
informed of the purpose of the study and the need for their honest and
answering the instrument. After all the data were tallied and well-
accounted for, these were subjected to statistical treatment with the help of
the statistician.
National High School and Sta Teresita National High School were invited
the discussion beneficial in developing the output of this study for the
service teachers. Retrieval was 100 percent which took two weeks. The
interview conducted with teachers last May 10, 2020 enriched and
validated the responses of the subjects of the study. The data were then
submitted to the statistician for treatment after which the data were
teachers.
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skills.
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CHAPTER IV
Batangas.
the four learning areas namely number and number sense, algebra,
use and understand numbers, knowing their relative values and use them
operations on integers was done to a great extent. This implies that they
performing operation in integers. This also means that they are capable of
Guide (2012) that teachers must deliver instructions with mastery and
Table 2
Mathematics Teachers’ Competencies in Number and Number Sense
Indicators WM VI
1. Perform fundamental operations on integers 3.64 GE
2. Describe the intersection of sets 3.61 GE
3. Describe well-defined sets 3.60 GE
4. Use Venn diagrams to represent sets 3.58 GE
5. Represent the absolute value of a number on a number line as
3.52 GE
the distance of a number from 0
6. Describe the different subsets of real numbers 3.49 ME
7. Performs operations on rational numbers 3.49 ME
8. Convert rational numbers from decimal to fractional form 3.46 ME
9. Determine the square roots of a number 3.45 ME
10. Arranges rational numbers on a number line. 3.44 ME
11. Plot rational numbers on a number line 3.44 ME
12. Solve problems involving sets 3.42 ME
13. Represents real-life situations which involve real numbers. 3.42 ME
14. Describe principal root and tell whether it is rational or irrational 3.41 ME
15. Solve problems on operations on rational numbers 3.40 ME
16. Solve problems involving real numbers. 3.40 ME
17. Write numbers in scientific notation and vice versa 3.38 ME
18. Estimate the square root of whole number to the nearest hundredth 3.31 ME
19. Solve problems involving numbers in scientific notation. 3.29 ME
20. Plot irrational numbers (up to square roots) on a number line 3.26 ME
COMPOSITE MEAN 3.45 ME
Legend: WM – Weighted Mean VI – Verbal Interpretation GE – Great Extent ME – Moderate Extent
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This was also affirmed in the FGD in which the participants shared that it is
a must for them to be chapters ahead of their students and maintain the
competencies.
set. This infers that they are knowledgeable and exhibit mastery about the
topic sets. They master the concepts and this made them easily discuss
the topic to their students. This supports the mandate of RA 10533 (2013)
representing real-life situations which involve real numbers. This means that
the respondents need to have wide vocabulary in dealing with the concepts
of integers, rational numbers and in solving word problems about sets. This
it was revealed that these topics and concepts were commonly the least
also shared that they sought their colleagues’ advice and assistance
whenever they teach the said topics. However, they also agreed that video
them better understand the concepts and these helped them a lot.
the square root of whole number to the nearest hundredth and solving
implies that teachers need to review and master its core about scientific
these also infer that they had difficulty in solving problems that deal with
confessed that they are confused and found common mistakes in the
movement of decimal point whether to the right or to the left. Although they
found difficulty, they shared that they are always doing their best to
mathematics teachers.
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irrational numbers (up to square roots) on a number line, this obtained their
lowest assessment. This means that they had little knowledge and
background onusing the number line as they plot irrational numbers. This
also further reveals that they need to double their effort and pay much of
moderate extent with regard to number and number sense. This means that
(2013) that teachers must be knowledgeable in what they teach and that
1.2 Algebra. In real- life problems, they are often seen as certain
these changing values. Here in algebra, these values are often represented
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This is one of the broad areas of mathematics, together with the number
algebra.
This implies wide understanding and mastery of the lesson about algebraic
the interview, teachers revealed that defining and identifying constant and
variables was their forte in the subject algebra. This result further supports
Table 3
Mathematics Teachers’ Competenciesin Algebra
also need to develop their skills in factoring completely with the need
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assistance from their master teachers and even their department heads. As
teachers have to be supportive and exhaust all their means to make students
colleagues and even have to continue learning the skills with the help of
online resources. Once students fail to master skills like in solving quadratic
equations given the roots of a polynomial. This means that teachers have
polynomial equations. This also reveals the need for these teachers to
collaborate with other teachers within the same district to share their best
practices and adopt the necessary skills to better understand the concepts.
This result, however, brings into the limelight what Mathematics Curriculum
academic experiences that can help them develop this competency so that
extent in algebra. This indicates the need for teachers to expose themselves
Besides that, algebra also serves as a foundation for learning of other higher
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develop their skills as well towards better learning. This affirms the findings
of Atabay (2016) that teachers must have sufficient teaching strategies that
these forms. It enables to visualize the shape of objects and their relative
identifying kinds of angles and their high familiarity to easily distinguish the
forms and figures of a certain angle. This could also be due to the fact that
No. 42, s. 2017, secondary school teachers must be a master of their own
The teacher with a good knowledge of mathematics is able to plan and teach the
lesson by way of highlighting the main points of the lesson to the learner while
Table 4
Mathematics Teachers’ Competencies in Geometry
Indicators WM VI
1. Identify the different kinds of angles 3.73 GE
2. Derive relationships among angles formed by parallel lines cut by a
3.64 GE
transversal using measurement
3. Illustrate a circle and the terms related to central angle/inscribed angle 3.60 GE
4. State and illustrate SAS, ASA and SSS congruence postulates 3.50 GE
5. Find the six trigonometric values of special angles 3.48 ME
6. Solve problems involving angles of a polygon 3.45 ME
7. Derive inductively the relationship of interior angles in a convex polygon 3.44 ME
8. Construct regular polygons 3.44 ME
9 Solve problem involving trigonometric ratio of special angles 3.39 ME
10. Solve problems involving angle of elevation/ depression 3.38 ME
11. State and apply the right triangle similarity theorems 3.37 ME
12. Apply the postulates and theorems on triangle congruence to prove
3.36 ME
statements on congruence, including right triangles
13. Illustrate theorems on triangle inequalities 3.36 ME
14. Determine the number of triangles using law of sines 3.31 ME
15. State and apply the converse of basic proportionality theorem 3.31 ME
16. Apply law of cosines in solving oblique triangles 3.30 ME
17. Solve oblique triangles using law of cosines given two sides and one
3.26 ME
included angle
COMPOSITE MEAN 3.43 ME
Legend: WM – Weighted Mean VI – Verbal Interpretation GE – Great Extent ME – Moderate Extent
angle/inscribed angle, and stating and illustrating SAS, ASA and SSS
teachers shared that in learning those, they have the so-called special
techniques and strategies that made them easily teach the concepts to the
elevation. This also means that teachers need to develop their craft as
these topics are part of the curriculum in the junior high school.
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mathematics. They also expressed that this cannot be the reason why they
this has been part of the localized faculty development program every
Friday where they invite an expert on the topics so they may be able to
triangles using law of sines, and stating and applying the converse of basic
teachers on the skills about triangles, they find it hard to apply the
the need for teachers to improve and develop skills on the topic sparingly.
This result highlights what Ferlazzo (2014) mentioned that teachers must
solving oblique triangles using law of cosines given two sides and one
included angle which received their lowest assessment. This infers that
obliques triangles using the law of cosines. The composite mean signifies
learning must take place and assist secondary teachers in learning the
better and more appropriate teaching strategies which will benefit not only
statistics is essential in the modern world, where the print and electronic
media are full of statistical information and interpretation. Basic concepts and
key for enabling our students to better understand, process and interpret the
vast amounts of quantitative data that exist all around them, and to have
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Table 5
Teachers’ Learning Competencies in Probability and Statistics
ITEMS WM VI
1. Calculate the measures of central tendency for grouped/ungrouped data 3.72 GE
2. Organize data in a frequency distribution table 3.68 GE
3. Describe the importance of Statistics 3.66 GE
4. Describe the measures of variability of a statistical data 3.60 GE
5. Calculate the measures of variability 3.59 GE
6. Describe an experiment, outcome, sample space and event 3.53 GE
7. Compute the deciles for grouped data 3.50 GE
8. Compute the Deciles for ungrouped data by interpolation. 3.49 ME
9. Use percentiles in analyzing and interpreting research data 3.47 ME
10. Solve simple problems involving probabilities of events 3.46 ME
11. Draw conclusions from variability/measures of central tendency 3.45 ME
12. Explain and interpret the probability of an event 3.44 ME
13.Interpret the computed upper and lower quartile of grouped data. 3.43 ME
14. Derive the formula for each percentile point in the given set of
3.42 ME
grouped data
15.Interpret the computed upper and lower quartile of grouped data 3.42 ME
16.Count the number of occurrences of an outcome in an experiment 3.41 ME
17. Derive the formula for finding the number of permutations of n
3.39 ME
objects taken r at a time
18. Differentiate experimental from theoretical probability 3.37 ME
Legend: WM – Weighted Mean VI – Verbal Interpretation GE – Great Extent ME – Moderate Extent
This means that the respondents have thorough knowledge and skills
mode both for grouped and ungrouped data. This also highlights that they
have the skills to easily calculate and determine the necessary steps in
experiment, outcome, sample space and event, and computing the deciles
for grouped. This means that teachers have the needed skills and mastery
computation of deciles for grouped data. This could also imply that this
On the other hand, the teachers’ assessment revealed that they are
include deriving the formula for each percentile point in the given set of
and how to interpret the upper and lower quartile. More so, teachers have
to widen their tools and crafts in these concepts for them to better teach
these concepts.
happen. This also implies that teachers have not had much experience
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with experimental and theoretical probability so it was not very easy for
should find ways on how they can improve their knowledge and skills in
statistics so they can better teach it to their students especially that these
easily observable.
breadth and depth are also important, as should the ability to plan, initiate,
lead and develop education and teaching, as well as the ability to provide
Table 6
Teachers’ Pedagogical Competencies Relative to Utilization of
Approaches and Strategies
great extent in assisting learners in board work method. This means that
teachers are assistive and considerate in seeing the students learn. They
see to it that through their help, students are able to perform board work
which helps students master and better understand the lesson. This
relates with what Olawale (2013) mentioned that teachers can support
learning.
these strategies and challenging activities set forth by the teachers. These
findings are in line with the idea shared by Jacques (2009) that effective
students will be given equal chance to succeed learning the subject matter.
This finding was also supported by the teachers during the interview
facilitate the lessons effectively. They further revealed that students find
lesson more interesting and easier to lean if there are creative and
interactive activities.
students’ mind. In addition, it is vital for teachers to see the connection and
meaningful relevant content for their students to grasp the relevance of the
subject matter and this is translated to their prepared learning activities for
the students. Through this, they are able to sustain students’ attention
successfully.
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performance task among their students. Through this, they can be assured
that students got the concepts taught and they are able to apply it in real-
life situation. This is in line with the idea of Rogier (2014) that drawing
that teachers have wide and diverse teaching strategies and motivations to
support quality learning. It can also be said that teachers address the varied
strategies because different topics and different students may required the
the progress in learning from time to time. It also provides valuable feedback
tools.
documented.
assessment results to identify what the learners need to learn and how to
discussion.
Table 7
Teachers’ Pedagogical Competencies Relative to Application of Evaluation
Tools
that they provide timely feedback to help students reflect and monitor their
designers. This reinforces the concept of DO No. 42, s. 2017 that teachers
instructional decisions.
means that teachers need to value the importance of pairing their students
in learning the lesson effectively. This also relates the need for them to
and must be consistent with the needs of the learners.It can dramatically
Table 8
Teachers’ Pedagogical Competencies Relative to Classroom Setting
parents perceive safety as their utmost concern and priority. Students must
indicators they are competent to a great extent. This implies that teachers
openness and trust. Moreover, the interview conducted with the teachers
and organizing classroom furniture. This implies that teachers also take
and positioning the different furniture in a way that students can actively
move and participate in different group activities. This affirms DO No. 42,
responsive to the call of DepEd. They also need to be familiar with such
committed teachers are, not only in instruction but also in managing the
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learning environment. This is in line with the idea shared by Cator (2010) that
organize and execute tasks but also to enable him to relate people. The
basis for control in a school and set priorities to focus their emergencies on
processes.
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Table 9
Teachers’ Management Skills in Planning
teachers aired that they were trained to identify students who are
understand the concepts. This relates with what Morgan (2015) mentioned
instructional materials based on the topic, ensure that lessons are aligned
to the standards of DepEd, and organize the content of the lesson and
process with that of DepEd’s mandate. Further, they are competent in the
diversity of learners in planning the lesson for the day and preparing
diverse curriculum appropriate for the needs and diversity of the students.
every day discussion which could best elicit these skills. Further, they plan
used and creating possible innovations to address the gaps and test
curriculum and relevant to the 21st century learning. As shared in the FGD,
teachers usually require their students to have portfolios where all records
are intact and kept. Moreover, teachers continue to uphold the significant
achievement.
support of the no child left behind policy that is why teachers have to really
put an intervention program in place so they can help those students who
cannot keep up with their regular classes. In the interview, they shared that
The composite mean indicates that teachers strongly agree that they
fully understand how important planning is in the success of the teaching and
Allocating these resources properly could really ignite high performing work
place and could poster positive outcome in the workplace. This is the
Table 10
Teachers’ Management Skills in Resource Allocation
managerial skills in dealing with students’ classes. They are punctual that
observing proper time is their daily reminder. It was shared in the FGD that
they know how important it is to stay punctual in dealing with their daily
classes. They also shared that once they started late, all the rest of the
Teachers also strongly agree that they maximize the use of funds for
managing students learning. They know that for every fund entrusted to
their school, it should benefit the entire student and therefore they must be
their number one priority. Also, all school facilities should be supportive
the section’s class fund for a certain activity, purchase basic materials
needed in a school activity from MOOE, and use school library and other
all activities and undertakings that use funds, especially students’ funds.
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can be charged against them. They also expressed in the interview that
school-related expenses like water and electric bills were paid through the
donation from LGU and NGO when needed, and solicit fund for classroom
consulted and be part of the annual procurement plan making, seeking for
donation and soliciting funds for classroom improvement. They know also
that as members of the school community, they have to support and act
from private sectors to support other school programs which however was
the respondents’ lowest assessment. This means that teachers had been
part of the planning and in seeking financial muscles from the private
organizations which aim to support and benefit the entire school. In the
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interview, teachers shared that they have strong relationship with all their
alumni and alumnae especially the private associations within their locality
and vicinity.
only affected by the teaching strategies used by the teachers but also by the
decision-making skill.
Table 11
Teachers’ Management Skills in Decision Making
and establish open communication with them. They share the task to
everyone and they are open for suggestions and insights. In addition, this
also implies teachers’ high human relation skills because being able to
It was also strongly agreed by the respondents that they address the
students’ needs and interest in the school and in dealing with the
profession they know that they have to value their superior’s comments
FGD, participants shared that as teachers they must know that it is their
degrees and in various trainings and seminars which would help them
every decision were strongly agreed by the respondents. This means that
with something. It is also crucial for them to stay on the right track when
leading and dealing the school and organization. They have in mind that all
sides are seen including the legality of some things in dealing with
problems. In the interview, participants shared that they are firm and have
the school. They stick to the decision made which is well-thought of and
lowest weighted mean though also strongly agreed. This implies that
They should not panic and stay decisive so as to not affect students’ mind
concerned. This can also be associated to the fact that a lot of trainings and
to teachers.
It can be gleaned from the above table that the computed r – value
Table 12
Relationship between Utilization of Approaches and Strategies and
Management Skills
2
V1 V2 r– r − va Decision
p-value Interpretation
value lue on H0
Planning 0.4900 0.2401 0.0000** Reject Significant
Utilization of
Resource
Approaches 0.4651 0.2163 0.0000** Reject Significant
Allocation
and
Decision
Strategies 0.5057 0.2557 0.0000** Reject Significant
Making
**Significant at α=0.05 with p<0 . 001
0.4651 and the probability value is less than 0.05 level of significance. This
allocation. Also, it can be seen from the table that 21.63% of the variance
less than the level of significance which means that the null hypothesis of
value of 0.2557 shows that 25.57% of the variance and outcome variable
have good skills in planning, they can identify the most appropriate
may tend to use approaches and strategies that are inappropriate. Same
resources. But all these require the right decision making as well in order
Table 13
Relationship Between Application of Evaluation Tools and Management
Skills
2
V1 V2 r– r − va Decision
p-value Interpretation
value lue on H0
Planning 0.5801 0.3365 0.0000** Reject Significant
Application
of Resource
0.5168 0.2671 0.0000** Reject Significant
Evaluation Allocation
Tools Decision
0.5584 0.3118 0.0000** Reject Significant
Making
**Significant at α=0.05 with p<0 . 001
It can be gleaned from the above table that the computed r – value
evaluation tools and their planning skills. Also, the r – value, 0.5801
probability value is less than 0.05 level of significance. This indicates that
evaluation tools and their skills in resource allocation. Also, it can be seen
from the table that 26.71% of the variance and outcome variable resource
evaluation tools which means that if teachers plan carefully the tools it will
use to evaluate students’ learning, the more that students can benefit from
students. This is the same with resource allocation since the use of
results also emphasized that decision making skill significantly relates with
should enhance their ability in choosing the best tools to evaluate students
tools.
management skills.
Table 14
Relationship between Classroom Setting and Management Skills
2
V1 V2 r– r − val Decision
p-value Interpretation
value ue on H0
Planning 0.6201 0.3845 0.0000** Reject Significant
Resource
Classroom 0.5224 0.2729 0.0000** Reject Significant
Allocation
Setting
Decision
0.5531 0.3059 0.0000** Reject Significant
Making
**Significant at α=0.05 with p<0 . 001
classroom setting and their planning skills. Also, the study showed a
the p – values less than 0.05 level of significance. Results of the study also
2
show strong relationship between the two variables. Finally, the r − values
Likewise, these results imply that the planning skill of teachers can
teacher, one must not only be good in teaching the lesson but must also
revealed in the results that the teachers’ skill in resource allocation can
also affect their classroom setting, this can because part of managing the
likely to build on and make use of them, while those who are aware of their
own weaknesses may take extra steps to overcome them. For teachers,
what they’re good at and what could use improvement may also be better
Table 15
Strengths and Weaknesses of Mathematics Teachers
highest assessment. This infers good trait and character of teacher to stay
good role models since they know that whatever their students see and
and interest. Further, it was shared in the FGD that teachers share their
the school.
This means that teachers have realized the value of getting clarified in
that in planning the lesson, it is not about them, rather it is how to make
also revealed in the interview that in everything they do, be it for the
students and other members of the school, it is necessary for them to keep
shared in the interview that they can explain and express but they have
should say. They also claimed that as long as they can ask questions,
successes. Although in the end, they admitted that they have to learn and
master their ability of asking questions. Further, they shared that since
they teach in a small class, where designations are given into one person,
means that since they are mathematics teachers, they hit words and ideas
straightly. They do not have plenty of words over matter. Once they say it,
they are through. For this reason, relating with their co-teachers becomes
difficult sometimes. That is why they shared in the FGD that when
mathematics teachers are in the same room, they flock together. Other
the study.
their utmost concern. It can be noted also, that part of the professional
inside the classroom. In consonance with this, they are tasked to create
strengths and weaknesses. This means that teachers believed that the
management skills.
well as helping them in enhancing their management skills and support the
program. This output was conceptualized based on the key results of the
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was carefully prepared considering all the pertinent data acquired from the
study.
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MANAGEMENT GUIDE
FOR MATHEMATICS INSTRUCTION
Differentiating Instruction
I.
I. I. Differentiating Instruction
Management Areas:
Planning. Teachers Resource Management.Proper communication
must know first the with the key teacher in this area is a must. His or her
level of suggestions must be taken into consideration
understanding of especially those who have been teaching this for a
their students as well long time of whom we can say experts. With regard
as their interests and to the materials, localization will take place. Use only
needs in this area. those materials available at the school or within
Consider also the reach
Decision Making. Assessing will be a challenging
availability of the
task in doing this because there are various activities
materials that will be
and every activity will require different assessment.
utilized to fully
This is when the patience and commitment of
maximized this.
teachers will be measured.
Scientific notation is a way of writing very large and very small numbers. It is
written in the form:
a x 10n ; where 1≤a¿ 10
n is an integer
1
1
1
Examples:
a) 9.25 x 0.52 x 11.35 = 54.5935
Answer: 55 since the least number of significant digits is 2,coming from
0.52
b) 1.25 ÷ 3 = 0.4166667
Answer: 0.4 since the least number ofsignificant digits is 1, coming from 3
When adding and subtracting measured quantities, round the
answer to the same number of decimal places as there are in
the measurement with the least number of decimal places.
1. Move the decimal point to the right or left until the first significant digit and copy the
significant digits to the right of the first digit. If the number is a whole number and has
no decimal point, place a decimal point after the first significant digit and copy the
significant digits to its right.
2. Multiply the adjusted number in step 1 by a power of 10, the exponent of which is the
number of digits that the decimal point move, positive if moved to the left and negative
if moved to the right.
Examples:
Desired location true locationtrue location desired location
of decimal of decimal of decimal of decimal
point point point point
B. Directions: Perform the indicated operations. Write the final answer to the
correct number of significant digits.
Let’s Practice!
A. Directions: Change the following measurements to scientific notation.
Activity 2
Which is Which?
5
6. p(x) = x2 + 3x + 1+
x
7. f(x) = x3 + 13
7
8. p(x) = 5x - 6 + 2√x +
x2
9. f(x) = √2 x4 + x
B. For each function, determine the leading coefficient (LC), leading term (LT),
constant term (CT) and the degree (D) of the given polynomials.
LC LT CT D
1. f(x) = 2x6 -5x2+2x3-x-3 ____ ____ ____ ____
2. f(x) = √ 5x4 -3x2+12 ____ ____ ____ ____
1
3. f(x) = 3x3- x5-4x-1 ____ ____ ____ ____
3
4. f(x) = -x -3x4+6x3-4x-2
5
____ ____ ____ ____
5. f(x) = x10 -3x8+7x4-3x-4 ____ ____ ____ ____
1
1
5
Let’s INVESTIGATE!
Guide Questions.
1. What is the standard form of polynomial functions?
2. From the given expression, which are polynomial functions? and which
are not polynomial functions?
3. How did you identify polynomial function and not polynomial function?
4. What is the degree of each polynomial functions?
5. How would you determine the leading coefficient, leading term and
constant term?
6. How does a polynomial expression differ from a polynomial function?
Polynomial Function LT LC CT D
f(x) = 5x - 7x5 + 4x6 -20
g(x) = 2x2 –7x4- 3x3 - 4
h(x) = 8x3 – x7 - 4x4 + 8x2
p(x) = 6x4- 4x2 + 2x5- 3x + 9
f(x) = -x8 - 4x3 + 8x2 + 32
Awards Received
School
Gold Silver Bronze
ANHS 3 2 5
BNHS 4 3 1
DNHS 7 4 6
FNHS 6 2 3
LNHS 5 5 2
Activity3: Probability
Objectives:
Define experiment, outcome, sample space, and event.
Directions:Analyze the picture belowand figure out the word/s that will form
out of it.
1.
2.
3.
4.
5.
●
Let’s investigate!
Directions: Analyze the statements below and match them with the words
formed in the activity.
1
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8
1. A chance that something will happen - how likely it is that some event will
happen
2. An action where the result is uncertain
3. All the possible outcomes of an experiment
4. Just one of the possible outcomes
5. One or more result of an experiment
6. The result of a single trial of an experiment
Consider the following example below, how will you identify them using the
concepts given in the activity above?
1. Tail
2. True – False
3. King of Spades
4. Tossing a five - peso coin
5. Rolling a die
Probability - chance that something will happen - how likely it is that some event
will happen.
Experiment - an action where the result is uncertain.
Sample space - all the possible outcomes of an experiment.
Sample point - just one of the possible outcomes.
Event - one or more result of an experiment.
1
1
9
Peel It!
Probability
Can Do It,
Now…
1
2
0
1. 5/6
2. Getting head when tossing a coin
3. 50%
4. Right-Wrong
5. Ace of Spades
6. Flipping a 5-peso coin five times
7. The chance that something will happen
8. Tossing a coin and rolling a die simultaneously
9. Guessing the number of marbles in a container
10. A chance process which leads to well-defined results
Directions: Give your own example of situation illustrating the different terms in
probability such as:
1. Probability
2. Event
3. Sample Point
4. Sample Space
5. Experiment
6. Outcomes
Let’s Reflect!
OBJECTIVES
Management Areas:
Activities The activities are aligned to the DepEd Junior High School
Curriculum and in the Most Essential Learning Competencies (MELC)
for Mathematics. It contains classroom activities with suitable
pedagogical approaches and strategies.
1
2
4
Activity 1
Objective: Draw the graph of polynomial functions.
Sketch Me…
Let’sINVESTIGATE!
Guide Questions.
1. At what point(s) does the graph pass through the x-axis?
2. For which interval(s) is the graph above and below the x-axis?
3. What does “end behavior of a polynomial function mean?
4. How can you use the Leading Coefficient test in determining the end
behavior of a polynomial?
5. Do the leading coefficient and the degree affect the behavior of the
graph? Why?
6. Explain the relationship between the degree of a polynomial and the
number of turning points on its graph.
1
2
5
Graphing Polynomial Function P(x)= anxn + an-1 xn-1 + an-2xn-2 +…+ a1x + a0
1. Use the leading coefficient test to determine the graph’s end behavior.
2. Find the x-intercepts by setting P(x) = 0 and solving the resulting
polynomial equation. If there is an x-intercept at r as a result of (x–r)n in
the complete factorization of P(x) then:
If degree is even and a n> 0 the graph rises to the left and to
the right.
If the degree is even and an< 0 the graph falls to the left and
to the right.
If degree is odd and an> 0 the graph falls to the left and rises
to the right.
If degree is odd and an< 0 the graph rises to the left and falls
to the right.
a n> 0
a n< 0
1
2
6
Identify Me…
A. In the given graph below determine the degree,
X-intercepts and the number of turning points.
E.
5) f(x) = -(x-1)(x+1)2(x+2)
A. B.
C. D.
OBJECTIVES
Case 2:
1. Get a piece of paper and cut an equilateral triangle.
2. Measure the length of the sides.
3. Cut the equilateral triangle along an altitude.
4. Solve the length of the altitude. You can use Pythagorean Theorem.
1. What kind of triangle is formed after cutting the square along its diagonal
in case 1? What kind of triangle is formed after cutting the equilateral
triangle along its altitude?
2. What have you noticed about the lengths of the sides of the resulting
triangle on case 1? How about the resulting triangle on case 2?
3. What can you generalize on lengths of the sides of the resulting triangles?
f special triangles
use of the following right triangles, solve the length of the side and give the values of the six trigonometric ratios. Expr
450
1
450
=
√3 – 1 + 4
3 3
11+ √ 3
=
3
3. If θ = 300; evaluate (sin θ) ¿ ¿
Solution: Substitute the value of θ and refer to the table of values.
1
3
2
=
( 12 )( √23 )+( √33 )(2)
√ 3− √
2 3
3
=
( √43 )+( 2 √3 3 )
3 √3−2 √3
3
3 √ 3+8 √ 3
12
=
√3
3
11 √ 3 3
= ∙
12 √3
11 3
= or 2
4 4
III.
. Developing Higher Order Thinking
Skills Thru Assessment
Description:Developing
learners’ higher order
thinking skills will really
1
3
3
MANAGEMENT SKILLS
Decision Making.It will not be easy for learners to think critically and
came up with the correct answer. The role of the teacher here is to really
guide learners from time to time for them to adapt with the tasks. They can
also give clues or hint or provide them the correct process in doing the
activity
Activities. The activities are aligned to the DepEd Junior High School
Curriculum and in the Most Essential Learning Competencies (MELC) for
Mathematics. It contains classroom activities with suitable pedagogical
approaches and strategies.
Activity 1
Solving Problems involving Polynomial
Functions
1
3
5
2. Dr. Lopez invented a new fertilizer which will enable a tree to produce a
number of fruits according to the amount of fertilizer put in a month. This
relation is expressed in the following function:
F(x) = x5 + 17x4 +92x3 + 164x2 +91x + 147,
where x is the amount of fertilizer in grams used. However, the amount
of fertilizer should not be more than 10 grams.
a) How many fruits will a tree bear if one gram of fertilizer is used?
b) How many fruits will a tree bear if 10 grams of fertilizer is used?
c) If fertilizer is not applied to the tree will it still bear fruits?
3. The side of a cube is represented by x + 1. Find, in terms of x, the volume
of the cube.
1
3
6
Let’s INVESTIGATE!
Guide Questions.
1. What are the given in the problems?
2. What mathematical solution should be applied to solve the given
problems?
3. What are the steps in solving word problems?
4. Do you think you can use polynomial functions to solve problems related
to our daily lives? Why?
Read the problem carefully and explore what is the problem is about.
2. The total number of fans who went to watch professional tennis games from
March to December can be modeled by the function F(x) = 90x 3 + 232x2 + 1075x
+ 3125 and the number of professional tennis games played from March to
December can be modeled by G(x) = 9x + 25, where x is the number of months
since March. Which of the following expressions correctly describes the average
number of fans per tennis game?
(A) 25x2-2x+125
(B) 45x2+2x+125
(C) 10x2-2x+125
(D) 9x2+2x+125
1
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8
2. The three sides of a right-angled triangle are x, x+1 and 5. Find x and the area,
if the longest side is 5.
5. Janna has finished weaving a blanket. She wanted the length of the blanket to
be 1 foot greater than twice its width, because otherwise her toes get cold. If the
area covered by the blanket is 28 square feet, how long is the blanket?
Complete the solution:
__________________________________
Note: negative solution to this problem is disregarded since we are talking with
dimension of the blanket.
2. The picture shows the shape of a certain grass patch. If the area of the
patch is 80m2, find k.
What a Box!
Ask the students to work out this activity in groups:
1. Prepare a 30cm by 20cm cardboard.
2. From each corner draw a small square of side x.
3. Cut out each of the squares and make a box by folding the sides as
shown on the figure.
4. Express the volume of the box in terms of x.
x x
x x
x x
x x
Let’s REFLECT A
BIT!
Organize Me!
1
4
3
Shirts
Pants
Let’s Investigate!
2. How did you determine the number of possible arrangements in the above
story problem?
5. If you are going to multiply the number of pants and the number of shirts
Dante could choose from, will it be equal to the possible outcomes? What
principle is used?
How many ways can you organize the outcomes of an event? How can
Table of Choices
Drinks Coffee Juice Hot Choco Tea
Foods (C) (J) (H) (T)
Pansit PC PJ PH PT
(P)
Spaghetti SC SJ SH ST
(S)
Palabok PLC PLJ PLH PLT
(PL)
Peel It!
event. These are the tree diagram, table or chart and by listing.
possible outcomes, then there are m x n total possible outcomes for the
Can
Do It
Now…Directions: Answer the following.
1
4
8
2. Mario has 4 shirts, 3 pairs of pants, and 2 pairs of shoes that all coordinate.
How many outfits can he put together?
Directions: Read and analyze the following situations and answer the questions
that follow.
Rico has asked his girlfriend to make all the decisions for their date on her
birthday. She will pick a restaurant and an activity for the date. Rico will choose a
gift for her. The local restaurants include Dedek’s, Florenel, Latrix, and 3J’s. The
activities she can choose from are zumba dancing, bowling, and movies. Rico
will buy her either ice cream or flowers.
a. How many outcomes are there for these three decisions?
b. Draw a tree diagram to illustrate the choices.
2. A travel agent plans trips for tourists from Manila to Bicol Provinces and gives
them three ways to get from town to town: airplane, bus, train. Once the
tourists arrive, there are two ways to get to the hotel: hotel van or taxi. The
cost of each type of transportation is given in the table below.
Transportation Costs
Type
Airplane P4,000
Bus P2,500
Train P2,000
Hotel Van P800.00
Taxi P500.00
a. Draw a tree diagram to illustrate the possible choices for the tourists.
Determine the cost for each outcome.
b. If these six outcomes are chosen equally by tourists, what is the probability
that a randomly selected tourist travel in a bus?
c. What is the probability that a person’s trip cost less than P3000?
d. What is the probability that a person’s trip costs more than P2500?
1
5
0
Let’s Reflect
A. Based from the activities and the exercises you answered, summarize
your learning about organizing possible outcomes of an event and the
fundamental counting principle.
CHAPTER V
Summary of Findings
evaluation tools, and classroom setting. Further, this study also assessed
study were 139 mathematics teachers from the participating JHSs in the
and Pearson r.
law of cosines given two sides and one included angle. The composite
Geometry.
strategies.
classroom setting.
management skills.
agreed that they observed proper time management in the class, utilize the
development program. On the other hand, teachers only agreed that they
The composite mean revealed that teachers strongly agreed with the
learners’ needs, and manifest fairness and justice. The composite mean
1
5
6
then shows that the teachers strongly agreed that they have decision
making skill.
allocation skills. This is shown by the computed r- value of 0.461 and the
probability value less than 0.005 level of significance. It was also found out
that variance and outcome variable resource allocation are associated with
the computed r- value with the variance and outcome variable associated
was carefully prepared considering all the pertinent data acquired from the
study.
1
5
8
Conclusions
drawn.
geometry.
substantial associations.
as the greatest strength of teachers and limited ability with the art of
Recommendations
geometry.
BIBLIOGRAPHY
A. BOOKS
1
6
0
University.
Ariani and Mirdad, J.F. (2016). The range availability and practice of
28(3),97110.
44(3), 397-406.
Content Areas
Villestar Publishing
Study
publishing Ltd.
B. UNPUBLISHED MATERIALS
State University
Ojales, S.C. (2015). A Five Year Development Plan for Batangas Province
1
6
4
Reyes, B.E. (2013). Proposed Instructional Design for Basic Grade Six
University.
dissertation).University of thePhilippines.
Boaler, J. (2010). What's math got to do with it?: Helping children learn to
Teacher
Vol. 6, No.2.
Education 15(1)
7(4), 227-242.
skills.http//www.mendeley.com/researchpapers/?query=
instructional+leadership
75 (1), 23-42.
Springer
Red, E.Z. (2010) Inputs from Students’ Performance and Satisfaction with
147.
D. INTERNET SOURCES
https://resilienteducator.com/classroom-resources/five-time-
management-tips-for-teachers/
10.1145
https://www.slideshare.net/AiraGraceAtabay/issues-and-
problems-in-the-philippine--basic-education.
Marchadesh, B.B. (2012) PHL Science and Math Education should start
http://www.educationforallindia.com/page80.html
http://pu.pk/images/journals/jihat-ul-islam/PDF.
/educ/rationalnumberproject/81_4htm
Http://www.mathisfun.com
Http://www.mathblaster.com
Http://www. 4teachers.org
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7
2
E. OTHER RESOURCES
TIMMS 2019
APPENDICES
1
7
4
APPENDIX A
RECEPIENTS OF LETTER
1. Dr. Rowena R. Abrea – Dean, College of Teacher Education
APPENDIX B
Request Letter for Data
RECEPIENTS OF LETTER
APPENDIX C
Request letter for Distribution
1
7
8
RECEPIENTS OF LETTER
APPENDIX D
Interview Guide
important? Why?
APPENDIX E
Focus Group Discussion Agenda
Time: 10:00-11:00 AM
Facebook Messenger)
Agenda:
APPENDIX F
Photo Documentation during Focus Group Discussion
CURRICULUM VITAE
PERSONAL DATA
Age: 42
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Graduate Studies
Batangas State University
Doctor of Education
Major in Educational Management
2017-2020
1
8
4
Tertiary
Rizal College of Taal
Bachelor of Secondary Education
Major in Mathematics
1995-1999
Secondary
Gov. FelecianoLeviste Memorial National HS
Lemery, Batangas
1991-1995
Elementary
Dayapan Elementary School
Dayapan, Lemery, Batangas
1985-1991
ELIGIBILITY
WORK EXPERIENCES
Duba Mall, U. A. E
Sales Executive
May 2008 – January 2011