GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

Lasang, Davao City

CLASSROOM ACTION RESEARCH

RESEARCH 1: INSTRUCTIONAL STRATEGIES FOR TEACHING PRE – ALGEBRA TO

A DIVERSE GROUP OF LEARNERS

RESEARCH 2: STUDY HABITS IN THE MIDST OF COVID 19 PANDEMIC AS

PREDICTORS OF MATHEMATICS ANXIETY OF THE SENIOR HIGH SCHOOL
STUDENTS

RESEARCH 3: CLASSROOM MANAGEMENT PRACTICES OF SENIOR HIGH

SCHOOL TEACHERS AT HOLY CROSS OF BUNAWAN INC.

Presented by

OBLIGADO, MATHRYN C.
GALO, MARY ROSE

BSED – MATHEMATICS 4

Presented to

SOCORRO G. FERNANDEZ, MAED

January 4, 2023
INSTRUCTIONAL STRATEGIES FOR TEACHING PRE – ALGEBRA TO A DIVERSE

GROUP OF LEARNERS

Context of the Problem

Planning effective instruction for a classroom full of learner’s demands that the

educator know what works and more importantly what works better for the group of

people residing in the educator's classroom today. This action research study tested

the efficacy of using the full complement of assessments included in the curriculum

adoption at the researcher’s school and that of guided note taking. Each strategy was

implemented in its own separate unit of a pre-algebra class.

The researcher used student growth, which was determined by the difference

observed between a student's pre-test percentage score and theirbfinal unit test

percentages core, as the metric by which to evaluate each strategies efficacy.

Measurable growth was observed with both strategies. The All Assessments

strategy showed greater and more consistent growth among learners than that which

was observed during the Notes strategy. These findings indicate that more research

is needed on the effectiveness of using assessments for learning and a need for further

study to evaluate the efficacy of guided note taking. Findings in this study should be

considered as illuminating but not conclusive as the sample used is not generalizable.

Causes of the Problem

The researcher used student growth, which was determined by the difference

observed between a student's pre-test percentage score and their final unit test

percentages core, as the metric by which to evaluate each strategies efficacy.

Recommendations

From the observation, the following recommendations are offered.

First, is that in order to address these problem teacher should use physical

materials allows the students to see and touch abstract concepts such as place value.

Students are able to manipulate these materials and make sense of what works and what

does not work. As claimed by Ferlazzo (2022) the idea of using physical materials in the

math classroom comes from Peter Liljedahl’s work with the best conditions for

encouraging and supporting problem-solving in the math classroom. He found that

students who worked on whiteboards (nonpermanent surfaces) started writing much

sooner than students who worked on paper. He also found that students who worked on

whiteboards discussed more, participated more, and persisted for longer than students

working on paper. Working on a vertical whiteboard (hung on the wall) increased all of

these factors, even compared with working on horizontal whiteboards.

 STUDY HABITS IN THE MIDST OF COVID 19 PANDEMIC AS PREDICTORS OF
MATHEMATICS ANXIETY OF THE GRADE 11 STUDENTS

Context of the Problem

The transition from face-to-face teaching modality to online learning then to limited

face- to – face classes challenged both teachers and students and this transition as well

led to a drastic change of study habits for student’s need a more organized and

disciplined behaviors that could help them to get through continuous education.

Furthermore, the researchers want to dig in the influence of study habits during the online

distance learning to better understand if this can help to lessen mathematics anxiety to

the students.

Although students experienced a drastic changes when it comes to their behaviors

when it comes in online distance learning, the researchers aim to correlate and predict

the relationship of study habits in the midst of COVID 19 pandemic and mathematics

anxiety of the students. It is expected that when the study will be carried out, students

will be aware on how their study habits contribute to their anxiety in a specific subject.

For the reason that students are the primary actors of online distance learning, this study

should be conducted to know what to execute to lessen anxiety especially in Mathematics

subject.

Causes of the Problem

Study habits vary from one student to the other. Students have different

techniques especially when it comes in learning and with the pervasiveness of online
learning courses, learners also reshape their study habits in order to keep up with the

demands of online learning classes. As learners are challenged in this time of pandemic,

it is still important to enact good study habits not just to help in students’ learning

performance but to condition the minds of the students as well. Study habits refer to the

behaviors that students tend to repeat in accomplishing different academic tasks. Failing

to establish good study habits can influence to the negative learning behaviors of the

students especially in Mathematics subject. Mathematics anxiety is the term that refers

to a negative reaction of a students in dealing Mathematics subject. This is a student’s

negative conception about Mathematics that can influence their performance in learning

the said subject.

The study conducted by Aristeidou et al. (2021), supports the findings that, “the

current Covid-19 pandemic has a significant negative impact on the study habits of

students in distance learning institutions. While the learning habits of distance learning

students are disrupted less when compared to those of campus-based students, the

pandemic has still impacted their study habits, life and mental health and has intensified

already existing problems”. Furthermore, the study conducted by Ichinose et al. (2016)

states that mathanxious students may deeply feel that for them, learning mathematics is

not possible. Therefore, as mathematics creates fear, anxiety, and avoidance to the

students, Ichinose et al. (2016) added that students with higher levels of mathematical

anxiety may choose to learn mathematics online

Recommendations

The study focused on the study habits in the midst of COVID 19 pandemic in relation

to mathematics anxiety of the students. The findings of this study will have a significant

benefit to the following:

The researchers and respondents. The results of this study will primarily benefit both

researchers and respondents for this will enable them to discern whether they will either

intensify or modify their study habits to lessen mathematics

Anxiety.

The readers. Aside from the researchers and respondents, students in different year

levels, students outside the school premises, or even the readers of this study will gain

insights about the influence of study habits when it comes to mathematics anxiety. This

will become a course of action for readers to practice positive study habits even in a

virtual learning environment.

The teachers. The result of this study can benefit the teachers in a sense that

teachers will be able to realize the impact they can contribute to the students and how

they can also guide students to improve their study habits.

The future researchers. The knowledge and insights about the topic of this academic

paper will contribute to the field of knowledge which will help the future researchers, who

are conducting related studies, to gain necessary information that are being discussed in

this paper.
 CLASSROOM MANAGEMENT PRACTICES OF PRE –SERVICE TEACHERS IN
HOLY CROSS OF BUNAWAN INC.

Context of the Problem

Educating is utilized to apply everything finished by fabric builder or teachers to

assist the information of the discourse. The purpose of teaching makes the students get

knowledge and able to understand the knowledge which the teachers teach, and the

teacher must have a good teaching skill, personal traits also equally important because

they also play vital role in the success of learning (Zamani, 2016).

There are many components that make sure the teaching and learning activity run

well, effective and efficient. One of them is classroom management. It influences the

teaching and learning process.. McCreay (2013:5) stated that classroom management is

as the methods and strategies an educator uses to maintain a classroom environment

that is conducive to students’ success in learning.

Causes of the Problem

Classroom management has received a great amount of attention in recent years

and is currently the number one problem for educators. When one attempt to define the

term classroom management, one immediately assumes it is the need to discipline

negative behavior in the classroom.

Classroom management has been regarded as a serious challenge for many pre-

service and even in-service teachers (Balli, 2009; Quintero Corzo & Ramírez

Contreras, 2011). The challenge stems from many possible issues involved in
 managing a classroom. Brown (2007) affirms that classroom management involves

decisions about what to do when:

• You or your students digress and throw off the plan for the day.

• An unexpected but pertinent question comes up.

• Some technicality prevents you from doing an activity.

• A student is disruptive in class.

• You are asked a question to which you do not know the answer.

• There is not enough time at the end of a class to finish an activity that has already

started.

In regards to the impact of classroom management on the teaching practicum,

Stoughton (2007) revealed that classroom management was identified by pre-service

teachers “as a subject about which there is a fairly wide disparity between what is taught

in university classes and seminars and the theoretical construct upon which many

behavioral plans are based” (p. 1026). Equally important are the specific problems pre-

service teachers find during their practicum. These may include disruptive talking,

persistent inaudible responses, sleeping in class, unwillingness to speak in the target

language (Wadden & McGovern, 1991), “insolence to the teacher, in- sulting or bullying

other students, damaging school property, refusing to accept sanctions or punishment”

(Harmer, 2007, p. 126) and lack of interest in class (Soares, 2007).

Recommendations

It is recommended that if schools are going to go 1:1, they should have specific training

in place that helps teachers manage the change. As stated previously in Weston and

Bain (2010), educators create better learning environments when accurately prepared in

incorporating technology. Teachers can still manage their rooms in their own style and

certainly do not have to follow a script.

Teachers should communicate more about their expectations for students’ use of

technology in class. Although student choice is admirable, and in some cases desirable,

the findings recommend that students learn about how to establish strong routines. This

can be accomplished by more frequent communication from their teachers.

Finally, it is recommended that further research be done concerning self-

awareness in students. Although this is admittedly a difficult and complex topic, more

research on what causes adolescents to shift their thinking about how they learn can only

improve student learning overall.

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