Teaching Methods Affecting The Interest To Learn Mathematics

TEACHING METHODS AFFECTING THE INTEREST
TO LEARN MATHEMATICS
John Mhel S. Hagutin

Aileen L. Canono
Catherine H. Maldora
Joniel A. Infiesto
March 2016
TEACHING METHODS AFFECTING THE INTEREST
TO LEARN MATHEMATICS
______________
An Undergraduate Thesis
Presented to the Faculty of the
College of Teacher Education
BOHOL ISLAND STATE UNIVERSITY
Clarin Campus
Poblacion Norte, Clarin, Bohol
______________
In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Secondary Education
______________
John Mhel S. Hagutin

Aileen L. Canono
Catherine H. Maldora
Joniel A. Infiesto
March 2016
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APPROVAL SHEET
This undergraduate thesis entitled, “TEACHING METHODS AFFECTING

THE INTEREST TO LEARN MATHEMATICS” prepared and submitted by John
Mhel S. Hagutin, Aileen L. Canono, Catherine H. Maldora, and Joniel A. Infiesto,
in partial fulfillment of the requirements for the degree Bachelor of Secondary
Education, major in Mathematics has been examined carefully, and hereby
recommend for acceptance and approval for oral defense.
THE THESIS COMMITTEE
INOCENCIO L. COSARE, Ph. D.

Chairperson
WALBERTO M. VIRADOR, M. Ed. SHEILA MAE M. NIONES, MA-ELT

Statistician Editor
RAMIL S. BULILAN, MAVED

Adviser
Approved by the Examining Panel during the Oral Examination conducted

on December 4, 2015, with a rating of 1.2
EXAMINING PANEL
INOCENCIO L. COSARE, Ph. D.

Chairperson
NESTOR A. BALICOCO, Ph. D. ALFREDO E. NIONES, Ph. D.

Member Member
ROXANNE P. ALTEA, Ph. D. AGUSTINA B. MONTUYA, Ed. D.

Member Member
Accepted and approved as partial fulfillment of the requirements for the

degree Bachelor of Secondary Education major in Mathematics.
December 4, 2015 INOCENCIO L. COSARE, Ph. D.

(Date of Oral Defence) Campus Director
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ACKNOWLEDGMENT
The thesis writers would like to extend their heartfelt thanks, sincerest
gratefulness, and acknowledgment to everyone who had helped and given their
full support in the completion and accomplishment of this research.
Foremost, to the Holy Trinity, God the Father, God the Son, and God the
Holy Spirit for bestowing upon the Thesis Writers the gift of life, good health,
wealth, wisdom, and love, for making them love to explore His creation, and for
giving them chance to compose this research. Without Him, they can do nothing;
To the cherished parents of the Thesis Writers, to be specific: Mr. Miguel
E. Hagutin and Mrs. Felisa S. Hagutin, Mr. Andres R. Canono and Mrs. Adela L.
Canono, Mrs. Florencia J. Maldora, and Mr. Danilo A. Infiesto and Mrs. Nicanora
A. Infiesto, who has made this strenuous journey much more pleasant, their
undying affection, care, money related and good support spurred to accomplish
this research;
Dr. Inocencio L. Cosare, Campus Director, for his support and sufficiently
giving time to the thesis writers to seek after their study;
Prof. Ramil S. Bulilan, Thesis Adviser, for his backing up and unselfish
sharing of learning that propelled the thesis writers to finish this study;
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Ms. Sheila Mae M. Niones, Thesis Editor, for her effort and time in helping
in checking on and arranging our work;
Prof. Walberto M. Virador, Thesis Statistician, for sharing and rendering
his time and his ability in statistical computation, and also for helping the Thesis
Writers to examine and understand the information assembled;
Dr. Inocencio L. Cosare, Dr. Nestor A. Balicoco, Dr. Alfredo E. Niones, Dr.
Roxanne P. Altea, and Dr. Agustina B. Montuya as Thesis Panellists for their
significant recommendations and sound feedback that improved this study as
much as for the acceptance and approval;
Dr. Alfredo E. Niones, Dean of the College of Teacher Education, for
encouraging the thesis writers to finish their study and for approving the Thesis
Writers to administer the questionnaire to the BEEd students;
Mrs. Yolanda E. Lanorias, School Registrar, for providing them with all the
needed information and data for the study and allowing them to borrow the
unpublished thesis;
Ms. Carmela C. Sarabello, School Librarian, for allowing the writers to do
research in the library and for providing them with asset materials required for
this study;
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Mr. Romar B. Dinoy, Instructor, for giving his time and for allowing the
Thesis Writers to administer the questionnaire in his class;
To all BEEd students, enrolled in Math 5 – Advanced Algebra and
Trigonometry A.Y. 2015-2016, for giving time and effort in answering the
questionnaire genuinely and thoroughly;
Mr. Joseph L. Cempron and Mrs. Cory H. Cempron, for letting the Thesis
Writers borrow their laptop for encoding purposes.
Mr. & Mrs. Aizemie P. Torrejos and Ms. Shannen M. Quinal for letting the
thesis writers borrow their pocket WiFi for research online purposes.
To the Thesis Writers' beloved family, friends, relatives, and loved ones for
the encouragement, time, and jokes that make the Thesis Writers inspired and
motivated.
What's more, those whom the Thesis Writers neglected to specify,
reprimand it on their psyches, not in their souls and heart.
The Thesis Writers
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Abstract
The study aimed to determine the correlation between teaching methods and the
interest to learn Mathematics. The descriptive survey method with the aid of the
adapted questionnaire was employed as the main tool in gathering data. The
respondents of this study were the thirty-five BEEd students enrolled in the Math
5 A.Y. 2015-2016 course. After thorough analysis and interpretation, using the
simple percentage, it revealed that most of the respondents belong to the age
bracket of 17-18 years old categorized as normal age. It was shown also that
teaching methods were interpreted as sometimes with a total weighted mean of
1.95. Direct instruction ranked first with a weighted mean of 2.25. It is also
revealed that direct instruction methods influenced the students' interest to learn
Mathematics. In addition, the students who belong to the age bracket of normal
and older age have the same view on the different teaching methods employed
by the instructor in teaching. Also, the respondents have the same interest even
if they are normal or older age. On the other hand, there is a significant
correlation between the teaching methods and the interest to learn Mathematics.
It is concluded that regardless of age, the respondents' interest to learn
Mathematics was influenced by the teaching method used by the instructor. For
that reason, it is recommended that the administration may provide necessary
equipment, and conduct seminars and workshops about teaching methods.
Instructors are encouraged to use manipulatives, models and multiple
representations (MMMR) since this study showed that MMMR can affect the
students' interest. Future thesis writers are encouraged to further studies about
teaching strategies with students' interest to learn Mathematics but add the
number of teaching methods and respondents that are made up of males and
females.
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
ABSTRACT vi
TABLE OF CONTENTS vii
CHAPTERS
1 THE PROBLEM AND ITS SCOPE

INTRODUCTION
Rationale 1
Literature Background 3
THE PROBLEM
Statement of the Problem 13
Significance of the Study 14
RESEARCH METHODOLOGY
Research Design 16
Research Environment and Respondents 17
Research Instrument 18
Research Procedure 20
Statistical Treatment 20
OPERATIONAL DEFINITION OF TERMS 25
2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Age Bracket of the Respondents 28
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Teaching Methods 29
The interest of the Respondents 31
Age of the Respondents towards Teaching Methods and
Interest to Learn Mathematics
1. Age of the Respondents Towards Teaching Methods 32
2. Age of the Respondents Towards Interest
to Learn Mathematics 34
Correlation between the Teaching Methods and the Interest

3 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 36
Findings 37
Conclusion 39
Recommendations 40
REFERENCE LIST 42
APPENDICES
Appendix A Letter of Request 47
Appendix B Letter for Fair Use 52
Appendix C Interview 56
Appendix D Questionnaire 57
Appendix E Tables and Sample Computations
with Formula 65
Appendix F Curriculum Vitae 73
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LIST OF FIGURE
Page
Figure
1 Theoretical Framework 12
LIST OF TABLES
Page
Tables
1 Age Bracket of the Respondents 29
2 Teaching Methods Used by the Instructor as Perceived
by the Students 30
3 Interests of the Respondents Affected by the
Teaching Methods Employed 31
4.1 Age of the Respondents Towards Teaching Methods 33
4.2 Age of the Respondents Toward Interest to Learn
Mathematics 34
5 Correlation between Teaching Methods and the Interest
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Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
Everyone in this world has an interest in certain things around them: an
interest to learn on their own. Students also have an interest in things that are
related to school. Mathematics is one of the subjects that the students need to
take up in school. Teachers can't please students to get interested in all the
subjects in school especially in Mathematics since it needs abstract thinking and
logical reasoning which involves deeper understanding and concentration. As a
consequence, it is difficult for the teachers on what appropriate methods they will
use to get the student's concentration and interest in the subject.
As the thesis writers observed in this university, the course Bachelor of
Secondary Education major in Mathematics has the lowest population among
other courses. As the year level of the students progresses, the population will be
decreasing for some reasons. In 2000, Ormrod stressed that Mathematics
probably causes more confusion and frustration, for more subjects in the
curriculum. This might be the reason why students don't like Mathematics
because they lack confidence and they lost their interest in the subject. Another
is that they think that Mathematics is a difficult subject and it will make their
minds sink. Quitalig (2011) stresses that learners, particularly children, find
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Mathematics a difficult subject. They are afraid to face difficulties in Mathematics.
This impression will lessen their interest in the subject. Since Mathematics is an
important course, teachers must discover ways to stimulate the student's interest.
To produce competent students, teachers should be equipped with
different teaching methods and should know the different techniques in teaching
since students have varied learning styles and abilities. As Mr. Dinoy said in our
interview with him last January 11, 2016, teachers must use a variety of teaching
methods to cater to this variation. Furthermore, teaching methods should provide
opportunities for students to learn actively and to apply practically the knowledge
that they have acquired in the classroom (Lakshmi et al., 2004). The teachers
should find out what teaching methods that fit the attention and interest of the
students. Since not all students have an interest in learning Mathematics, it is the
teacher's task on how they will handle their students to get interested in the
subject.
That's why the thesis writers were triggered to conduct this study for some
reasons. First, there is no study similar to this in BISU Clarin Campus. Second,
the thesis writers wanted to know if the teaching methods affect the interest of
the students to learn especially in Mathematics. Lastly, the thesis writers want to
know what and how effective the teaching method used by the mathematics
instructor here in the university are useful to arouse the interest of the student to
learn Mathematics. The thesis writers believe that there is a need to improve the
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efficiency in teaching Mathematics. The thesis writers agreed that the respondent
will be the BEEd sophomore students since they will be the future molder of
young minds someday and are expected to teach multicultural students. Also,
Mathematics is one of the subjects they are going to teach.
These inspired and motivated the thesis writers why they wished to carry
out the study on the teaching methods affecting the interest to learn
Mathematics.
Literature Background
The following reviews were carefully studied and taken into consideration
by the thesis writers to magnify and back up the relevance of their present study.
Formal education takes place in school. Students learn a lot in school from
what teachers teach to them. Sec. 3 of Education Act No. 2706 also known as
Education Act of 1982 cited by Nolledo (2004) states that schools are allowed to
use any acceptable methods of teaching that are challenging, effective, and
produce the results contemplated by the approved course of study. Since it is the
responsibility of the teacher, the teacher is obliged to use teaching methods or
any strategies that will arouse the student's interest. Furthermore, Article VIII
Section II in the Code of Ethics of Professional Teachers states that a teacher
shall recognize that the interest and welfare of the learner are his first and
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foremost concern, and shall handle each learner justly and impartially. He is a
facilitator of the learning and development of the youth. Therefore, educators
need to spend additional push to guarantee that they offer consideration
regarding every one of the understudies in the classroom (Wiseman et al., 2005).
He shall render the best services by providing an environment conducive to such
learning and growth.
Republic Act No. 7722 also known as the Higher Education Act of 1994
emphasize the state's protection and promotion of the rights of every citizen to
affordable quality of education at all levels and shall take appropriate steps to
ensure that education is accessible to all. Each individual has the right to be
educated. In line with this, Article 2 Section 5 of the Batas Pambansa Blg. 232
also known as the "Education Act of 1982" elaborates that the state shall
promote and safeguard the welfare and interest of the students by defining the
right and obligations, according then privileges, and encouraging the
establishment of sound relationship between them and the other members of the
school community. Teachers teach not for his/her sake but for the sake of the
learners. Ando et al. (2015) state that students’ rights and interests must be
considered to build a teacher-student relationship. For that reason, the teacher
must show altruism.
Zulueta stated in 2006 that the teacher should be able to promote
learning effectively by knowing what to teach (subject matter), how to teach
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(method) and the skill appropriate for effective teaching. Teachers should know
everything for effective learning. In 2011, Quitalig addresses the teacher to
encourage the students to learn Mathematics with the use of new methods and
techniques. In addition, Bilbao et al. (2008) state that teachers should select
teaching methods, learning activities, and instructional material or resources
appropriate to learners and aligned with the objective of the lesson. The teacher
should determine the correct procedure and employ effective methods in
conducting a lesson since the teacher is a creative thinker. It is important to be
aware of how students learn and what their interests are to decide on the best
type of teaching method that will be suitable to their learning style.
In 2012, Amelink defined interest as expressed curiosity in or attitudes
toward mathematics as a subject for study and a career choice. In addition,
interest is a prerequisite to learning (Zulueta et al., 2002). The student's interest
is a factor that greatly affects the learning of a child since it is the driving force to
do their best in every activity as learning is a concern and if they can sustain their
interest there will be more learning acquired (Estorba et al., 2008). A teacher
should develop the interest of the students for them to learn. Thorndike's Law of
Readiness speaks out that the greater the child's interest and eagerness to learn
the more effective learning will be (Zulueta et al., 2008). Students may find the
lesson boring if the teachers do not acquire effective methods for teaching
Mathematics. Discovering new trends in teaching Mathematics keeps abreast of
an effective teaching-learning process. In today's generation, modern technology
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could seize their attention. Mathematics needs more attention and time to study
to learn effectively. On the other hand, the student's interest in mathematics was
found to depend on the teaching methods used by the teachers during their
delivery in mathematics class (Arthur et al., 2014). Teachers should practice and
apply methods to catch the student's interest, develop their confidence, and help
students use and discover their bits of intelligence, especially in mathematical
reasoning.
Man learns only through his responses, in part by reacting to selectively
organized stimuli (Gestalten) and impart by creating newly organized wholes
(Zulueta et al., 2002). Learners learn what they are ready to learn. Effective
learning is that no one will force to study, instead, they determine to do so. Many
educators believe that students have preferred learning styles and that teaching
these prepared styles will increase educational success (Sadker et al., 2009). A
teacher must understand the behavior and habit of the students before judging
them. It will affect their motivations, arousal, and appetite toward learning and
studying the subject. Maybe what the students have shown is just his style or
technique in learning although it is not in an appropriate manner. A teacher's
words may bring destruction or inspiration to the students. All humans are unique
individuals having unique characteristics and individual differences. Howard
Gardner's Multiple Intelligence states that a student possesses different kinds of
mind and therefore learns, remembers, performs, and understands in different
ways. Furthermore, he identified the eight multiple intelligence and one of these
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is Mathematical-Logical Intelligence (Corpus, 2006). Thus, teachers have to
consider the weakness of the student and their strengths to enable them to find
the finest scheme in instruction. Teachers seek to provide situations in the
classroom wherein the best possible learning occurs.
It can't be denied that some students find Mathematics difficult. Teachers
should discover some ways to alleviate this problem. The Law of Exercise states
that to practice doing such a thing makes perfect, when new learning is to be
repeated properly and correctly more learning will be obtained (Abelos et al.,
2005). When the teacher lets the students exercise how to solve problems and
continues to motivate students to learn Mathematics this will increase their
interest. As cited by Arthur et al. (2014), there is a need to stimulate student
interest in the learning of mathematics for the following reasons: attracting
students, keeping students active, increasing student's enthusiasm for
mathematics as well as making the student keen and happy to study (He, 2003).
The teacher should give activities like board work or any activities that the
students will get involved in and participate in. For this reason, the skills of the
students will enhance and develop and also, they will give time in studying
Mathematics.
The teacher needs to distinguish whether his/her strategy is effective. If
this strategy is interesting and captivating the students may perform better in the
subject. The Law of Effect states that if the response is rewarded and the reward
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is satisfying or pleasant, the connection is strengthened (Abelos et al., 2005).
Using rewards and punishments is an ingredient in dealing with misbehaviors in
the classroom. Punishment is only used for certain inappropriate behaviors.
Some students abuse the goodness of the teacher. Thus, this will affect their
interest in learning. They start to think that it is okay to act in this way –
inappropriate action and they handle things easily.
One subject that is taught in school is Mathematics. Dicdican (2011)
states that it is considered a way of thinking and a language as cited by Gambe
et al. (2014). Mathematics is everywhere. As a part of our daily lives, students
should have a passion for Mathematics. Sayson (2001) as cited by Alcoy et al.
(2008) emphasizes that teaching Mathematics provides students with a strong
foundation for more advanced college courses.
The student's interest in mathematics is independent of the age of the
student (Arthur, 2014). Aquino (2009) states that age influences intellectual
abilities and this change in cognitive processing in the form of individual
differences. In addition, Ndlovu et al. (2013) stated age affects the learning
performance of the students. As well as, Thomas et al. (2012) prominent that age
showed a small but significant correlation with improved academic performance.
Moreover, Hallam in 1996 noted that the ability to comprehend new information
and to think flexibly improves with age as cited by Ndlovu et al. (2013). In 2014,
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Arthur et al. stressed also that age doesn't influence students' interest in
mathematics.
Corpuz et al. (2006) define the method as a system or sometimes referred
to as a procedure. The teaching methods are a technique used by the teachers
to achieve the lesson objectives and support the students to learn better. In
2006, Corpuz et al. also highlighted that teaching method refers to an approach
or technique used by the teacher in pursuing a lesson objective. In a strict sense,
it is the way how teachers act to achieve learning for the students through an
organized plan/preparation of the lesson.
The teacher should use a variety of teaching methods to address the need
of the students (Ando et al., 2015). Thus, the thesis writers focus on only five
teaching methods. The following teaching methods are cooperative learning,
communication and study skills, technology-aided instruction, problem-based
learning, and direct instruction. Agno (2010) defines cooperative learning as a set
of instructional models used to help students meet specific learning and
interpersonal goals in structured groups. In this method, students work together
and are involved in different activities as a group to attain learning.
Communication and study skills are teaching students techniques to read and
study mathematical information effectively and providing opportunities for
students to communicate mathematical ideas verbally or in writing (Haas, 2002).
This method teaches the students how to deal with mathematical concepts and
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use them effectively. In 2002, Haas defined technology-aided instruction as a
method of instruction characterized by the use of computer software applications
and/or handheld calculators to enhance instructions. The use of technology is
observable in this method. Students are thought/introduced to the different
technology.
Another method is problem-based learning. Agno (2010) defines it as the
inclusion of several instructional models designed to help students develop their
thinking, problem-solving, and intellectual skills to make them independent
learners. Students are exposed to different problems that help sharpen their
minds. Direct instruction, by Corpuz et al. (2000), is a way of teaching which aims
at helping students acquire some basic skills and procedural knowledge. This
method helps students to have some basic skills and practical knowledge in
something or about the subject, especially Mathematics. And direct instruction
was found to be the most effective teaching method (Hattie, 2009). Manipulative,
Models and Multiple Representations as defined by Haas (2002) is a method of
instruction characterized by teaching students a technique for generating or
manipulating representations of algebraic content or processes, whether
concrete, symbolic, or abstract. This method helps to develop critical thinking and
visualization.
There are many methodologies that the teacher can apply and implement
to achieve the goal of teaching. Sticking with one or two methods can cause
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mind-numbing and dreary activity on the part of the students. Teachers should
plan learning activities that match learners' thinking and learning style. Learning
is most effective when differences are taken into account. It is a challenge for the
teacher to deal with these different differences.
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Theories Legal Bases
Thorndike Law of Readiness Sec. 3 of Act No. 2706 – Education Act of

1982
If there is an interest and The school has the right to use
readiness, more learning will be any effective methods of teaching that
acquired (Zulueta et al. 2008). are fit for the course of study (Nolledo,
2004).
Law of Effect
Article VIII Section II in the Code of Ethics
of Professional Teachers
Reinforcing an effort is a
great motivation (Abelos et al., A teacher shall recognize the
2005). interest and welfare of the learner.
Republic Act No. 7722

Law of Exercise
The states shall take appropriate
To practice in doing such a steps to ensure that education is
thing is to learn (Abelos et al., accessible to all.
2005). Article 2 Section 5 of the Batas
Pambansa Blg. 232
The state shall promote and

s safeguard the welfare and interest of the
students to build a good relationship
between them and the community.
Teaching Methods
Independent Variable
Age
Intervening Variable
The Interest of the Student to Learn Mathematics
Dependent Variable
Figure 1. Theoretical/Conceptual Framework
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THE PROBLEM
Statement of the Problem
The main purpose of this research was to determine the relationship
between the teaching methods and the interest to learn Mathematics by the
BEEd sophomore students of the first semester A.Y. 2015 – 2016.
Specifically, it attempted to answer the following questions;
1. What is the age bracket of the respondents?
2. How often are the teaching methods used by the instructor as
perceived by the students?
3. How is the interest of the respondents affected by the teaching
methods employed?
4. Is there a significant difference between the ages of the respondent
towards teaching methods and their interest to learn Mathematics?
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5. Is there a significant correlation between the teaching methods and the
interest to learn Mathematics by the respondents?
Hypotheses
1. There is no significant difference between the ages of the respondents
towards teaching methods and their interest to learn Mathematics.
2. There is no significant correlation between the teaching methods and the
interest to learn Mathematics by the respondents.
Significance of the Study
The research provides data about the teaching methods that affect the
interest of BEEd sophomore students to learn Mathematics. From this, the thesis
writers can determine what teaching methods are effective and efficient that has
a great heart-rending to the interest of student to learn especially in Mathematics.
The outcome of the study will merit the following:
School administrators. They are provided with information regarding the
teaching methods that are effective in teaching to arouse the interest of the
student to learn and now they have the guide on what equipment and
instructional materials to be made available which is appropriate to the teaching
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methods used by the mathematics instructors. The school administrator must
provide the necessary facilities and equipment to offer high-quality education.
Instructors. This would be somehow a guide to them on what methods are
suitable in arousing the interest of the student to learn. These also serve as an
eye-opener to the teachers/instructors on what teaching methods are appropriate
in their subject matter. It also helps them to improve their skill in teaching.
Education students. This action research will help students to have an
overview of the different teaching methods they will use in their future profession.
It also gives a great opportunity to the student to show the importance of different
teaching methods used by their instructor.
Future thesis writers. The result of the study would widen the thesis
writers' insight into teaching methods and how it affects one's attitudes,
characteristics, and values. This will serve as a springboard for similar studies to
be conducted in the future.
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RESEARCH METHODOLOGY
Design
The area of the study was at the Bohol Island State University (BISU)
Clarin Campus, Poblacion Norte, Clarin, Bohol. The respondents are the BEEd
students who enrolled in Math 5 – Advanced Algebra and Trigonometry. To
achieve the purpose of this study, the thesis writers employed the descriptive
survey method with the aid of the adapted questionnaire as a main tool in
gathering the data. The descriptive survey is a process of collecting information
on people, events, objects, and topics of interest to the writers (Ludripas, 2013).
For this reason, this was used because the thesis writers only want to know the
most effective teaching methods that can arouse the interest of the students to
learn mathematics.
In breaking down and translating information, the thesis writers utilized
suitable statistical treatment. The simple percentage was applied to determine
the respondents' profile; the weighted mean formula was used to determine how
often the teaching methods were used by the instructor as perceived by the
students and how the interest of the respondents was affected by the methods
employed; factor ANOVA was used also to determine the significant difference
between the ages towards teaching methods and interest to learn Mathematics;
and Chi-square Test of Contingency to determine the significant correlation
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respondents. These statistical treatments were used in interpreting the data
collected from the questionnaire. The data was presented after a careful and
thorough interpretation of the information obtained from the survey being
conducted.
Environment and Respondents
Clarin is located approximately sixty (60) kilometers away from Tagbilaran
City at the exterior part of Bohol. Bohol Island State University (BISU) is one of
the institutions established in the town of Clarin. It is particularly located
approximately 300 meters from the municipal landmark of Clarin, Bohol and it is
adjacent to the Cultural and Sports Complex of the town. BISU Clarin Campus
occupied a wide land and fishpond area. It occupies a total land area of 27.3439
hectares inclusive of the 12 hectares of fishpond. Before it was popularly known
as Clarin Junior High School founded in 1949 by the Provincial and Local Funds
of the Clarin Municipal Government. Overtaken by events, from the general
secondary curriculum, it was converted to a vocational secondary school and
named Clarin School of Fisheries under the Bureau of Vocational Education on
July 1, 1962, under Republic Act 2834 through the bill passed at the congress by
former Congressman Bartolome Cabangbang. On June 22, 1998, by Republic
Act 8659, it was changed to Central Visayas State College of Agriculture,
Forestry and Technology (CVSCAFT). CVSCAFT, its units, and satellite
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campuses in the city of Tagbilaran and the municipalities of Bilar, Candijay,
Clarin, Calape, and Balilihan, were converted into a state university known as
BISU under Republic Act No. 9722 duly signed and approved on October 14,
2009, by the former President of the Philippines Her Excellency Gloria
Macapagal Arroyo.
The thesis writers picked this environment as their exploration area since
this school offers Bachelor in Elementary Education (BEEd). The respondents of
this study were the BEEd who enrolled in the course Math 5 – Advanced Algebra
and Trigonometry during the academic year 2015-2016 which consist of thirty-
five (35) students: twenty-one (21) from BEEd 2-A and fourteen (14) from BEEd
2-B and all were females. This study was particularly conducted in the College of
Teacher Education since this is the college where the BEEd course was offered.
Instrument
To gather data for the study, the thesis writers used a descriptive survey
method with the aid of the questionnaire as a main tool. The questionnaire was
composed of three major parts. The first is about the age bracket of the
respondents. The second is about the teaching methods used by the instructor in
teaching Mathematics. The teaching methods are characterized into six: namely,
cooperative learning, communication and study skills, technology-aided
instruction, problem-based learning, direct instruction, and manipulative, models
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and multiple representations, and these categories were used to develop the
questionnaire. The items in the questionnaire came from the study of Mr. Mathew
S. Haas (2002). There are Fifty-nine (59) respondents in his study who were
asked to participate in the study by completing the questionnaire but it was
reduced to fifty-three (53) respondents. This questionnaire used Likert and
categorized it into always (3), sometimes (2), and never (1). Lastly, the third part
is about the interest of students to learn Mathematics. It was also used Likert and
categorized into very affected (3), affected (2), and not affected (1). This
questionnaire is custom-made on the questionnaire of Mr. Haas and the thesis
writers make some modifications.
The second and the third parts of the questionnaire have forty-eight (48)
item questions and these forty-eight items were the basis on what should be
placed by the respondents. It was used to evaluate the effectiveness of the
methods used by the teacher in their instruction and also to determine the
interest of the students to learn Mathematics if those teaching methods were
used. After a thorough inspection and corrections, it will be disseminated to the
respondents and they will be asked to genuinely and truthfully answer it to
guarantee the validity and precision of the information.
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Procedure
Before the thesis writers distribute the questionnaire to the respondents,
the thesis writers first send a formal request letter to the office of the Campus
Director for approval to conduct the study. Afterward, they asked the permission
of the school registrar to get the list of BEEd who enrolled in Math 5 – Advanced
Algebra and Trigonometry in BISU Clarin A.Y. 2015-2016. And then, with
consent from the Campus Director, the thesis writers personally had authentic
supervision of the questionnaire to the respondent. The questionnaire was
administered to BEEd 2-A and BEEd 2-B including irregular students during their
Math 5 – Advanced Algebra and Trigonometry class time.
After the questionnaires were retrieved, all gathered data were tabulated,
analyzed, and interpreted by the use of statistical treatment.
Statistical Treatment
To determine the profile of the sophomore students, the Simple
Percentage was used.
𝑓
Thus, the formula was 𝑃 = 𝑁 × 100
Where,
𝑃= simple percentage which is equal to 𝑓 over 𝑁 multiplied by 100
𝑓= frequency of the responses
𝑁= total number of respondents
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21
In determining how often the teaching methods are used by the instructor
as perceived by the students and how often the interest of the respondents is
affected by the teaching methods employed, the weighted mean formula was
used. The formula to be used comes from Broto (2006):
∑ 𝑓𝑤
𝑊𝑥̅ =
𝑁
Where,
𝑊𝑥̅ = the weighted mean

∑ = the symbol for “the summation of”
𝑊 = weight assigned to each scale
𝑓 = frequency
𝑁 = the number of cases
The Likert scales used for teaching methods are:
3 – Always – It means that the mathematics instructors use the
methods regularly in every meeting.
2 –Sometimes – It means that the mathematics instructors use the
method once or twice in every meeting.
1 – Never – It means that the mathematics instructors never use
the method.
While the Likert scale used in the interest of the students is:
3 – Very Affective – It signifies that the statement has a strong
impact on the students.
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22
2 – Affective – It signifies that the statement has an impact on
the students.
1 – Not Affective – It signifies that the statement does not affect the
students.
The factor ANOVA was used to determine the significant difference
between the ages of the respondents regarding teaching methods and their
interest to learn Mathematics.
The formula below is the factor ANOVA formula:
A. ∑ 𝑥 2 = 𝑥 2 + 𝑥 2 + 𝑥 2 + ⋯ + 𝑥 2 + 𝑥 2 + 𝑥 2
(∑ 𝑥)2
𝐶. 𝐹. =
𝑁
B. 𝑆𝑆𝑇𝑜 = ∑ 𝑥 2 − 𝐶. 𝐹. (𝑑𝑓 = 𝑁 − 1)
𝐺𝑇𝐶 2 𝐺𝑇𝐶 2 𝐺𝑇𝐶 2 𝐺𝑇𝐶 2

C. 𝑆𝑆𝐶 = [ + + ⋯+ + ] − 𝐶. 𝐹. (𝑑𝑓 = 𝑐 − 1)
𝑛𝑐 𝑛𝑐 𝑛𝑐 𝑛𝑐
𝐺𝑇𝑅 2 𝐺𝑇𝑅 2 𝐺𝑇𝑅 2 𝐺𝑇𝑅 2

D. 𝑆𝑆𝑅 = [ + + ⋯+ + ] − 𝐶. 𝐹. (𝑑𝑓 = 𝑟 − 1)
𝑛𝑟 𝑛𝑟 𝑛𝑟 𝑛𝑟
𝑡2 𝑡2 𝑡2 𝑡2
E. 𝑆𝑆𝑊 = ∑ 𝑥 2 − [ 𝑛 + +⋯+ + 𝑛] [𝑑𝑓 = (𝑛 − 1)(𝐾)
𝑛 𝑛
F. 𝑆𝑆𝐼 = 𝑆𝑆𝑇𝑜 − 𝑆𝑆𝐶 − 𝑆𝑆𝑅 − 𝑆𝑆𝑊
𝑆𝑆
𝑀𝑆 =
𝑑𝑓
𝑀𝑆
𝑓 − 𝑟𝑎𝑡𝑖𝑜 =
𝑀𝑆𝑊
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Where,
∑ 𝑥= the sum of all the elements in the cell
𝑥 = the element in a cell
𝐶. 𝐹.= Computed Frequency
𝑁 = the number of cases
𝑆𝑆𝑇𝑜 = summation square total
𝑑𝑓= degree of freedom
𝑆𝑆𝐶=summation square column
𝐺𝑇𝐶=grand total of column
𝑛𝑐= total number of all elements in column
𝑐= column
𝑆𝑆𝑅=summation square row
𝐺𝑇𝑅= grand total of row
𝑛𝑟= total number of all elements in a row
𝑆𝑆𝑊=summation square within or error
t= total in a cell
n= total number of all elements in the cell
𝐾= number of columns
𝑆𝑆𝐼= summation square interaction
𝑀𝑆= mean square
𝑆𝑆= summation square
𝑓 − 𝑟𝑎𝑡𝑖𝑜= final ratio
𝑀𝑆𝑊= mean square within or error
The Chi-square Test of Contingency was used to determine the significant
correlation between the teaching methods used and the interest of the students
to learn Mathematics. Before the Chi-square Test of Contingency, it undergoes
the Chi-square Test of Independence.
The formula below was the Chi-square Test of Independence formula to
be used.
(𝑓𝑜−𝑓𝑒)2
𝑥2 = ∑ [ ]
𝑓𝑒
Where,
𝑥 2 = chi-square
𝑓𝑜= observed frequency
𝑓𝑒= expected frequency
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To get the computed correlation, this formula was used.
𝑥2
𝐶=√
𝑥2 + 𝑁
Where,
𝐶= computed correlation
𝑥 2 = chi-square
𝑁= no. of cases
𝑑𝑓= degree of freedom
To get the corrected correlation, the formula used was:
𝐶
"c" =
𝑞
Where,
“𝑐”= corrected correlation

𝐶 = computed correlation
𝑞= no. Of categories
To get the t-value, this formula was used
𝑁−2
𝑡 = c√ , 𝑑𝑓 = (𝑁 − 2)
1 − "𝑐"2
Where,
𝑡 = t- value
“𝑐”= corrected correlation
𝑁= no. of categories
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DEFINITION OF TERMS
For a better understanding of this study and to avoid misconception, the
subsequent expressions were operationally termed:
Age. It refers to the amount of time in which a person lives. It is one of the
factors that can influence the interest of the students to learn.
BISU. It is the abbreviated name of Bohol Island State University. It is
where the study is conducted.
Communication and study skills. It is a method of instruction described by
instructing understudies to peruse and examine mathematical data viably and
giving them chances for students to convey numerical thoughts verbally or in
composing.
Cooperative learning. It is a technique of teaching portrayed by students
working together to finish certain activities assigned by the instructor.
Direct instruction. It is a method for educating through building up a
course and reason for relating learning new ideas to past learning, driving
students through a predefined succession of directions taking into account
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26
foreordained steps that present and fortify an idea, and furnishing students with
practice and criticism in respect to how well they are getting along.
Dreary activity. It means that the activity is unexciting or dull.
Interest. It means the eagerness of the students to learn more about or
cause special attention to Mathematics as a subject. It is the independent
variable of the study.
Manipulative, models and multiple representations. It is a category of
instruction where understudies are taught strategies for creating or controlling
representations of algebraic substances or procedures, whether concrete,
typical, or conceptual.
Mathematics. It refers to a cluster of domains – specifically, Math 5 –
Advanced Algebra and Trigonometry. It is the subject that the teaching methods
are under study.
Mind-numbing activity. It means that the activity is boring or tiresome.
Problem-based learning. It is described by educating through critical
thinking where students apply a general standard (deduction) or reach new
determinations or guidelines (induction) in light of data exhibited in the issue.
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27
Sophomore. It refers to the students in the second year of college
particularly BEEd who are the respondents of the study.
Teaching method. It is the particular technique or approach the teacher
uses to deliver her ideas, knowledge, and lessons. The teaching methods that
the thesis writers employed in this study and most applicable in teaching
Mathematics are cooperative learning, communication and study skills,
technology-aided instruction, problem-based learning, and direct- instruction.
These methods are our category in making the questionnaire.
Technology-aided instruction. It is a teaching strategy that uses PC
programming applications or hand-held adding machines utilized by the educator
to upgrade teaching and learning.
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Chapter 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter exhibits the discoveries, examination, and understanding of
assembled information. It largely covers the age bracket of the respondents, how
often are the teaching methods used by the instructor as perceived by the
students, how the interest of the respondents affected by the teaching methods
employed, a significant difference between the ages of the respondents towards
teaching methods and the interest to learn Mathematics and the significant
correlation between the teaching methods and the interest to learn Mathematics
by the respondents.
For investigations and treatment of information simple percentages,
weighted mean, factor ANOVA, Chi-square Test of Independence, and Chi-
square Test of Contingency were used.
I. Age Bracket of the Respondents
Seeking out the age bracket of the respondents is contemplated
in this study to determine the number and percentage of the
respondents' age. Furthermore, these were requested to find to what
specific age the majority belongs.
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Table 1
Age Bracket of the Respondents
𝑁 = 35
Age Frequency Percentage Rank

Younger Age (below 17 years old) 0 0 3rd
Normal Age
19 54.29 1st
(17 years old -18 years old)
Older Age (above 18 years old) 16 45.71 2nd
Total 35 100
This table demonstrates that there are 19 or 54.29% of the respondents
have a place of normal age; while there are 16 or 45.71% of the respondents fit
in with older age and nobody has a place of more youthful age. Along these
lines, most students fit in with the age bracket of 17 years of age to 18 years of
age as sorted as should be expected age. According to the National Statistical
Coordination Board, the composition of Tertiary/Baccalaureate Education is from
the age bracket of 16 years old to 20 years old. Therefore, the normal age
bracket of the sophomore students is from 17 years old to 18 years old.
II. Teaching Methods
Figuring out the teaching methods is vital in this study to decide how often
the teaching methods are used by the instructor as perceived by the students.
These were additionally asked to find out what teaching methods for the most
part utilized by the instructor as a part of instructing Mathematics.
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Table 2
Teaching Methods Used by the Instructor as Perceived by the Students
𝑁 = 35
Teaching Always Sometimes Never Composite Descriptive

Total 𝑤𝑥̅ Rank
Methods (3) (2) (1) Score Rating
1. Cooperative
Learning
0 32 3 35 67 1.91 Sometimes 4th
2. Communication
and Study 10 23 2 35 78 2.23 Sometimes 2nd
Skills
3. Technology-
Aided 0 33 2 35 68 1.94 Sometimes 3rd
Instruction
4. Problem-based
Instruction
1 26 8 35 63 1.80 Sometimes 5th
5. Direct
Instruction
9 26 0 35 79 2.26 Sometimes 1st
6. Manipulative,
Models, and
Multiple
1 18 16 35 55 1.57 Never 6th
Representation
Total 21 158 31 210 410 1.95 Sometimes
Legend: 2.34– 3.00→ Always, 1.67 – 2.33 → Sometimes, 1.00 – 1.66 → Never
Table 2 demonstrates the distinctive responses of the respondents in the
teaching methods. This reveals that direct instruction ranks first which has a
weighted mean of 2.26, which falls in sometimes. While the manipulative, models
and multiple representations were positioned last since this had a weighted mean
of 1.57 which falls in never. The aggregate weighted mean was 1.92 and was
deciphered as sometimes. The usage of different teaching methods depends
upon the situation as Mr. Dinoy's answer in our interview. Subsequently, the
instructor focused on skill or idea as the extraordinary concern and the
concentration for learning. In line with this, direct instruction is a way of teaching
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which aims at helping students acquire some basic skills and procedural
knowledge (Corpuz et al., 2000).
III. The Interest of the Respondents
Distinguishing the interest of the respondents is essential in this study to
decide how is the interest of the respondents influenced by the teaching methods
utilized.
Table 3
The Interest of the Respondents Affected by the Teaching Methods Employed
𝑁 = 35
Very Not
Affected Affected
Composite Descriptive
Interest Affected Total 𝑊𝑥̅ Rank
(3) (1)
Score Rating
(2)
1. Cooperative
Learning
9 21 5 35 74 2.11 Affected 5th
2. Communication
and Study 8 25 2 35 76 2.17 Affected 4th
Skills
3. Technology-
Aided 11 21 3 35 78 2.23 Affected 2nd
Instruction
4. Problem-based
Instruction
7 24 4 35 73 2.09 Affected 3rd
5. Direct
Instruction
11 22 2 35 79 2.26 Affected 1st
6. Manipulative,
Models, and
Multiple
6 21 8 35 68 1.94 Affected 6th
Representation
Total 52 134 24 210 448 2.13 Affected

Legend: 2.34 – 3.00→ Very Affected, 1.67 – 2.33 → Affected, 1.00 – 1.66 → Not Affected
Delineated from Table 3, the outcome reveals that the interest of the
respondents to learn Mathematics falls under Direct Instruction with the most
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elevated weighted mean of 2.26. Direct instruction was found to be the most
effective teaching method (Hattie, 2009). Hence, the interests of the respondents
are influenced when the instructor utilized the direct instruction method. In
addition, the aggregate weighted mean was translated as affected. Along these
lines, the respondents are activated to take in more if the instructor will utilize the
six teaching methods just that there is a teaching method that dominated the
most. These verify the study of Ando et al. in 2015 that the teacher should use a
variety of teaching methods to address the need of the students.
IV. Age of the Respondents Towards Teaching Methods and Interest to Learn
Mathematics
1. Age of the Respondents Towards Teaching Methods
Verifying the difference between the ages of the respondents towards
teaching methods is essential to this study to know whether the age of the
respondents affects the teaching methods employed by the instructor.
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Table 4.1
Age of the Respondents Towards Teaching Methods
𝑁 = 35
F-ratio
Source of Degree of Summation Mean
Computed Tabular Decision
Variation Freedom Square Square Interpretation
Value Value
Age 1 26 26 0.52 4.26 NS Accept Ho

Methods 5 35 7 0.14 2.62 NS Accept Ho
Within 24 586 24.42
Total 35 1184
** = Highly Significant *= Significant NS= Not Significant
Table 4.1 showed that the age of the respondents towards teaching
methods is not significant since the computed f–value of age is -0.52 which is
lesser than the tabular f-value of 4.26 at 5% level df(1,24), also, with the
computed f –value of Teaching Methods is -0.14 which is lesser than the tabular
f–value of 2.62 at 5% level df(5,24), the null hypothesis was confirmed. Hence,
there is no significant difference between the age and teaching methods which
the null hypothesis confirmed. This means that the students who belong to the
age bracket of normal age and older age have the same view on the different
teaching methods employed by the instructor in his teaching. In other words, age
doesn't matter with the teaching methods. The result of this study opposed the
study of Hamzeh (2013) which found that there are significant differences in
choosing and using teaching strategies due to gender, age, and cultural
background.
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2. Age of the Respondents towards Interest to Learn Mathematics
Verifying the difference between the ages of the respondents towards
interest to learn mathematics is indispensable to this study to know whether the
age of the respondents affects the interest to learn mathematics.
Table 4.2
Age of the Respondents towards Interest to Learn Mathematics
𝑁 = 35
F-ratio
Source of Summation Mean
𝐹𝑟𝑒𝑒𝑑𝑜𝑚 Decision
Variation Square Square Computed Tabular Interpretation
Value Value
Age 1 26 26 1.06 4.26 NS Accept Ho

Within 24 586 24.42
Total 35 560
** = Highly Significant *= Significant NS= Not Significant
Table 4.2 shows that the age of the respondents towards interest to learn
mathematics resulted to not significant with the computed 𝑓– 𝑣𝑎𝑙𝑢𝑒 (age) of -1.06
which is lesser than the tabular 𝑓 − 𝑣𝑎𝑙𝑢𝑒 of 4.26 at 5% level 𝑑𝑓(1,24) , the null
hypothesis was confirmed. Also, with the computed 𝑓 – 𝑣𝑎𝑙𝑢𝑒 (interest) of -0.29
which is lesser than the tabular 𝑓– 𝑣𝑎𝑙𝑢𝑒 of 2.62 at 5% level 𝑑𝑓(5,24) , the null
hypothesis was confirmed. Hence, the null hypothesis of no significant difference
between age and interest to learn Mathematics is confirmed. This means that the
respondents have the same interest even if they are at normal age (17 years old
– 18 years old) or older age (above 18 years old). This backed up the findings of
Arthur et al. (2014), who found that age doesn't influence students' interest in
mathematics.
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V. Teaching Methods and the Interest to Learn Mathematics
Determining the correlation between the teaching methods and the interest
to learn Mathematics is needed to find out if the study is significant or not.
Table 5
Correlation between Teaching Methods

and the Interest to Learn Mathematics
𝑁 = 35
Correlation between Computed TV @ 5%

𝑑𝑓 Decision Result
value level
Teaching Methods
and the Interest to 33 2.742 2.042 Reject Ho Significant

Learn Mathematics
From the above-given tabulation of data, it resulted that there is a
significant correlation between the teaching methods employed by the instructor
and the interest to learn Mathematics by the BEEd sophomore students since the
computed value (2.742) is greater than the tabular value (2.042). Hence, the null
hypothesis of a significant correlation between the teaching methods and the
interest to learn Mathematics by the respondents is rejected. Therefore, the
teaching method employed by the instructor affects the interest of the students to
learn in the subject – Mathematics. In connection with the study of Arthur et al.
(2014), student’s interest in mathematics depends largely on the teaching
methods used in teaching.
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Chapter 3
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
General Summary
The principal reason for this research was to decide the correlation
respondents, in the first-semester academic year 2015-2016. In particular, it
expected to answer the accompanying inquiry utilizing the descriptive survey
method with the guide of an adapted questionnaire: what is the age bracket of
the respondents, how often is the teaching method used by the instructor as
perceived by the students, how is the interest of the respondents affected by the
teaching methods employed, is there a significant difference between the age
towards teaching methods and interest to learn Mathematics, and is there a
significant correlation between the teaching methods and the interest to learn
Mathematics.
The questionnaire was circulated and collected to thirty-five (35) BEEd
students who enrolled in the course Math 5 – Advanced Algebra and
Trigonometry. After the questionnaires were retrieved, all gathered data were
tabulated, analyzed, and interpreted. In analyzing and interpreting the data, the
thesis writers used the appropriate statistical treatment. The simple percentage
was applied to determine the respondents' profile; the weighted mean formula
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37
was used to determine how often the teaching methods used by the instructor as
perceived by the students and how often the interest of the respondents was
affected by the methods employed; factor ANOVA was used to determine the
significant difference between the ages towards teaching methods and interest to
learn Mathematics; and Chi-square Test of Contingency to determine the
significant correlation between the teaching methods and the interest to learn
Mathematics by the respondents.
Findings
A careful and thorough analysis and interpretation of data revealed the
following findings:
1. Most of the respondents belong to the normal age which is from 17 years
old to 18 years old with a total number of nineteen 19 or 54.29% of all
respondents and there are only 16 or 45.71% of the respondents
belonging to older age. Nobody belongs to a younger age.
2. Based on the result, five kinds of teaching methods are sometimes used
by the instructor, namely: direct instruction, communication and study skill,
technology-aided instruction, cooperative learning, and problem-based
instruction. Direct instruction ranks first with a weighted mean of 2.26. The
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38
total weighted mean of the six teaching methods is 1.95 and is interpreted
as sometimes.
3. The result reveals that the six teaching methods affect the interest of the
respondents since it has a total weighted mean of 2.13 and is interpreted
as affected. Among the six teaching methods, direct instruction has a
great influence on the interest of the respondents to learn mathematics
since it has the highest weighted mean of 2.26.
4. There is no significant difference between the age towards the teaching
methods and the interest to learn Mathematics. Thus, null hypotheses
were accepted. This means that the age of the respondents does not
affect the teaching methods used by the instructor and their interest to
learn Mathematics.
5. There is a significant correlation between the teaching methods and the
interest to learn Mathematics by the respondents since the computed f-
value which is 2.742 is greater than the tabular f-value which is 2.042.
These denote that the teaching methods exercised by the instructor affect
the interest of the respondent to learn Mathematics. For that reason, the
null hypothesis was rejected.
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Conclusion
The following conclusion was drawn based on the findings of the study.
The teaching methods that were sometimes utilized by the teacher were
cooperative learning, communication and study skill, technology-aided
instruction, and direct instruction. Therefore, the instructor focused on the
methods of teaching that enhance the skills and ability of the students which
promote their academic performance. The interests of respondents to learn
Mathematics are affected by all the teaching methods mentioned. But among the
six categories, direct instruction greatly affects the interest of the respondents
with a weighted mean of 2.26. Thus, the respondents are more interested to
learn when the instructor lets them do reviews, give feedback, give pre-work
examples, and indicate a one-step-at-a-time process in working equations.
Age does not affect the opinion of the respondents toward the teaching
methods employed. For that reason, the students who belong to the age bracket
of normal age and older age have the same perception of the different teaching
methods employed by the instructor in his teaching. And also, the respondents
have the same interest even if they are at normal age (17 years old – 18 years
old) or older age. There is a connection between the teaching methods employed
by the instructors and the interest of the respondents to learn Mathematics. In
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40
general, regardless of age, the interest of the students to learn Mathematics was
influenced by the teaching methods used by the instructor.
Recommendations
Based on the findings and conclusion, the thesis writers highly
recommend the following:
1. School administrators may provide the necessary equipment, facilities,
and instructional materials that are appropriate to the teaching methods
used by the instructor. They may also send instructors/professors to a
seminar with regards to teaching methods to update their different
teaching methods and also, they will be more well-informed of what
teaching methods are appropriate in their subject matter and in
performing the said teaching methods for effective implementation and
learning.
2. Instructors are encouraged to use manipulative, models and multiple
representations since it resulted from this study that manipulative,
models and multiple representations can affect the interest of the
students and it is very useful in teaching mathematics. They are also
encouraged to attend pieces of training, workshops, and seminars
concerning teaching methods to widen their skills and update their
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teaching style. In addition, they must find ways or use different teaching
methods that can arouse the interest of the students to learn especially
in Mathematics.
3. Future thesis writers are encouraged to do further studies about the
teaching strategies and students' interest to learn Mathematics but it
should have more numbers of teaching methods. It is also encouraged
that the respondents must have more than fifty (50) students who
consist of boys and girls.
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Lakshmi, V. (2004). Basic education. India: Discovery Publishing House.

Retrieve on Nov. 2, 2015, at 1:31 pm at
https://books.google.com.ph/books?id=wdTksW0ctcAC&pg=PP4&lpg=PP
4&dq=Basic+education+by+lakshmi&source=bl&ots=IHmqIAtyYj&sig=jlEY
VmAJnZIZ2obSZtqr6S7IY_A&hl=en&sa=X&ved=0CB8Q6AEwAmoVChMIj
7_mxfzwyAIVZeemCh379gMg#v=onepage&q=teaching%20methods%20r
efer%20to%20a%20pattern%20of%20teaching%20that%20serves%20to
%20attain%20certain%20outcomes%20to%20guard%20against%20other
s%20&f=false.
Liu, E.Z.F., Lina, C.H. (2010). The survey study of Mathematics motivated
strategies for learning questionnaire (MMSLQ) for grade 10–12 Taiwanese
students.Retrieved on March 18, 2015, at 11:38 am at
http://www.tojet.net/articles/v9i2/9223.pdf.
Ludripas, W., Petalcorin, J., Laurito, T. (2013). Mathematical translation

proficiency of junior BEEd students in relation to their GPA in geometry.
Unpublished Thesis. BISU Clarin Campus, Clarin, Bohol.
National Statistical Coordination Board. Retrieve on November 2, 2015, at 1:00

pm at http://www.nscb.gov.ph/activestats/psced/expnotes.asp
Ndlovu, P., Moyo, W. (2013). Factors affecting performance of adults in adult and
continuing education in Nkulumane-Emganwini area. Retrieve on
February 9, 2015, @ 7:48 @ http://www.aessweb.com/pdf-files/ijass-
3(12)-2490-2504.pdf.
Nolledo, M. (2004). The Education Act of the Philippines annotated with related
laws, issuances and other materials. Mandaluyong City: National Book
Store.
Ormrod, E. (2000). Educational psychology. New Jersey: R.R. Donelley & Sons
Company.
44
45
Ormrod, J. (2000). Educational psychology developing learners 3rdedition. New

Jersey: Prentice Hall, Inc.
Puada, D.J., Pacanza, L., Opalla, L. Dela Torre, M.V., Cabido, R. (2015). Study
habits of sophomore BSCS students in relation to their trigonometry
scores. Unpublished Thesis. BISU Clarin Campus, Clarin, Bohol.
Quitalig, L. (2011). Simple ways to help children understand Mathematics. The

modern teacher. Quezon City: Tuyas Pres, Inc.
Sadker, D.M., Zittleman, K.R. (2009). Teachers, schools, and society, a brief
introduction to education. N.Y.: The McGraw-Hill Companies, Inc.
Thomas, J., Raynor, M., Al-Marzooqi, A. (2012). Marital status and gender as
predictors of undergraduate academic performance: a United Arab
Emirates context. Retrieve on October 28, 2015, at 1:00 pm at
http://lthe.zu.ac.ae/index.php/lthehome/article/viewArticle/80.
University code (2011). Tagbilaran City: BISU Main Campus.
Wiseman, D., Knight, S., Abelos, A., Basaen, C., Payawal, J. (2005). General
psychology. Baguio City: Valencia Educational Supply.
Zulueta, F. (2006). Principles and methods of teaching. Mandaluyong City:

National Book Store.
Zulueta, F., Guimabatan, K. (2002). Teaching strategies & educational

alternatives. Mandaluyong City: Academic Publishing Corporation.
Zulueta, F., Paraso, M. (2008). General psychology. Mandaluyong City: National

Book Store.
45
46
APPENDICES
A. LETTERS OF REQUEST
B. FAIR USE with a letter of permission
C. INTERVIEW
D. QUESTIONNAIRE
E. STATISTICAL COMPUTATION
F. WRITER’S BACKGROUND
46
47
Appendix A
Republic of the Philippines

Clarin Campus
Office Memorandum
No. ___ Series of 2015
TO: Mr. Ramil S. Bulilan

Assistant Professor
This Campus
SUBJECT: Designation as UNDERGRAD THESIS ADVISER
DATE: June 30, 2015
You are hereby appointed as adviser of Student Research of the following

students: John Mhel S. Hagutin, Aileen L. Canono, Catherine H. Maldora, and
Joniel A. Infiesto under the program Bachelor of Secondary Education major in
Mathematics entitled "TEACHING METHODS AFFECTING THE INTEREST OF
TO LEARN MATHEMATICS".
As an adviser, you will perform the roles and responsibilities that go with
the appointment indicated in this document.
For your guidance and compliance.
(Sgd.) INOCENCIO L. COSARE, Ph.D.

Campus Director
47
48

Clarin Campus
Office Memorandum
No. ___ Series of 2015
TO: Ms. Sheila Mae M. Niones

Instructor
This Campus
SUBJECT: Designation as UNDERGRAD THESIS EDITOR
DATE: June 30, 2015
You are hereby appointed as editor of Student Research of the following

students: John Mhel S. Hagutin, Aileen L. Canono, Catherine H. Maldora, and
Joniel A. Infiesto under the program Bachelor of Secondary Education major in
Mathematics entitled "TEACHING METHODS AFFECTING THE INTEREST TO
LEARN MATHEMATICS".
As an editor, you will perform the roles and responsibilities that go with the
appointment indicated in this document.
For your guidance and compliance.
(Sgd.) INOCENCIO L. COSARE, Ph.D.

Campus Director
48
49

Clarin Campus
October 1, 2015
MRS. YOLANDA E. LANORIAS

Registrar
This Campus
Madam:
We, the BSEd 4- Math students, would like to ask permission from your
good office to provide us with the list of all BEEd students in this university who
enrolled in the course Math 5 – Advanced Algebra and Trigonometry this
semester A.Y. 2015 – 2016.
The said list will be our research respondents respectively in our present
research study entitled "Teaching Methods Affecting the Interest to Learn
Mathematics".
We are hoping for your favorable response in this regard. Thank you and
God bless.
Respectfully yours,
(Sgd.) JOHN MHEL S. HAGUTIN
(Sgd.) AILEEN L. CANONO
(Sgd.) CATHERINE H. MALDORA

Noted:
(Sgd.) JONIEL A. INFIESTO
(Sgd.) RAMIL S. BULILAN
Thesis Adviser
Granted:
(Sgd.) YOLANDA E. LANORIAS

Registrar
49
50

Clarin Campus
August 19, 2015
DR. INOCENCIO L. COSARE

Campus Director
This Campus
Sir:
Christian's greetings!
May we have the honor to request approval for the proposal hearing of our
undergraduate thesis entitled "TEACHING METHODS AFFECTING THE
INTEREST TO LEARN MATHEMATICS" on August 27, 2015, at 8:30-10:30 a.m.
at the Audio-Visual Room of BISU Clarin Campus.
Your presence as a chairman of the examining panel is earnestly

requested. Requesting further the presence of the following to be the member of
the panel list: Dr. Nestor A. Balicoco, Dr. Alfredo E. Niones, Dr. Roxanne P.
Altea, Dr. Agustina B. Montuya, Prof. Walberto M. Virador and Mr. Ramil S.
Bulilan, our thesis adviser.
Your consideration and approval of this request are highly appreciated.

Thank you so much and more power!
Respectfully yours,

Team Leader
Noted:
(Sgd.) ALFREDO E. NIONES, Ph.D.

Dean, College of Teacher Education
Approved:
(Sgd.) INOCENCIO L COSARE,Ph.D.

Campus Director
50
51

Clarin Campus
October 1, 2015
DR. ALFREDO E. NIONES

This Campus
Sir:
Christian’s greetings!
We, the BSEd 4- Math students, presently undergoing an undergraduate
thesis entitled "Teaching Methods Affecting the Interest to Learn Mathematics".
With this, we would like to ask permission from your good office to allow us to
administer our questionnaires to all BEEd students on October 5, 2015, at 7:30 –
8:30 am for BEEd 2-B and 10:30 – 11:30 for BEEd 2-A at Mr. Romar Dinoy's
Room.
Your consideration and approval of this request are highly appreciated.
Thank you and God Bless.
Respectfully yours,

Team Leader
Noted:
(Sgd.) RAMIL S. BULILAN

Thesis Adviser
Approved:
(Sgd.) ALFREDO E. NIONES, Ph.D.

John
51
Mhel S.
Haguti
n
52
Appendix B
John Mhel S. Hagutin <jmhagutin@yahoo.com>

To
On Sunday, March 15, 2015, 10:47 PM, John Mhel S. Hagutin
<jmhagutin@yahoo.com> wrote:
Yes, madam, we need his approval as our instructor said that we should get
the authors permission.
Ah... It means madam; we have the authority to use the questionnaire of
Mr. Haas without his permission as what I have understood on US Code, Title
17, Sect. 107 if the fair use policy will favor us?
On Friday, March 13, 2015, 5:24 AM, Gail McMillan <gailmac@vt.edu> wrote:
Do you need his permission? Have you looked at the four fair use guidelines?
Use the fair use analyser test.
See http://scholar.lib.vt.edu/copyright/cprtfairuse.html
Good luck.
On Fri, Mar 13, 2015 at 3:18 AM, John Mhel S. Hagutin

Good afternoon madam...
May I ask you something? What should we do to get permission from Mr. Haas?
On Saturday, March 7, 2015, 5:43 AM, Gail McMillan <gailmac@vt.edu> wrote:
That's the last known address we have for him.
On Mon, Mar 2, 2015 at 2:13 AM, John Mhel S. Hagutin

Good day!!
I try sending a message to Mr. Matthew Steven Haas but was unable to deliver
my message to his address: matthaas@scsb.org. Is this his email add.??
On Friday, February 20, 2015, 5:40 AM, Gail McMillan <gailmac@vt.edu> wrote:
52
53
The author is the copyright owner. His email address is

athttp://scholar.lib.vt.edu/theses/available/etd-10062002-202857/
Good luck with your research.
On Fri, Feb 20, 2015, at 12:30 AM, Web Server

Account <nobody@vega.lib.vt.edu> wrote:
Address: jmhagutin@yahoo.com
Regarding: http://scholar.lib.vt.edu/theses/index.html
Subject: Comment regarding DLA Web sites
Remote Host:
Remote IP Address: 180.191.112.1
User Agent: Mozilla/5.0 (Windows NT 6.1) AppleWebKit/537.36 (KHTML, like
Gecko) Chrome/40.0.2214.115 Safari/537.36
Date: Fri Feb 20 00:30:26 EST 2015
Good day, Virginia Tech...We would like to have permission

to use the questionnaire in our Research Proposal. If it is
okay for you, we would like to use the questionnaire of The
Influence of Teaching Methods on
Student Achievement on Virginiaâs End of Course Standards
of Learning Test for Algebra I by Matthew Steven Haas.
53
54
Fair Use: US Code, Title 17, Sect. 107

Before you use someone else's work without permission, consider ALL 4 of the
FAIR USE FACTORS:
1. Purpose and character of use
• Commercial or educational use
• For profit or not
• Degree of transformation; value added
• For criticism, commentary, news reporting, teaching, scholarship, research
2. Nature of the copyrighted work

• Character of the work (consider factual vs. fiction)
• Worthy of (extensive) protection?

3. Amount, substantiality
• Use only what's necessary
• Quantity and quality in relation to the whole work

4. Effect
• Harm to the market or potential market of a work after a portion has been used
separately from the whole
54
55
55
56
Appendix C
Interview on January 11, 2016, at 8 a.m. at Faculty Office
1. Based on the result of this study, direct instruction ranks first in sometimes
used by the instructor while manipulative, models and multiple
representations resulted as never used. What can you say about this
result?
Answer:
The usage of the different teaching methods depends upon the

situation. The rate of usage of "direct instruction" and "manipulative,
models and multiple representation" as a teaching method comes in
variety depending upon the teacher, the kind of students, etc. For
instance, a teacher employing a variety of teaching methods, the students
may perceive that the teacher uses a particular teaching method in a
seldom manner since the instruction is varied.
2. Do you believe that the student's interests are affected by the teaching
methods? Why or why not?
Answer:
Yes. From my perspective, I believe that students differed from

each other in terms of learning style, abilities, bits of intelligence, etc. To
cater to this variation, teachers must use a variety of teaching methods.
Students' interest in a certain subject could be of a high extent if they can
relate or appreciate it.
(Sgd.) ROMAR DINOY
56
57
Appendix D
Questionnaire
Teaching Methods Affecting the Interest to Learn Mathematics
Respondents:
It would be ideal if you answer genuinely and thoroughly the inquiries to

guarantee the validity and precision of the information. Answers are dealt with
confidentiality.
I. Direction: Put a check mark () on the box provided corresponding to your
age:
Younger age (16 years old and below)
Normal age (17 years old to 18 years old)
Older age (19 years old and above)
II. The following statements are the usual teaching methods used by the
teacher in teaching Mathematics. Put a checkmark () on the space
provided corresponding to the teaching method usually used by the teacher
based on the following scale:
Scale Descriptive Rating Qualitative Description

It means that the mathematics
3 Always instructor uses the methods regularly in
every meeting.
2 Sometimes instructor uses the methods once or
twice in every meeting.
1 Never instructor never use the method in
every meeting.
57
58
Teaching Methods 1 2 3
Never Sometimes Always
Cooperative Learning
The teacher allows students to discuss the
1.
solutions of the problem with peers.
The teacher allows students to engage in
2.
cooperative problem-solving.
The teacher rewards group performance in the
3.
cooperative setting.
The teacher assigns students to work in
4.
homogeneous groups.
The teacher assigns students to work in
5.
heterogeneous groups.
The teacher collaborates with the whole class in
6.
finding a solution to a problem.
The teacher pairs students to work as peer
7.
tutors.
The teacher allows students to begin homework
8.
in class with peer assistance.
Communications and Study Skills
The teacher encourages the students to use
9. Mathematics vocabulary terms in class
discussions.
The teacher allows students to describe their
10. thought processes orally or in writing during
problem-solving.
The teacher requires students to share their
11. thinking by conjecturing, arguing, and justifying
ideas.
12. The teacher allows students to write about their
problem-solving strategies.
The teacher encourages students to ask
13. questions when difficulties or misunderstandings
arise.
14. The teacher encourages students to explain the
reasoning behind their ideas.
15. The teacher uses reading instructional strategies
to help students with comprehension.
16. The teacher provides students with study skills
instruction.
Technology Aided Instructions
17. The teacher allows students use calculators
during test or quizzes.
58
59
1 2 3
18. The teacher allows students to use calculators for

problem-solving instruction and activities.
19. The teacher allows students to use calculators to
help them develop problem-solving strategies.
20. The teacher allows students to use calculators for
computations.
21. The teacher allows students to use graphing
calculators to explore linear relationships.
The teacher allows the students to use computer
22. spreadsheets, such as Microsoft Excel, for
problem-solving instruction.
23. The teacher assigns students to use calculators
as a requirement for class participation.
24. The teacher allows students to use computer
software to provide practice opportunities.
Problem-based Learning
25. The teacher allows students to create their own
rules in new problem-solving situations.
26. The teacher allows students to draw
mathematical concepts from "real-life" situations.
27. The teacher allows students to pursue open-
ended and extended problem-solving projects.
28. The teacher creates problems from the interest of
individual students.
29. The teacher recognizes many alternative
problem-solving practices.
30. The teacher emphasizes the problem-solving
process, rather than the solution.
The teacher anchors problem-solving skills
31. instruction within situations meaningful to the
students.
32. The teacher encourages students to experiment
with alternative methods for problem-solving.
Direct instruction
The teacher grades homework to prove
33.
feedback.
The teacher closes instruction by reviewing
34. concepts with students, emphasizing
comparisons to previously covered concepts.
59
60
1 2 3
The teacher identifies new skills or concepts at
35. the beginning of instructions and proves reasons
for learning them.
The teacher provides a graduated sequence of
36. instruction, moving students from concrete to
abstract concepts in defined steps.
The teacher requires students to indicate a one-
37.
step-at-a-time process in working equations.
The teacher uses pre-worked examples to
38.
introduce or reinforce topics.
When assigning practice work, the teacher
39. ensures that the majority of the problems review
previously covered material.
Manipulative, Models, and Multiple Representations
The teacher allows students to use cubes or
40.
blocks to represent algebraic equations.
The teacher illustrates mathematical concepts to
41.
students with pictures.
The teacher teaches students to represent
42.
algebraic equations with graphs.
43.
problems with tables.
44. problems with charts to break information into
smaller pieces.
The teacher emphasizes the use of multiple
45. representations: words, tables, graphs, and
symbols.
The teacher provides math games for students to
46.
practice algebraic skills.
The teacher uses diagrams to help students learn
47.
to solve equations.
Adapted and adopted from Mr. Mathew S. Haas (2002) study. Retrieve on
February 9, 2015, at 5:37 pm at http://scholar.lib.vt.edu/theses/available/etd-
10062002-202857/unrestricted/ HAASDISSERTATION.PDF.
60
61
III. The following statements show students' interest is affected to learn

Mathematics. Put a check mark (✓) on the space provided that corresponds
to the interest shown by the students based on the following scale below:
Scale Descriptive Rating Qualitative Description

It signifies that the statement has a strong
3 Very Affected impact on the students.
It signifies that the statement has an
2 Affected impact on the students.
It signifies that the statement has no effect
1 Not Affected on the students.
3 2 1
Interest of the Student Very
Affected
Not
Affected Affected
Cooperative Learning
1. I am interested when the teacher allows me to
discuss the solutions to the problem in
mathematics with my peers.
engage in cooperative problem-solving.
3. I am interested when the teacher rewards group
performance in the cooperative setting.
4. I am interested when the teacher assigns me to
work in a homogeneous group.
work in a heterogeneous group.
6. I am interested when the teacher collaborates with
the whole class in finding a solution to a problem.
7. I am interested when the teacher pairs us to work
as peer tutors.
8. I am interested when the teacher allows students
to begin homework in class with peer assistance.
Communication and Study Skills
9. I am interested when the teacher defines first the
vocabulary terms that are useful in the discussion.
describe my thought processes orally or in writing
during problem-solving.
61
62
3 2 1
Very Not
Affected
Affected Affected
11. I am interested when the teacher requires me to
share my thinking by conjecturing, arguing, and
justifying ideas.
write about my problem-solving strategies.
13. I am interested when the teacher encourages me
to ask questions when difficulties or
misunderstandings arise.
to explain the reasoning behind my ideas.
15. I am interested when the teacher uses reading
instructional strategies to help me with
comprehension.
16. I am interested when the teacher provides me with
study skills instruction.
Technology-aided Instruction
17. I am interested when the teacher allows me to use
a calculator during tests/quizzes.
calculators for problem-solving instruction and
activities.
calculators to help me develop problem-solving
strategies.
calculators for computations.
graphing calculators to explore linear
relationships.
computer spreadsheets, such as Microsoft Excel,
for problem-solving instruction.
use calculators as a requirement for class
participation.
computer software to provide practice
opportunities.
Problem- based Learning
create my own rules in new problem-solving
situations.
62
63
3 2 1
Very Not
Affected
Affected Affected
draw mathematical concepts from "real-life"
situations.
pursue open-ended and extended problem-solving
projects.
28. I am interested when the teacher creates
problems from the interest of individual students.
29. I am interested when the teacher recognizes
many alternative problem-solving practices.
30. I am interested when the teacher emphasizes the
problem-solving process, rather than the solution.
31. I am interested when the teacher anchors
problem-solving skills instruction within situations
meaningful to me.
to experiment with alternative methods for
problem-solving.
Direct Instruction
33. I am interested when the teacher grades my
homework to prove feedback.
34. I am interested when the teacher closes
instruction by reviewing concepts with us,
emphasizing comparisons to previously covered
concepts.
35. I am interested when the teacher targets incorrect
responses and error patterns when providing
feedback.
36. I am interested when the teacher identifies new
skills or concepts at the beginning of instructions
and proves reasons for learning them.
37. I am interested when the teacher provides a
graduated sequence of instruction, moving
students from concrete to abstract concepts in
defined steps.
38. I am interested when the teacher requires me to
indicate a one-step-at-a-time process in working
equations.
39. I am interested when the teacher uses pre-worked
examples to introduce or reinforce topics.
63
64
3 2 1
Very Not
Affected
Affected Affected
40. I am interested when the teacher ensures that the
majority of the problems review previously
covered material.
Manipulative, Models, and Multiple Representations
cubes or blocks to represent algebraic equations.
42. I am interested when the teacher illustrates
mathematical concepts to students with pictures.
43. I am interested when the teacher teaches me to
represent algebraic equations with graphs.
represent problems with tables.
represent problems with charts to break
information into smaller pieces.
46. I am interested when the teacher emphasizes the
use of multiple representations: words, tables,
graphs, and symbols.
47. I am interested when the teacher provides math
games for students to practice algebraic skills.
48. I am interested when the teacher uses diagrams
to help students learn to solve equations.
64
65
Appendix E
Age Frequency Percentage Rank

Younger Age (below 17 years old) 0 0 3rd
Normal Age
19 54.29% 1st
(17 years old -18 years old)
Older Age (above 18 years old) 16 45.71% 2nd
Total 35 100%
Table 1. Age Bracket of the Respondents
Computed:v
Normal Age
𝑓
𝑃 = 𝑁 × 100
19
𝑃 = 35 × 100
𝑃 = 0.5429 × 100
𝑃 = 54.29%
Older Age
𝑓
𝑃 = 𝑁 × 100
16
𝑃 = 35 × 100
𝑃 = 0.4571 × 100
𝑃 = 45.71%
65
66
Teaching Always Sometimes Never Composite Descriptive

Total 𝑊𝑥̅ Rank
Methods (3) (2) (1) Score Rating
1. Cooperative
Learning
0 32 3 35 67 1.91 Sometimes 4th
2. Communication
and Study Skill
10 23 2 35 78 2.23 Sometimes 2nd
3. Technology
Aided 0 33 2 35 68 1.94 Sometimes 3rd
Instruction
4. Problem-based
Instruction
1 26 8 35 63 1.80 Never 5th
5. Direct
Instruction
9 26 0 35 79 2.26 Sometimes 1st
6. Manipulative,
Models, and
Multiple
1 18 16 35 55 1.57 Never 6th
Representation
Total 21 158 31 210 410 1.95 Sometimes
Table 2. Teaching Methods Used by the Instructor as Perceived by the Students
∑ 𝑓𝑥
𝑤𝑥̅ =
𝑁
410
𝑤𝑥̅ =
210
𝑤𝑥̅ = 1.95
66
67
Very Not
Affected Affected
Composite Descriptive
Interest Affected Total 𝑊𝑥̅ Rank
(3) (1)
Score Rating
(2)
7. Cooperative
Learning
9 21 5 35 74 2.11 Affected 5th
8. Communication
and Study Skill
8 25 2 35 76 2.17 Affected 4th
9. Technology
Aided 11 21 3 35 78 2.23 Affected 2nd
Instruction
10. Problem-based
Instruction
7 24 4 35 73 2.09 Affected 3rd
11. Direct
Instruction
11 22 2 35 79 2.26 Affected 1st
12. Manipulative,
Models, and
Multiple
6 21 8 35 68 1.94 Affected 6th
Representation
Total 52 134 24 210 448 2.13 Affected
Table 3. Interest of the Respondents Affected by the Teaching Methods Employed
∑ 𝑓𝑥
𝑤𝑥̅ =
𝑁
448
𝑤𝑥̅ =
210
𝑤𝑥̅ = 2.13
67
68
Age Normal Age Older Age

Total
Teaching Methods (17 years old-18 years old) (Above 18 years old)
0 0
Cooperative Learning 18 14
1 2
Total 19 16 35
6 4
Communication and Study
12 11
Skills
1 1
Total 19 16 35
0 0
Technology Aided
18 15
Instruction
1 1
Total 19 16 35
1 0
Problem-based Instruction 13 13
5 3
Total 19 16 35
5 4
Direct Instruction 14 12
0 0
Total 19 16 35
0 1
Manipulative, Models, and
10 8
Multiple Representation
9 7
Total 19 16 35
Grand Total 114 96 210
Table 4.1. Age of the Respondents towards Teaching Methods
Source of Degree of Summation Mean F-ratio

Decision
Variation Freedom Square Square Computed Tabular Interpretation
Age 1 26 26 0.52 4.26 NS Accept Ho
Interaction 5 35 7
Within 24 1210 50.42
Total 35 1184
Table 4.1a. Analysis of Variance on the Age of the Respondents
towards Teaching Methods
68
69
Computed:
A. ∑ 𝑥 2 = 02 + 182 + 12 + 62 + 122 + 12 + 02 + 182 + 12 + 12 + 132 +
52 + 52 + 142 + 02 + 02 + 102 + 92 + 02 + 142 + 22 + 42 +
112 + 12 + 02 + 152 + 12 + 02 + 132 + 32 + 42 + 122 + 02 + 12 +
82 + 72 .
∑ 𝑥 2 = 2444.
(∑ 𝑥)2 2102
B. 𝐶. 𝐹. = = = 1260.
𝑁 35
C. 𝑆𝑆𝑇𝑜 = ∑ 𝑥 2 − 𝐶. 𝐹. = 2444 − 1260 = 1184.
1142 962
D. 𝑆𝑆𝐴 = [ + ] − 𝐶. 𝐹. = 1234 − 1260 = −26.
18 18
352 352 352 352 352 352

E. 𝑆𝑆𝑀 = [ 6
+ 6
+ 6
+ 6
+ 6
+ 6
]− 𝐶. 𝐹. = 1225 − 1260 = −35.
2 2 2 2 2 2 2 2 2 2 2 2
F. 𝑆𝑆𝑊 = ∑ 𝑥 2 − [193 + 193 + 193 + 193 + 193 + 193 + 163 + 163 + 163 + 163 + 163 + 163 ]
= 2444 − 1234 = 1210.
G. 𝑆𝑆𝐼 = 𝑆𝑆𝑇𝑜 − 𝑆𝑆𝐴 − 𝑆𝑆𝑀 − 𝑆𝑆𝑊 = 1184 − (−26) − (−35) − 1210 = 35
𝑆𝑆 𝑜𝑓 𝐴, 𝑀, 𝑊, 𝑎𝑛𝑑 𝐼 −26 −35 1210 35

𝑀𝑆 = =| |,| |,| | , 𝑎𝑛𝑑 | |
𝑑𝑓 𝑜𝑓 𝐴, 𝑀, 𝑊, 𝑎𝑛𝑑 𝐼 1 5 24 3
= 26, 7, 50.42, 𝑎𝑛𝑑 7
𝑀𝑆 𝑜𝑓 𝐴 𝑎𝑛𝑑 𝑀 −26 −7
𝑓 − 𝑟𝑎𝑡𝑖𝑜 = = |50.42| 𝑎𝑛𝑑 |50.42| = 0.52 𝑎𝑛𝑑 0.14
𝑀𝑆𝑊
69
70
Age Normal Age Older Age

Total
(17 years old-18 years old) (Above 18 years old)
Interest to Learn
6 3
Cooperative Learning 11 10
2 3
Total 19 16 35
6 2
Communication and
11 13
Study Skills
2 1
Total 19 16 35
7 4
Technology Aided
11 10
Instruction
1 2
Total 19 16 35
4 3
Problem-based
12 12
Instruction
13 1
Total 19 16 35
8 3
Direct Instruction 10 12
1 1
Total 19 16 35
Manipulative, Models, 4 2
and Multiple 11 10
Representation 4 4
Total 19 16 35
Grand Total 114 96 210
Table 4.2. Age of the Respondents towards Interest to Learn Mathematics
F-ratio
Source of Degree of Summation Mean
Decision
Variation Freedom Square Square Computed Tabular Interpretation
Value Value
Age 1 26 26 1.06 4.26 NS Accept Ho

Interaction 5 35 7
Within 24 586 24.42
Total 35 560
Table 4.2a. Analysis of Variance on the Age of the Respondents
towards Interest to Learn Mathematics
70
71
Computed:
A. ∑ 𝑥 2 = 62 + 112 + 22 + 62 + 112 + 22 + 72 + 112 + 12 + 42 + 122 +
32 + 82 + 102 + 12 + 42 + 112 + 42 + 32 + 102 + 32 + 22 +
132 + 12 + 42 + 102 + 22 + 32 + 122 + 12 + 32 + 122 + 12 + 22 +
102 + 42 .
∑ 𝑥 2 = 1820.
(∑ 𝑥)2 2102
B. 𝐶. 𝐹. = = = 1260.
𝑁 35
C. 𝑆𝑆𝑇𝑜 = ∑ 𝑥 2 − 𝐶. 𝐹. = 1820 − 1260 = 560.
1142 962
D. 𝑆𝑆𝐴 = [ + ] − 𝐶. 𝐹. = 1234 − 1260 = −26.
18 18
352 352 352 352 352 352

E. 𝑆𝑆𝐼𝑛 = [ + + + + + ] − 𝐶. 𝐹. = 1225 − 1260 = −35.
6 6 6 6 6 6
2 2 2 2 2 2 2 2 2 2 162 162
F. 𝑆𝑆𝑊 = ∑ 𝑥 2 − [193 + 193 + 193 + 193 + 193 + 193 + 163 + 163 + 163 + 163 + 3
+
3
]
= 1820 − 1234 = 586.
G. 𝑆𝑆𝐼 = 𝑆𝑆𝑇𝑜 − 𝑆𝑆𝐴 − 𝑆𝑆𝑀 − 𝑆𝑆𝑊 = 560 − (−26) − (−35) − 586 = 35
𝑆𝑆 𝑜𝑓 𝐴, 𝑀, 𝑊, 𝑎𝑛𝑑 𝐼 −26 −35 586 35

𝑀𝑆 = =| |,| |,| | , 𝑎𝑛𝑑 | |
𝑑𝑓 𝑜𝑓 𝐴, 𝑀, 𝑊, 𝑎𝑛𝑑 𝐼 1 5 24 3
= −26, 7, 24.42, 𝑎𝑛𝑑 7
𝑀𝑆 𝑜𝑓 𝐴 𝑎𝑛𝑑 𝑀 −26 −7
𝑓 − 𝑟𝑎𝑡𝑖𝑜 = = |24.42| 𝑎𝑛𝑑 |24.42| = 1.06 𝑎𝑛𝑑 0.29
𝑀𝑆𝑊
71
72
Teaching
Interest Methods
Always Sometimes
Total
to Learn 𝑓𝑜 𝑓𝑒 𝑓𝑜 𝑓𝑒
Very Affected 1 0.171 5 5.829 6
Affected 0 0.800 28 27.200 28
Not Affected 0 0.029 1 0.971 1
Total 1 34 35
Table 5. Correlation between Teaching Methods

and the Interest to Learn Mathematics
Computed:
(𝑓𝑜−𝑓𝑒)2
𝑥2 = ∑ [ ]
𝑓𝑒
(1−0.171)2 (0−0.800)2 (0−0.029)2 (5−5.829)2 (28−27.200)2 (1−0.971)2

𝑥2 = + + + + +
0.171 0.800 0.029 5.829 27.200 0.971
𝑥 2 = 4.019 + 0.8 + 0.029 + 0.118 + 0.023 + 0.001
𝑥 2 = 4.990
𝑁−2
𝑡 = "𝑐"√
1 − ("𝑐")2
35−2
𝑥2 𝐶 𝑡 = 0.4307√
𝐶 = √𝑥 2 +𝑁 "c" = 1− 0.4307)2
(
𝑞
35−2
4.990 0.3532 𝑡 = 0.4307√1−0.18550249
𝐶 = √4.990+35 "c" =
0.82
33
4.990 "c" = 0.4307 𝑡 = 0.4307√0.8144975
𝐶 = √39.990
𝑡 = 0.4307√40.55157781
𝐶 = √0.1248
𝑡 = 0.4307(6.3652006)
𝐶 = 0.353
𝑡 = 2.7414919
72
73
Appendix F
CURRICULUM VITAE
Personal Background
Name : John Mhel Sabacahay Hagutin

Nickname : “jimboy”
Age : 20 years old
Date of Birth : April 15, 1995
Place of Birth : Merryland, Buenavista, Bohol
Home Address : Merryland, Buenavista, Bohol
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Motto in Life : “Life isn't about finding yourself. Life is about creating yourself.”
Email Address : jmhagutin@yahoo.com
Contact Number: +639070651698
Name of Father : Miguel E. Hagutin
Occupation : Farming
Name of Mother : Felisa S. Hagutin
Occupation : Barangay Councillor
No. Of Siblings : 7
Educational Background
College : Bachelor of Secondary Education

major in Mathematics
Bohol Island State University
March 2016
Secondary : Cangawa National High School

Cangawa, Buenavista, Bohol
March 2012
Elementary : Dait Norte Elementary School

Dait Norte, Buenavista, Bohol
April 2008
73
74
CURRICULUM VITAE
Personal Background
Name : Aileen Loseñada Canono

Nickname : “ai”
Age : 19 years old
Date of Birth : March 29, 1996
Place of Birth : GCGMH, Tagbilaran City
Home Address : San Agustin, Sagbayan, Bohol
Motto in Life : “Live, Love, and Suffer but never learn to surrender.”
Email Address : acanono@ymail.com
Name of Father : Andres R. Canono
Occupation : Labourer
Name of Mother : Adela L. Canono
Occupation : Barangay Secretary
No. Of Siblings : 3

March 2016
Secondary : St. Augustine Institute

Poblacion, Sagbayan, Bohol
March 2012
Elementary : San Agustin Elementary School

San Agustin, Sagbayan, Bohol
March 2008
74
75
CURRICULUM VITAE
Personal Background
Name : Catherine Huit Maldora

Nickname : “neneng”
Age : 21 years old
Date of Birth : November 2, 1994
Place of Birth : Sta. Catalina, Sagbayan, Bohol
Home Address : Sta. Catalina, Sagbayan, Bohol
Motto in Life : “Struggle hard if you have ambition, not just through
imagination.”
Email Address : catmaldo@yahoo.com
Name of Father : Catalino C. Maldora, Sr.
Occupation : Deceased
Name of Mother : Florencia J. Maldora
Occupation : Housekeeping
No. Of Siblings : 7

March 2016
Secondary : JAPER Memorial High School

Sta. Catalina, Sagbayan, Bohol
March 2011
Elementary : Sta. Catalina Elementary School

San Agustin, Sagbayan, Bohol
March 2007
75
76
CURRICULUM VITAE
Personal Background
Name : Joniel Ac-ac Infiesto
Nickname : “mamay”
Age : 20 years old
Date of Birth : November 6, 1995
Place of Birth : Poblacion Sur, Clarin, Bohol
Home Address : Poblacion Sur, Clarin, Bohol
Motto in Life : “Never give up.”
Email Address : ijoniel761@yahoo.com
Contact Number : +639368065504
Name of Father : Danilo A. Infiesto
Occupation : Utility Worker
Name of Mother : Nicanora A. Infiesto
Occupation : Housewife
No. Of Siblings : 8

March 2016
Secondary : Clarin National School of Fisheries

Poblacion Sur, Clarin, Bohol
March 2012
Elementary : Clarin Central Elementary School

Poblacion Centro, Clarin, Bohol
March 2008
76

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Teaching Methods Affecting The Interest To Learn Mathematics

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TEACHING METHODS AFFECTING THE INTEREST

John Mhel S. Hagutin

John Mhel S. Hagutin

This undergraduate thesis entitled, “TEACHING METHODS AFFECTING

THE THESIS COMMITTEE

INOCENCIO L. COSARE, Ph. D.

WALBERTO M. VIRADOR, M. Ed. SHEILA MAE M. NIONES, MA-ELT

RAMIL S. BULILAN, MAVED

Approved by the Examining Panel during the Oral Examination conducted

INOCENCIO L. COSARE, Ph. D.

NESTOR A. BALICOCO, Ph. D. ALFREDO E. NIONES, Ph. D.

ROXANNE P. ALTEA, Ph. D. AGUSTINA B. MONTUYA, Ed. D.

Accepted and approved as partial fulfillment of the requirements for the

December 4, 2015 INOCENCIO L. COSARE, Ph. D.

full support in the completion and accomplishment of this research.

To the cherished parents of the Thesis Writers, to be specific: Mr. Miguel

giving time to the thesis writers to seek after their study;

in checking on and arranging our work;

Prof. Walberto M. Virador, Thesis Statistician, for sharing and rendering

Writers to examine and understand the information assembled;

significant recommendations and sound feedback that improved this study as

much as for the acceptance and approval;

Dr. Alfredo E. Niones, Dean of the College of Teacher Education, for

Writers to administer the questionnaire to the BEEd students;

Ms. Carmela C. Sarabello, School Librarian, for allowing the writers to do

Thesis Writers to administer the questionnaire in his class;

To all BEEd students, enrolled in Math 5 – Advanced Algebra and

questionnaire genuinely and thoroughly;

Writers borrow their laptop for encoding purposes.

What's more, those whom the Thesis Writers neglected to specify,

reprimand it on their psyches, not in their souls and heart.

The Thesis Writers

1 THE PROBLEM AND ITS SCOPE

Statement of the Problem 13

Significance of the Study 14

Research Environment and Respondents 17

OPERATIONAL DEFINITION OF TERMS 25

2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Age Bracket of the Respondents 28

The interest of the Respondents 31

Age of the Respondents towards Teaching Methods and

Interest to Learn Mathematics

1. Age of the Respondents Towards Teaching Methods 32

2. Age of the Respondents Towards Interest

Correlation between the Teaching Methods and the Interest

3 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Appendix A Letter of Request 47

Appendix B Letter for Fair Use 52

Appendix E Tables and Sample Computations

Appendix F Curriculum Vitae 73

1 Age Bracket of the Respondents 29

2 Teaching Methods Used by the Instructor as Perceived

3 Interests of the Respondents Affected by the

Teaching Methods Employed 31

4.1 Age of the Respondents Towards Teaching Methods 33

4.2 Age of the Respondents Toward Interest to Learn

5 Correlation between Teaching Methods and the Interest

THE PROBLEM AND ITS SCOPE

Everyone in this world has an interest in certain things around them: an

subjects in school especially in Mathematics since it needs abstract thinking and

logical reasoning which involves deeper understanding and concentration. As a

use to get the student's concentration and interest in the subject.

As the thesis writers observed in this university, the course Bachelor of

Secondary Education major in Mathematics has the lowest population among

decreasing for some reasons. In 2000, Ormrod stressed that Mathematics

Mathematics a difficult subject. They are afraid to face difficulties in Mathematics.