MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE

MATHEMATICAL WORD PROBLEM SKILLS

OF GRADE 6 PUPILS

SHERYL M. CANSECO

Thesis Outline Submitted to the Department of Elementary Education,

University of Southern Mindanao PALMA Cluster Campuses,
Libungan, Cotabato in Partial Fulfilment of the
Requirements for the Degree of

BACHELOR OF ELEMENTARY EDUCATION

JUNE 2022
 iii

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines

APPROVAL OF THESIS OUTLINE

Name
Major
Degree Sought
Specialization
Thesis Title

APPROVED BY THE GUIDANCE COMMITTEE

____________________________ ______________________________
Adviser Co-Adviser
(Optional)
______________ _____________
Date Date

____________________________ ______________________________
Statistician Department Research Coordinator
(Optional)
______________ _____________
Date Date
____________________________
Department Chairperson
______________
Date

_________________________ ______________________
College Research Coordinator Dean
______________________ ______________________
Date Date
Study No: ________________
Index No: ________________
Recorded by: _____________
RECORDED:
_________________________________
Director for Research and Development
_________________
Date
Recorded by: _________

USM-EDR-F04-Rev.4.2020.11.16
 TABLE OF CONTENTS

Page
PRELIMINARIES
Title Page

MODULAR DISTANCE LEARNING: ITS INFLUENCE ON THE.......................ii

MATHEMATICAL WORD PROBLEM SOLVING SKILLS..................................ii

OF GRADE 6 PUPILS.........................................................................................ii

APPROVAL OF THESIS OUTLINE..........................................................................iii

TABLE OF CONTENTS.....................................................................................iv

LIST OF DUMMY TABLES................................................................................vi

LIST OF FIGURES............................................................................................vii

LIST OF APPENDICES....................................................................................viii

INTRODUCTION................................................................................................9

Significance of the Study..............................................................................9

Objectives of the Study...............................................................................11

Expected Outputs of the Study...................................................................12

Place and Time of the Study.......................................................................13

Operational Definition of Terms..................................................................13

Hypothesis of the Study................................................................................1

REVIEW OF RELATED LITERATURE..............................................................5

How Students Learn Math..................................................................................7

Modular Learning on Covid-19 Pandemic..........................................................8

The Module and Its Content...............................................................................9

METHODOLOGY..............................................................................................11

Research Design.........................................................................................11

iv
 Respondents of the Study...........................................................................11

Sampling Procedure...................................................................................12

Research Instrument...................................................................................12

Data Gathering Procedure..........................................................................13

Statistical Analysis......................................................................................13

LITERATURE CITED........................................................................................14

APPENDICES...................................................................................................22

Appendix B. Application for Research Title...........................................................32

Appendix C. Estimated Budget of the Research..............................................33

Appendix D. Application for Thesis Outline Defense........................................34

CURRICULUM VITAE................................................................................35

v
 LIST OF DUMMY TABLES
(Delete this part if no dummy tables in outline)

Table Title Page

v
 LIST OF FIGURES

Figure Title Page

vi
 LIST OF APPENDICES

Appendix Title Page

A. Application for Research Adviser...............................................................31

B. Application for Research Title.....................................................................32

C. Estimated Budget of the Research............................................................33

D. Application for Thesis Outline Defense......................................................34

vii
 INTRODUCTION

Significance of the Study

Many students struggle with arithmetic and don't get the help they need to

improve their grades. Reading interventions are common in many schools, while math is

often overlooked. From 2017 to 2019, arithmetic achievement at the researcher's school

was lower than reading achievement (Minnesota Report Card, 2018). The necessity of

and need for pupils to get math interventions is demonstrated by their lower math

scores. A lot goes into learning new math abilities for pupils. Students must memorize

numerical knowledge before applying them to difficult issues (Tomasetto, 2021). Math

phobia might prevent pupils from completing their assignments.The Department of

Education developed Modular Distance Learning to maintain the education of millions of

Filipino learners and ensure that every school continues to achieve its objective and

vision of providing quality education to every Filipino student (Dangle & Sumaoang,

2020). However, the sudden transition left many learners grappled with the changes it

brought, specifically in solving difficult mathematical problems. Knowing that the

instruction from the traditional classroom is turned into and limited to printed papers, the

teacher's assistance is not primarily limited and is sometimes notoffered.

In the Philippine context, Modular Distance Learning (MDL) is utilized to ensure

that education still continues. This type of delivery modality entails tailored instruction

that allows students to use self-learning modules (SLMs) that are centered on the

Department of Education's Most Essential Learning Competencies (MELC) (Martinez,

9
2020). Teachers hand out SLMs to students, which comprise distribution and retrieval

as well as assessment tools to check for knowledge and provide timely andrelevant

feedback. In Modular Distance Learning, the teacher is responsible for monitoring the

learners' progress, if practicable, through home visits. Students can ask for help from

the teacher via text messages, phone calls, or even email (Llego,2020).

By passing through accomplishment motivation and attitude toward the subject,

self-esteem had both a direct and indirect effect on mathematic problem-solving. The

students' ability to solve mathematic problems was positively influenced by their self-

esteem. Purkey (2000) believed that self-esteem was a fundamental motive that

influenced each student's potential to accomplish various levels of learning than his

peers. Any student with high self-esteem did not appear to be serious about learning

mathematics. He did not seem eager when confronted with complex mathematic

problems or ready to take the test. That student would also focus on mathematic

learning, have a positive attitude about the topic, and have a strong capacity to solve

mathematicissues.

The dearth of research conducted in my locality, the research will endeavor to

provide an opportunity to know the influence of Modular Distance Learning and its

influence to the mathematical problem-solving skills of the students. The research may

also contribute to the large amount of research locally and internationally. The findings

of the study will be shared to the teachers,parents, students and the whole community

atlarge.

10
Objectives of the Study

Generally, the study aims to determine the influence on the mathematical

problem- solving skills of Grade 6 pupils in modular distancelearning.

Specifically, the study aims to:

1. determine the socio-demographic characteristics of the respondents in termsof:

a. age

b. sex

c. parent's educationalbackground

2. determine the perceptions of the respondents as regards modular distance

learning on learning mathematical problem-solvingskills;

3. determine the level of mathematical word problem skills of therespondents;

4. determinethe significant relationship of modular distance learning to

mathematical word problem skills;and,

5. determine if there is a significant relationship between socio-demographic

characteristics to the mathematical word problem skills of therespondents.

11
Expected Outputs of the Study

The results of this research to be conducted are:

1. List of socio-demographiccharacteristics

2. Perceptions on modular distance learning on learning mathematical word

problemskills

3. The level of mathematical problem-solvingskills

4. The relationship between modular distance learning to mathematical word

problemskills.

5. Therelationship between socio-demographic characteristics to mathematical

word problem skills.

12
Place and Time of the Study

The study will be conducted at Barangiran Elementary School, Barangiran,

Alamada, North Cotabato,on August 2022.

Operational Definition of Terms

For the purpose of this study, the following terms are defined operationally:

Mathematical Word Problemrefers to the capability of the respondents to solve math

problems by referring to the modules distributed in accordance with their output.

Modular Distance Learning refers to the modules being distributed among the learners

from the Department of Education (DepEd), which comprises the learning

contents and tasks, as well as the module assessment where retrieval is very

much obliged to check the learning of thestudents.

New Normal refers to the regulated means and ways for people to minimize the risk of

exposure to Covid-19.

Problem Solving refers to the ability of the learners to solve mathematical problems

referring to the output submitted through the distributed modules.

13
Hypothesis of the Study

H01 : There is no significant relationship of modular distance learning to

mathematical word problem skills.

HA1 : There is significant relationship of modular distance learning to

mathematical word problem skills.

H02 : There is no significant relationship between socio-demographic

characteristics to the mathematical word problem skills of the respondent.

HA2 : There is significant relationship between socio-demographic

characteristics to the mathematical word problem skills of the respondent.

 2

Theoretical Framework

This theory is anchord on the study of Albert Bandura Social learning in

this theory he discuss how self efficacy cn contribute to a more better

understanding and learning. Modular distance learning ncourages students to

learn with motivation and blief on themselves that tthey can learn a certain

topic without aide.

 3

Conceptual Framework

INDEPENDENTVARIABLE DEPENDENTVARIABLE

Figure 1. A Schematic Diagram showing the relationship between socio-

demographic characteristics and mathematical word problem skills to modular distance

learning of the respondents.

 5

REVIEW OF RELATED LITERATURE

Word problems (WPs) are part of the school curriculum and are taught at all

levels of education. In WPs, relevant information is presented in the form of a short

narrative rather than in mathematical notation (Verschaffel et al., 2000). Sometimes

WPs specifically encode a quantitative relation between objects (Boonen et al., 2013).

Many children from kindergarten through adulthood have severe difficulties in solving

WPs (Nesher and Teubal, 1975; Riley et al., 1983; Lewis and Mayer, 1987; Hegarty et

al., 1992; Verschaffel et al., 1992). Both linguistic and numerical complexity contributes

to the difficulty in solving WPs. However, researchers have so far often focused on the

one or the other aspect, depending on which field they come from. Even within the

respective fields, linguistics, and numerical cognition, some aspects have been studied

extensively, while others have been (strangely)neglected.

In the last decades, mathematical word problem solving has gained much attention from

both researchers and educational practitioners (Campbell, 1992;Hegarty et al., 1995;

Hajer, 1996; Depaepe et al., 2010; Hickendorff, 2011, 2013; Moreno et al., 2011; Boonen

et al., 2013; Swanson et al., 2013). Mathematical word problems refer to mathematical

exercises that present relevant information on a problem as text, rather than in the form

of mathematical notation (Rasmussen and King, 2000; Timmermans et al., 2007). Hence,

effectively solving a mathematical word problem is assumed to depend not only on

students’ ability to perform the required mathematical operations, but also on the

extent to which they are able to accurately understand the text of the word problem

(Lewis and Mayer, 1987; Hegarty et al., 1995; Van der Schoot et al., 2009; Jitendra and
 6

Star, 2012). Both of these aspects are related in such a way that developing a deeper

understanding of the text of the word problem serves as a crucial step before the correct

mathematical computations can be performed. Hence, a key challenge for word problem

solvers is to get an adequate understanding of the problem statement (Lee et al., 2009;

Thevenot, 2010; Boonen et al., 2013).

Two individual skills are relevant in this regard. First, an important factor

contributing to a deeper understanding of the text of the word problem is the ability to

construct a rich and coherent mental representation containing all (the relations

between the) solution-relevant elements that are derived from the text base of the word

problem (De Corte et al., 1985; Hegarty et al., 1995; Pape, 2003). That is, word problem

solvers have to use a problem-model strategy in which they translate the problem

statement into a qualitative mental representation of the problem situation hidden in the

text (Pape, 2003; Van der Schoot et al., 2009). This mental representation subsequently

allows them to make a solution plan and execute the required mathematical operations.

Although successful word problem solvers appear to employ such aproblem-mode

 7

strategy by drawing on their mental representation skills, less successful problem solvers

often adopt an impulsive, superficial direct translation strategy, in which they only focus

on selecting the presented numbers that, in turn, form the basis for their mathematical

calculations (Verschaffel et al., 1992; Hegarty et al.,1995).

Moreover, reading comprehension skills appear to be more important in

overcoming such textual complexities than being able to use one’s mental

representation skills (De Corte et al., 1985, 1990). This might explain why the use of a

problem-model strategy is not sufficient in all circumstances. That is, word problems

containing semantically complex features require both accurate mental representation

skills and reading comprehension skills, whereas for word problems with a lower

semantic-linguistic complexity, well-developed mental representational skills might be

sufficient.

How Students Learn Math

When students are learning math, they need to remember numerical facts, and

then apply the numerical facts to solve more complex problems (Tomasetto, 2021). Ay

Emanet and Kezer (2021) stated, The learner should proceed by the following

instructions of his teacher, who is a guide in the learning process, with his active

participation, not without making sense of the knowledge or by memorizing, but by

building up new knowledge by using prior knowledge. (p. 241) It is beneficial to make

sure the teacher teaches the students the math knowledge and skills required to be

successful with daily life math. Math anxiety is an increasing problem for students; itis
 8

based on their low ability to complete math tasks. Math anxiety was thought to

only affect middle and high school-aged students, but it is being found that younger

students are having anxiety about math (Maloney & Small Group Math Interventions

Mixed- Method Research Methods Proposal Page 16 Beilock, 2012). Parents' anxiety

about math at times causes math anxiety in students (Szczygiel, 2020). Szczygiel

(2020) found that there was more of a correlation with the students' fathers anxiety

affecting students own anxiety about math, than the mother's anxiety about math

effecting students. Math interventions can help relieve some of the math anxiety

students are experiencing, in all, making them more comfortable with the math materials

being taught. Some students may have anxiety about testing, which will cause them to

achieve a lower test score. Helping the students become confident in their math skills

will help alleviate some of the anxiety associated with math andtesting.

Modular Learning on Covid-19 Pandemic

Modular Distance Learning is a solution to the "No Child Left Behind Act," which

mandates that all children obtain the best education available (No Child Left Behind Act,

2002). SLM makes this form of learning more accessible to a wider range of students.

MDL was seen as the most liked by families because it is cost-effective or families

would save a lot of money. While households would save a lot of money, the

government would spend a lot of money only to print a billion pages of SLMs for millions

of public schools' students. Furthermore, because the modules were created in a short

amountoftime,therewereflawsinthemodules,suchasfactual,computational,clerical,
 9

The Module and Its Content

According to Mulyasa (2006), a module is a self-contained learning package that

consists of a series of learning experiences that are planned and constructed in a

methodical manner to assist students in achieving their learning objectives. Modules are

a learning procedure for a specific unit of topic that is organized in a systematic,

operational, and directed manner for students to employ. According to Prastowo (2012),

the module is a book developed with the goal of allowing students to learn freely without

or with the supervision of a teacher. In another interpretation, the module is a collection

of educational resources that are presented in a systematic manner so that users can

learn with or without the assistance of a facilitator or teacher. As a result, a module must

be employed as a teaching tool in place of the educator's role. If the educator has the

ability to explain something, the module must be able to do so in a manner that students

can understand based on their level of expertise andage.

As per Ministry of Education's Directorate General of PMPTK (2008), a module is

considered good if it meets five criteria. The first is a self-teaching method. It means that

students can learn independently using modules rather than relying on the teacher or

other third parties. To be classified as self-instructional, a module must meet the

following criteria: (1) clearly stated objectives, (2) learning contents packaged into small

units to support comprehensive learning, (3) examples and sector that support clarity in

thepresentationofthelearningmethod,and(4)practice questions and homework that allow

students to respond and assess their level of mastery, (4) includes practice tests and

homework that enable students to answer and quantify their competency, (5) includes

practical problems, (6) uses simple and participatory vocabulary, (7) contains overviews
 10

of teaching materials, (8) contains an evaluation tool that enable for self- assessment, (9)

contains responses on the evaluation so that the user can determine their level of

mastery of the material, (10) provides information about references or reference.

The second feature is that it is self-contained. It signifies that a module contains

all of the learning resources for a single competency unit or sub-competency. The goal

of this concept is to give students the opportunity to learn extensively, and the module

can include a sequence of well-thought-out and methodical learning activities. Stand-

alone is the third characteristic. The term "stand alone" refers to modules that are not

dependent on or required to be used in conjunction with other learning media. If the

module is still connected or requires external media, it cannot be considered self-

contained.

The fourth feature is adaptability. Adaptive describes modules that may organize

the growth of science and technology and are adaptable to use; this is an adaptive

module. Furthermore, an adaptable module is one in which the content of learning

material can be employed for a set amount of time. The final option is the most user-

friendly. It implies that modules must be considerate of their users. In other words, the

module must be simple to comprehend so that students can understand the contents of

the modules that have been provided, and so that it serves not just as a manual but also

as a handle and textbook to betaught.

 11

METHODOLOGY

This chapter presents the research method that will be used in the study. It

contains the research design, respondents of the study, sampling procedure, research

instrument, data gathering procedure, and statisticalanalysis.

Research Design

The study will use a descriptive-correlational research design to determine

the socio-demographic characteristics of the respondents. It will also utilize the

correlational design to know if there is a significant relationship between the socio-

demographic characteristics and modular distance learning to mathematical problem-

solving skills of therespondents.

Respondents of the Study

The respondents of the study will be the grade 6 pupils of Barangiran

Elementary School in the Municipality of Alamada, Cotabato. The respondent must be a

bona fide pupil of the school and must be vaccinated.

 12

Sampling Procedure

This study will use a stratified random sampling to best fit the time,

geographical location, and other adjustments of the respondents in accordance to the

new normal. The Slovin formula will also be used to identify correctly the number of

respondents needed for thestudy.

n= N
(1+Ne²).

N = total number of srudents e =

0.05

Research Instrument

The researcher will use a survey questionnaire. It is adapted from the study

of Cabilla and Vicente (2015) entitled "Pupils' Perception on Mathematical Problem

Solving" and a set of test questionnaires (1 st quarter - 4th quarter periodical exam) in

gathering the data of this study. The questionnaire consists of two parts; the first part

concentrates on the perception of the pupils towards mathematical problem solving; the

second part focuses on the test questions (periodical exam) from a grade 6 adviser that

covers the 1st quarter – 4thquarter.

 13

Data Gathering Procedure

With the instrument ready, the researcher will seek permission to the adviser and

the dean to conduct the study outside the school.Upon the approval , the researcher will

send a letter of permission to Barangiran Elementary School's principal to ask

permission in administering the questionnaire. The copies of the survey questionnaire

will be collected, tabulated, interpreted, and analyzed by theresearcher.

Statistical Analysis

Data analysis and interpretation will be made using descriptive statistics such as

frequency counts and percentages. Pearson r correlation will be use to determine the

relationship between modular distance learning to mathematical word problem skills and

significant relationship between socio-demographic characteristics to the mathematical

word problem skills of the respondents.

 14

LITERATURE CITED

Abad, M. (2006). Training needs and performance of engineering math teachers in the state
colleges of region VIII: inputs to a proposed in-service training program, Unpublished
MAIS Math Thesis, Leyte Institute of Technology, Tacloban City, Philippines. 2006.
Retrieved on March 2022. Retrieved from
https://www.ijitee.org/wp-content/uploads/papers/v8i12/L26841081219.pdf.

Agustan, S., Juniati, D. and Siswono, T. (2017). Investigating and analyzing prospective
teacher's reflective thinking in solving a mathematical problem: A case study of
female-field dependent (FD) prospective teacher. Proceeding of The International
Seminar of Mathematics, Science, and Computer Science Education (MSCEIS 2016),
Bandung, Indonesia, 15 October 1848(1). Retrieved on April 2022, from
https://doi.org/10.1063/1.4983956

Agustan (2016). Kemampuan memformulasi dan mensintesis masalah aljabar calon guru
matematika sebagai salah satu komponen dalam berpikir reflektif.Prosiding

Seminar Nasional Universitas Cokroaminoto Palopo, 07 May, 2(1), 75-82. Retrieved

on March 2022, from https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Ahmad, S. Ifran, S., Gogoi, S., & Wasim, S. (2019). Qualitative v/s quantitative research: A
summarized review. J. Evid. Based Med. Healthc. 6(43), 2828-2832. Retrieved on April
2022, from https://www.ijpdll.com/article/the-covid-19-pandemic-through- the-lens-of-
education-in-the-Philippines-the-new-normal-8311

Amidu, A. (2012). Exploring Real Estate Students' learning approaches reflective thinking
and academic performance. 48th ASC Anuual International Conference Proceedings.
The Associated of Construction. UK. Retrieved on March 2022,
fromhttps://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Ambrose, R. (2004). Initiating change in prospective elementary school teachers' orientations

to mathematics teaching by building on beliefs. Journal of Mathematics Teacher
Education, 7, 1-119.
https://doi.org/10.1023/B:JMTE.0000021879.74957.63Anan, K. (2003). Analysis of
causal variables influencing matthayomsuksa 3 students' mathematic problem-
solving ability. M.Ed. Thesis, Srinakharinwirot University, Bangkok, Thailand.
Unpublished Document. Retrieved on April 2022, from
https://files.eric.ed.gov/fulltext/ED506983.pdf.

Bandura, A. (1999). A sociocognitive analysis of substance abuse: an agentic perspective.

Psychol. Sci., 10: 214-217. Retrieved on April 2022, from
https://doi.org/10.1111/1467-9280.00138.
 15

Bandura, A. (2000). Social Learning Theory. Englewood Cliffs, New Jersey, USA. Retrieved
on April 2020, from https://doi.org/10.1177/105960117700200317.

Benigno (1994), Basic mathematics for college students. Rex Printing Company, Inc. Quezon
City. Retrieved on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Bloom, B. and Engelhart, M. (2010). Taxonomy of Educational Objectives: The Classification

of Educational Goals: Handbook I: Cognitive Domain. Longmans, New York, USA.,
ISBN: 058232386X, pp: 207. Retrieved on April 2022, from
https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/ReferencesPape
rs.aspx?ReferenceID=463242

Branca, N. (1980). Problem Solving as a Goal, Process and Basic Skill. In: Problem Solving
in School Mathematics, Krulik, S. and Reys, R. (Eds.). National Council of Teachers
of Mathematics, Reston, VA., ISBN: 10: 0873531620, pp: 241. J. Social Sci., 5 (4):
381-385, 2009 385. Retrieved on April 2022, from https://doi.org/10.12691/education-
7-11-20.

Cariño, I. (1970). Algebra for college students. Quezon City, Philippines: Manlapaz
Publishing Co. 1970. Retrieved on March 2022. Retrieved from
https://www.ijitee.org/wp-content/uploads/papers/v8i12/L26841081219.pdf.

Chae-um, J. (2007). Factors affecting mathematics problem solving ability of prathomsuksa 4

students in Roi-et educational service area 3. M.Ed. Thesis, Mahasarakham
University, Mahasarakham, Thailand. Unpublished Document. Retrieved on April
2022, from https://files.eric.ed.gov/fulltext/ED506983.pdf.

Chapman, O. (1997). Metaphors in the teaching of mathematical problem solving. Educ.

Stud. Math., 32: 201-228. Retrieved on April 2022, from
https://doi.org/10.1023/A:1002991718392.

Columbano, M. (2019). Development and Validation of Modules in Basic Mathematics to

Enhance Students' Mathematics Performance. International Journal of Innovative
Technology and Exploring Engineering, 8 (12), 2278-3075, 2019. Retrieved on March
2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Dangle, Y. & Sumaoang, J. (2020). The implementation of modular distance learning in the
Philippines secondary public schools. 3 rd International Conference on Advanced
Research in Teaching and Education. Dublin Republic of Ireland. Retrieved on April
2022, from https://www.ijpdll.com/article/the-covid-19- pandemic-through-the-lens-of-
education-in-the-philippines-the-new-normal-8311
 16

Dooley, J. & Swanberg, T. (1989). PVC's mathematics module. SEDP Handout. Retrieved
on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Elliot, S., Kratochwill, T., Littlefield Cook, J. & Travers, J. (2000). Educational Psychology:
Effective teaching and learning, 3rd Edition. Boston: McGraw Hill College. Retrieved
on April 2022, from https://www.ijpdll.com/article/the-covid-19- pandemic-through-the-
lens-of-education-in-the-philippines-the-new-normal-8311

Finol, M. (2020). Asynchronous vs Synchronous Learning: A quick overview. Retrieved on

April 2022, from https://www.brynmawr.edu/blendedlearning/asynchronous- vs-
synchronous-learning-quick-overview.

Fisher (2008). A critical thinking: an introduction. Jakarta: Erlangga. Retrieved on March

2022, from https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Gelter, H. (2003). Why is reflective thinking uncommon? Journal of Reflective Practice, 4(3),
337-344. https://doi.org/10.1080/1462394032000112237

Gonzalez, E. (2015). A modular approach utilizing decision tree in teaching integration

techniques in calculus". Asia Pacific Journal of Multidisciplinary Research. 3(3), pp.
52-58. Retrieved on April 2022, from https://www.ijpdll.com/article/the-covid- 19-
pandemic-through-the-lens-of-education-in-the- philippines-the-new-normal- 8311

Gregorio, H. (1983) Principles and methods of teaching., Metro Manila, Philippines: Garotech
Publishing. Retrieved on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Henderson, K. (2004). Encouraging Reflective Learning: An Online Challenge. Proceedings

of the 21th ASCILITE Conference, 357-364. Retrieved on March 2022, from
https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Lesh, R. and Doerr, H. (2002). Beyond Constructivism: Models and Modeling Perspectives
on Mathematics Problem Solving, Learning and Teaching. Lawrence Erlbaum, New
Jersey, USA., ISBN: 10: 0805838228, pp: 616. Retrieved on April
2022, from
http://blog.ncue.edu.tw/sys/lib/read_attach.php?id=3934

Lim, E. (2016). Effectiveness of Modular Instruction in Word Problem Solving of BEED

Students. IOSR Journal of Mathematics (IOSR-JM) 12 (5), 3, pp 59 – 65, 2016.
Retrieved on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.
 17

Llego, M. (2020). DepEd learning delivery modalities for school year 2020-2021. TeacherPH.
Retrieved from: https://www.teachers.ph.com/deped-
learningdelivery-modalities. Retrieved on April 2022, from
https://www.ijpdll.com/article/the-covid-19-pandemic-through-the-lens-of- education-in-
the-philippines-the-new-normal-8311

Lozada, E. (1998). Development and validation of modules in basic statistics. Dissertation,

Cagayan State University, Tuguegarao, Cagaya. Retrieved on March 2022.
Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Keller, F. (1974). Personalized system of instruction: the Keller Plan Handbook. W. A.

Benjamin Inc. Retrieved on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Kocoglu, Z., Aykel, A. and Ercetin, G. (2008). Pen/paper and electronic portofolios: an
effective tool for developing reflective thinkingof turkish efl student teachers?
Mediterrenean Journal of Educational Studies, 13(1), 1-24. Retrieved on March 2022,
from https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Koszalka, T. (2001). KaAMS: A PBL Environment Facilitating Reflective Thinking. Learning

and Instruction Section. NY. Retrieved on March 2022, from
https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Magsambol, B. (2020). Mistakes were mad: Errors in DepEd distance learning materials.
Rappler. Retrieved from: https://www.rappler.com/newsbreak/iq/distancelearning-
mishaps-errors-instances-deped-failedstudents-school-year-2020-2021.
Retrieved on April 2022, from https://www.ijpdll.com/article/the-covid-19- pandemic-
through-the-lens-of-education-in-the- philippines-the-new-normal-8311

Martinez, M. (2020). Modular distance learning: How well does it bridge the gap? Instabright
e-Gazette, 2(2), 1- 4. Retrieved on April 2022, from
https://www.ijpdll.com/article/the-covid-19-pandemic-through-the-lens-of- education-in-
the-philippines-the-new-normal-8311

Mbulu, J. and Suhartono. (2004). Pengembangan Bahan Ajar. Malang: Elang Mas.
Retrieved on March 2022, from https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Michai, P. (2005). The relationship of some effective domains, mathematical learning

behavior, teaching mathematics and problem-solving ability in Yasothon. M.Ed.
Thesis, Mahasarakham University, Mahasarakham, Thailand. Retrieved on April 2022,
from https://files.eric.ed.gov/fulltext/ED506983.pdf.
 18

Montemayor, M. (2020). Education goes on amid COVID19 thru DepEd's continuity plan.
Retrieved on March 2022, from https://www.pna.gov.ph.

Mulyasa, E. (2007). Kurikulum Tingkat Satuan Pendidikan. Bandung. Remaja Rosdakarya.

Retrieved on March 2022, from
https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Naik, N. (2018). Importance of extracurricular activities in school life. Retrieved from:

www.yourstory.com. Retrieved on April 2022, from
https://www.ijpdll.com/article/the-covid-19-pandemic-through-the-lens-of- education-in-
the-philippines-the-new-normal-8311

No Child Left Behind Act (NCLB), 20 U.S.C. 70 § 6301 et seq. (2002). Retrieved on April
2022, from https://www.ijpdll.com/article/the-covid-19-pandemic-through- the-lens-of-
education-in-the-philippines-the-new-normal-8311

Lim, L. (2011). A Comparison of Students' Reflective Thinking Across Different Years in A

Problem-Based Learning Environment. Journal of Instructional Science, 39(2), 171-
188. Retrieved on March 2022, from https://doi.org/10.1007/s11251-009- 9123-8

Lipman, M. (2003). Thinking in Education. Cambridge: Cambridge University Press.

Retrieved on March 2022, from https://doi.org/10.1017/CBO9780511840272

Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-Solving of gifted students.

Contemp. Educ. Psychol., 21: 325-344. PMID: 8979868. Retrieved on April 2022, from
https://doi.org/10.1006/ceps.1996.0025.

Pajares, F. and Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in
mathematical problem-solving. Contemp. Educ. Psychol., 20: 426-443. Retrieved on
April 2022, from http://cat.inist.fr/?aModele=afficheN&cpsidt=2896 338

Pimta, S., Tayruakham, S., & Nuangchalerm, P. (2009). Factors Influencing Mathematical
Problem-Solving Ability of Sixth Grade Students. Journal of Social Sciences 5 (4):
381-385 Retrieved on April 2022, from https://files.eric.ed.gov/fulltext/ED506983.pdf.

Purkey, W. (2000). Self-Concept and School Achievement. Prentice Hall College Div, New
Jersey, USA., ISBN: 10: 0138031630, pp: 86. Retrieved on April 2022, from
https://files.eric.ed.gov/fulltext/ED506983.pdf.

Paspasan, R. (2015). Structured approach vs self – paced modular approach in teaching

trigonometry. Asia Pacific Journal of Multidisciplinary Research, 3 (5), pp 51-58.
Retrieved on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.
 19

Prastowo, A. (2012). Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press.
Retrieved on March 2022, from
https://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Ramdani, R., Syamsuddin, A. & Sirajuddin, S. (2019). Development of Mathematical Module-

Problem Solving Approach to Train Student's Reflective Thinking. Pedagogical
Research, 4 (4), em0040, 2468-4929. Retrieved on March 2022,
fromhttps://files.eric.ed.gov/fulltext/EJ1244078.pdf.

Reyes, T. (1994). Comparative effectiveness of modular instruction and traditional type of

instruction on students' performance in solving problems about conic section. Master's
Thesis, St. Mary's University. Retrieved on March 2022. Retrieved from
https://www.ijitee.org/wp-content/uploads/papers/v8i12/L26841081219.pdf.

Salandanan, G. (2009). Teacher education. Quezon City, KATHA Publishing Co., Inc.
Retrieved on March 2022. Retrieved from
https://www.ijitee.org/wp-content/uploads/papers/v8i12/L26841081219.pdf.

Schommer-Aikins, M., Duell, O. and Hutter, R. (2005). Epistemological beliefs, mathematical

problem-solving beliefs and academic performance of middle school students.
Element. School J., 105: 289-304. Retrieved on April 2022, from
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.js p?
_nfpb=true&_&ERIC ExtSearch_SearchValue_0=EJ696847&ERICExtSear
ch_SearchType_0=no&accno=EJ696847

Suratch, M. (2004). The causal factors beyond the cognitive influencing on Udonthani
Rajabhat University students' learning achievement. M.Ed. Thesis, Mahasarakham
University, Mahasarakham, Thailand. Unpublished Document. Retrieved on April
2022, fromhttps://files.eric.ed.gov/fulltext/ED506983.pdf.

Spiegel, M. (1982). Probability and statistics. Singapore: McGraw-Hill International Book Co.
Retrieved on March 2022. Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.

Taguba N. (1992). Attitude of secondary and college students towards mathematics. Action
Research, Cagayan State University. Retrieved on March 2022. Retrieved from
https://www.ijitee.org/wp-content/uploads/papers/v8i12/L26841081219.pdf.

Tria. J. (2020). The COVID-19 pandemic through the lens of education in the Philippines.
The new normal. International Journal of Pedagogical Development and Lifelong
Learning. 1(1), 1-4. Retrieved on April 2022, from
https://www.ijpdll.com/article/the-covid-19-pandemic-through-the-lens-of- education-in-
the-philippines-the-new-normal-8311

Turaray, J. (1998). Development and validation of module in Physics 221. Master’s Thesis,
Cagayan State University, Tuguegarao, Cagayan. Retrieved on March 2022.
Retrieved from https://www.ijitee.org/wp-
content/uploads/papers/v8i12/L26841081219.pdf.
20
21
22
APPENDICES
 31

Appendix A. Application for Research Adviser

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH ADVISER
Date: ______________________

___________________ (Name of Proposed Adviser)

Department of _____________________________
College of ______________
USM, Kabacan, Cotabato

Sir / Madam:

I would like to request that you will be my Research adviser effective _____semester,
SY _____. I intend to work on ____________________________________________________
(Title)
_____________________.

I am hoping for your most favorable approval on this request. Thank you very much.

Very truly yours,

___
______________________________
Printed Name and Signature of Student

RECOMMENDING APPROVAL NOTED

______________________________ ______________________
Department Research Coordinator Department Chairperson
_______________ _______________
Date Date
APPROVED

______________________________
Adviser
____________________
Appendix B. Application for ResearchDate
Title

USM-EDR-F01-Rev.3.2020.02.24
 32

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH TITLE
Date: ______________

______________________________________________
Chairperson, Department of ______________________

SIR/MADAM:

I would like to request your office to allow me to research on the study entitled
“____________________________________________________________________________
_____________________________________________________________________________
________________________________.”

The study has the following objectives:

1.
2.
3.
Very truly yours,

_________________________________
Printed Name and Signature of Student

NOTED

______________________________ ________________
Adviser Date

______________________________ ________________
Department Research Coordinator Date

_____________________________ ________________
College Research Coordinator Date
REMARKS: _________________________
APPROVED

_____________________________ ________________
Department Chairperson Date

USM-EDR-F02-Rev.3.2020.02.24
 33
Appendix C. Estimated Budget of the Research

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
ESTIMATED BUDGET OF THE RESEARCH
Title of Study
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________.

ITEMS/DESCRIPTION ESTIMATED COST

Grand Total

Prepared and submitted by:

_______________________________________
Printed Name and Signature of the Student

NOTED

_______________________________________ ___________________________
Adviser Date

_______________________________________ ___________________________
Department Research Coordinator Date

_______________________________________ ___________________________
Department Chairperson Date

USM-EDR-F06-Rev.3.2020.02.24
 34

Appendix D. Application for Thesis Outline Defense

UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines

APPLICATION FOR THESIS OUTLINE DEFENSE

Name
Degree/Major
Thesis Title
Date of Examination
Time
Place

MEMBERS OF THE EXAMINING COMMITTEE

Name Signature Date

_______________________________________ __________________ __________________

_______________________________________ __________________ __________________
_______________________________________ __________________ __________________
RECOMMENDING APPROVAL:
_______________________________ _______________________________
Adviser Co-Adviser (Optional)
APPROVED:
_______________________________ _______________________________
College Statistician Department Research Coordinator
(Optional)
_______________________________
Department Chairperson

REPORT ON THE RESULT OF EXAMINATION

Name SignatureRemarks
_______________________________________ __________________ __________________
_______________________________________ __________________ __________________
_______________________________________ __________________ __________________
_______________________________________ __________________ __________________

APPROVED:

_______________________________
Department Research Coordinator

_____________________
Date
USM-EDR-F07-Rev.3.2020.02.24
 35

CURRICULUM VITAE