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I-WE-YOU: A Math Trick Based Teaching Approach in Calculus

JAYMAR T. BALIHON, ICNHS -SHS

The results of an outcome assessment of a growth-oriented sex education program are
reported. The evaluation project attempted to overcome flaws of existing sex
education research by explicitly delineating goals and by incorporating both a rigorous
experimental control group design and quasiexperimental cohort comparisons. A Sex
Questionnaire (covering sexual knowledge, attitudes, and behavior) was administered
to the participants of three weekend workshops at the time of registration and 1 month
later. Overflow registration for one workshop permitted the random selection of a no-
program control group. Results supported inferences of workshop effectiveness in
meeting program goals in the areas of attitude and behavior change, but not with
regard to increasing sexual knowledge. Implications for development and evaluation
of sex education programs are discussed.

I. Context and Rationale

Modelling is the bit in the middle. It is the teaching stage that comes between the

teacher’s explanation of a task or procedure and student practice. It is also the stage

that is so often left out or not given enough attention by teachers. Modelling has a

number of purposes: to lift the veil on hidden thinking; to demonstrate and break

down step-by-step procedures; and to provide excellent examples for students to

emulate.

Without careful modelling, many students are left feeling rudderless and all at sea.

They have little conception of what the final product, the goal, should look like, and

they do not understand the small steps they need to go through to achieve success.

Inevitably, without models their thinking – and subsequent work – becomes patchy

and filled with avoidable errors. Ultimately, modelling brings greater clarity.
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What is less clear, however, is the best way to encourage and train teachers to become

better at modelling. We know we should be modelling as often as we can – but when,

and how?

We have tried a number of approaches, but the one that has had the most traction with

teachers and students has been the simple I-We-You  approach:

 I do it first.

 We do it together.

 You do it on your own

The I-stage involves the teacher demonstrating to the class how to perform a

task or procedure. This might be writing a paragraph, solving an equation or serving a

tennis ball. This could take the form of a ‘live-model’ – when the teacher uses a

visualiser, the board or a physical demonstration to talk their students through a new

procedure. A pre-written worked-example is another option – these are especially

useful when they are labelled with the steps students should go through. Models

should always be deconstructed in the first instance.

The We-stage involves joint construction. In this step, students encounter a

second problem which has the same deep-structure as the first problem (that covered

in the I–stage) but with different surface features. For example, an equation that needs

to be solved through the same procedure, or a paragraph about a slightly different

topic that requires students to use the same strategy. In the We-stage, teachers and

students collaborate on the building of a second example, usually through questioning

and dialogue.

The You–stage involves independent practice. This means that the students

work alone on a third, similar problem. This might be a partially completed problem

or task – perhaps they are given sentence starters or some of the steps are already done
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for them. Another approach is to ensure that the original model or worked example

remains visible to remind them of the steps they need to take. At this stage, the teacher

might be quietly intervening with individual students who need extra support.

The You-stage should not be considered to be analogous with exam-conditions;

instead, it is about withdrawing, or fading, some level of support, rather than

removing it altogether.

This has been a very simple overview of the I-We-You model. It is important to keep

it a flexible and adaptable model of teaching – sometimes classes might need repeated

‘we’ modelling, sometimes you might need to stop the independent practice and go

back to the starting blocks.

This form of modelling does come with its own pitfalls and can lead to

misunderstandings among teachers. It’s important to remember that the goal of this

kind of modelling is to introduce new procedures in a gradual, incremental way so

that, eventually, students can apply them to new and novel scenarios. The You-stage,

therefore, is the most important – and it needs to be repeated regularly. If this does not

occur, then students will learn the examples – i.e. what the teacher  wrote – but will

not know how to (or that they need to) use the procedure in new situations. The goal

of modelling should always be that students learn to independently transfer the

procedure to new contexts. Removing scaffolding is part of the artistry of teaching.

Remove too quickly and students will not be ready and will miss out vital steps.

Remove too slowly and you might cause learned helplessness, which occurs when

students become too reliant on the scaffold and struggle to work independently. Lack

of reflection. It’s important to think through and talk through the effectiveness of the

strategy with the group. Modelling is no substitute for knowledge. This is especially

the case when modelling writing. Students always need a handle on the subject they
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are writing about before attempting more difficult writing tasks. We have found the I-

We-You approach to be a useful way into modelling with many teachers. We urge you

to try it out for yourself.

Generation Z (“Gen Z”) who are said to be born after 1995 (Holderman & Walls,

2008; Robertson, 2009). According to Ng & Parry, Emma (2016), Gen Z is seen as the

first truly digital and global generation, is a global and diverse generation, who grew

up in a wider mix of backgrounds than other generations (Labi, 2008). They are

confident, very optimistic, imaginative, and think more laterally than other

generations (Matthews, 2008).

They have never known a world without computers and cell phones. Having

integrated technology seamlessly into their lives, and having used it from the youngest

age; it is almost like the air that they breathe, permeating almost all areas of their

lifestyle and relationships.

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The DepED shall work with the Commission on Higher Education (CHED) to

craft harmonized basic and tertiary curricula for the global competitiveness of Filipino

graduates. To ensure college readiness and to avoid remedial and duplication of basic

education subjects, the DepED shall coordinate with the CHED and the Technical

Education, and Skills Development Authority (TESDA). The DepED shall adhere to

the following standards and principles in developing the enhanced basic education

curriculum shall be:

(a) be learner-centered, inclusive and developmentally appropriate;

(b) relevant, responsive and research-based;

(c) culture-sensitive;

(d) contextualized and global;

(e) using pedagogical approaches that are constructivist, inquiry-based, reflective,

collaborative, and integrative;

(f) adhering to the principles ,and framework of Mother Tongue-Based

Multilingual Education (MTB-MLE)

(g) using the spiral progression

(h) flexible enough to enable and allow schools to localize, indigenize and

enhance the same based on their respective educational and social contexts.

The purpose of this research was to determine whether the I-WE-YOU approach

in teaching is effective in learning Calculus with the Generation Z learners of Iligan

City National High School - Science Technology Engineering and Mathematics

students.
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II. Innovation, Intervention, and Strategy

COLLABORATIVE APPROACH

Collaborative learning (CL) is an educational approach to teaching and learning that

involves groups of learners working together to solve a problem, complete a task, or

create a product (Laal & Laal, 2012)

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Further, Laal & Laal (2012) stated that good way to understand what CL means is to

refer to the definitions presented by experts in the field: CL is an umbrella term for a

variety of educational approaches involving joint intellectual effort by students, or

students and teachers together. Activities vary, but most center on student’s

exploration or application of the course material, not simply the teacher’s presentation

or explication of it (Smith, B.L. & MacGregor, J.T., 1992) that learning is a naturally

social act in which participants talk among themselves. It is through the talk that

learning occurs (Gerlach, J.M., 1994, p.12). Two or more may be interpreted as a pair,

a small group (3-5 subjects) or a class (20-30 subjects). Learn something may be

interpreted as follow a course; perform learning activities such as problem solving.

Together may be interpreted as different forms of interaction which may be face-to-

face or computer mediated (Dillenbourg, P., 1999).

RM No. 11 s. 2015, in order to achieve a classroom where collaborative learning

approach works, teachers must fully understand learners preferred learning styles and

view of learning Classroom teachers shall use the following strategies properly

1. Online - Collaborative Learning

2. Jigsaw Method

3. Think- Pair- Share

4. Integrated Process Approach

5. Peer Teaching.

INTEGRATIVE APPROACH
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Roegiers (2001) cited by Peyser, Gerard, & Roegiers (2006), The goal of such

pedagogy is to enable the learner to master those situations he/she will have to deal

with in his/her professional and/or private life. Integrative Approach provides learners

with a learning environment that helps them make connections of their learning's

across curricula. It focuses on connections rather than teaching isolated facts (RM No.

11 s. 2015).

To this effect, pedagogy of integration has four objectives (Peyser, Gerard, &

Roegiers, 2006): 1. Making sense of the learning process 2. Differentiating matters by

relevance 3. Applying the learning to practical situations 4. Associating the learned

elements

Inquiry Based Approach

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“Inquiry ... requires more than simply answering questions or getting a right answer.

It espouses investigation, exploration, search, quest, research, pursuit, and study.”

(Kuklthau, Maniotes & Caspari, 2007). Whitworth, Maeng & Bell (2013) inquiry is an

important pedagogical approach in teaching Science. Another underlying reason is

that its success can be significantly improved due to the recent technical developments

that allow the inquiry process to be supported by electronic learning environments

(Pedaste, Et al., 2015)

Educators play an active role throughout the process by establishing a culture where

ideas are respectfully challenged, tested, redefined and viewed as improvable, moving

children from a position of wondering to a position of enacted understanding and

further questioning (Scardamalia, 2002).

To achieve the desired outcomes using this approach, the following strategies can be

adopted (RM No. 11 s. 2015):

1. Simulation

2. Demonstration

3. Experiment
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4. Field Study

5. Project Work

Reflective Approach

Reflective Teaching Learning Approach means looking at what the teacher and

learners do in classroom, thinking about why they do it, and analyzing about it if it

works. This is a process of self-evaluation cum self-observation (Regional

Memorandum No. 233, s. 2016). Suggested Strategies: Self Evaluation and Self

Reflection.

Suggested Form of Assessment: Diary Presentation, Paper writing Reports, or

Journals

ADD the GOOGLE SITE HERE!!!!!!

Conceptual Framework

Student’s Academic
I-We-You Simple Learning Approach
Performance
Figure 1: Conceptual Framework

Figure 1 presents the conceptual framework of the study. It consists of two

variables, I-WE-YOU simple approach Classroom as an independent variable and

student’s academic performance as the dependent variable.

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In figure 1, I-WE-YOU simple approach Classroom as independent variable

pertains to an efficient instructional venue where in synchronous and asynchronous

classes may happen. It also permits teachers to provide in-depth specific instruction to

an individual learner and that will lead to students to create their own e-portfolio

modelling the I-WE-YOU simple approach Classroom of the teacher.

Another variable student’s academic performance refers to the ability to how

students deeply understand the topic and how they apply it in creating their own cyber

space of Precalculus anchored to the Maslow’s hierarchy of needs model. In addition

to instructor support, Nash (2005) advocates the use of various strategies, resources,

and tools to help students visualize and get a better sense of self. The goal in this

instance is for the instructor to be open and willing to connect students with resources

to assist with the fulfillment of their individual needs and goals. Along these same

lines, Milheim (2011) suggests that "educators can provide an assignment, and the

learner can use various websites, develop their own material on the web, and use

additional technology tools and resources to meet individual interests and the goals of

a course" (p. 27). Online learning journals or e-portfolios can also be used as vehicles

for students to document and reflect on their learning.

Improve this Plssssssss!!!!!!!

III. Action Research Questions

This study aimed to determine I-WE-YOU Math Trick Based Learning Approach

in Calculus and its effects on the academic performance of Grade 11 Science

Technology Engineering and Mathematics students of Iligan City National High

School in learning Calculus.

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Specifically, the researcher sought answers to the following questions:

1. What is the demographic profile of the students in terms of Section and Gender?

2. What is the perception of the students towards the implementation of the I-We-You

Math Trick Based Learning in Calculus?

3. Is there a significant difference between the academic performance of students in

Grade 11 – Mt. Pulag (Experimental) and Grade 11 – Mt. Banahaw (Control Group)

as I-WE-YOU Trick Based Learning is implemented to Grade 11 - Science and

Technology, Engineering and Mathematics (STEM) students?

IV. Action Research Methodology

The study will focus only in the Mathematics performance of the senior high grade

11 STEM students of ICNHS in first semester of school year 2022-2023. The topic

being observed is only under Calculus. Homogeneity of respondents is assumed due to

entrance examination and screening in Science Technology Engineering and

Mathematics in senior high school. The reliability and validity of the test

questionnaires will be tested since it adopted in the previous related studies.

4.1 Research Design

This study utilized a quantitative quasi-experimental research design.

Respondents of the Study

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The study was conducted to Grade 11 Senior High School STEM students of

Iligan City National High School.

Table 1: Student’s Profile in Section

Mt. Pulag Mt. Banahaw Total
Male 18 20 38
Female 39 38 77

Total 57 58 115

There will be a total 115 STEM students wherein, 58 students in Mt. Banahaw

and 57 in Mt. Pulag.

4.2 Research Instrument

A 1-part questionnaire was used to gather data. The questionnaire measured

the perception of students toward online education. Nine (9) items were adapted from

Moralista and colleagues’ work on faculty attitudes toward online education. The 9-

item scale had a Cronbach’s alpha of .831. All items were answerable in a 5-point

Liker scale format ranging from “1” strongly disagree to “5” strongly agree. The

following scale was used to interpret that data 1.00-1.79 = Strongly Disagree (SD),

1.80-2.59 = Disagree (D), 2.60-3.39 = Undecided (U), 3.40-4.19 = Agree (A), 4.20-

5.00 = Strongly Agree (SA). Data were collected online using Google Form in the

first week of February 2022. This was the time when the Department of Education

prepares to implement flexible learning arrangements in response to the shift in the

education system to the new normal.

4.3 Statistical Treatment

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To ensure the ethical conduct of the study, the participants were instructed that

upon proceeding with the online survey, they grant consent to participate in the

research voluntarily. The data gathered were analyzed using SPSS. Frequency count,

percentages, and mean were used to describe the data. Kruskal-Wallis test was

performed to determine if there were statistically significant differences between two

or more groups of an independent variable and Mann-Whitney U test was used to

compare differences between two independent groups. Then final grades were

compared between control group and experimental group by the use of two

independent sample t - test. The result was significant if the p-value was less than .05.

4.4 Assumptions of the Study

Homogeneity of respondents is assumed due to entrance examination and

screening in Science Technology Engineering and Mathematics in senior high school.

The reliability and validity of the test questionnaires are tested since it adopted

in the previous related studies.

On the conduct of the study, the following assumptions are expected:

1.The instrument used will elicit reliable responses.
2. The respondents will provide honest answers to the questions
3. The researcher will facilitate the intervention activity in a consistent

manner.

V. Results and Discussion

-Demographic Profile

Standard
Research Questions               Mean Deviation Remarks
Authority
1. Is it clear who is responsible for the contents of the page? 4.51 0.85 SA
2. Is there a way of verifying the legitimacy of the organization,
group, company or individual? 4.30 0.85 SA
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3. Is there any indication of the author's qualifications for

writing on a particular topic? 4.39 0.85 SA
4. Is the information from sources known to be reliable? 4.61 0.52 SA
Accuracy
5. Are the sources for factual information clearly listed so they
can be verified in another source? 4.40 0.62 SA
6. Is the information free of grammatical, spelling, and other
typographical errors? 4.18 0.82 A
Objectivity
7. Does the content appear to contain any evidence of bias? 2.49 1.14 D
8. Is there a link to a page describing the goals or purpose of
the sponsoring organization or company? 3.82 0.82 A
9. If there is any advertising on the page, is it clearly
differentiated from the informational content? 3.60 1.02 A
Coverage
10. Are these topics successfully addressed, with clearly
presented arguments and adequate support to substantiate
them? 4.42 0.67 SA
11. Does the work update other sources, substantiate other
materials you have read, or add new information? 4.32 0.73 SA

12. Is the target audience identified and appropriate for your needs? 4.49 0.73 SA
Appearance
13. Does the site look well organized? 4.51 0.53 SA
14. Do the links work? 4.39 0.64 SA
15. Does the site appear well maintained? 4.47 0.60 SA    

OVERALL 4.47 0.42 SA

-Grades

VI. Action Plan

I-We-You Simple Learning Approach that leads to a better performance of the

Science, Technology, Engineering and Mathematics students.

Table 16. Action Research Plan

Activities Materials Needed Time Frame

Approval of Research Proposal Action Research Proposal February 20,

2023
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Orientation for the Identified Classroom Setting February 27,

Respondents 2023

Online Data Gathering Google form/survey link March 2023

The Conduct of I-We-You Simple Computer, Smart Phone, Google January 2023 –

Learning Approach to the Stem meet and Zoom link, Personalized April 2023

Students YouTube Channel, DIY Light

Board, Internet Connection and

Applications from Play Store.

Data Gathering (Academic Students’ Final Grade in March 2023

Performance or Students’ Grades) Precalculus

Interpretation of Data Gathered Results from the Online Survey March 2023

and Students’ Grades

Finalization of Paper Action Research Output March 2023

(Hard and Soft Copy)

Preparations for the Sharing of Letter of Intent to the Department April 2023

Inputs through Senior High School Head, Assistant Principal,

Math – LAC Group Principal

I-We-You Sharing - Part 1 Action Research Copy and Matrix April 2023

SACC Training – Part 2 Innovation, Intervention Materials May 2023

and Matrix
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SACC Application to all Math Computer, Smart Phone, Google October 2023

Subject in Senior High meet and Zoom link, Personalized

YouTube Channel, DIY Light

Board, Internet Connection and

Applications from Play Store.

VII. Cost Estimate

Activities Material Needed Budget Source Cost Estimate

(Php)

Orientation for the Identified Internet Connection Not Applicable 300.00

Respondents

Online Data Gathering Internet Connection Not Applicable 500.00

Interpretation of Data Internet Connection Not Applicable 1000.00

Gathered (Consultation to

Statistics Experts)

Finalization of Paper 1 ream bondpaper Not Applicable 500.00

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Final Paper Presentation Operational Cost Not Applicable 1000.00

Preparations for the Sharing Operational Cost Not Applicable 2000.00

of Inputs through Senior High

School Math – LAC Group

Preparation of LAC Session Operational Cost Not Applicable 2100.00

about I-We-You Sharing -

Part 1

Preparation of LAC Session Operational Cost Not Applicable 2100.00

about I-We-You Training –

Part 2

SACC Application to all Operational Cost Not Applicable 4,000.00

Math Subject in Senior High

TOTAL 13,500.00

VIII. References

Previous Studies

Auchard, E., (2008), Google Offers Team Web Site Publishing Service, Retrieved 24

November2011,Available:http://web.archive.org/web/20080302210238/
http://news.yahoo.com/s/nm/20080228/tc_nm/googlesites_dc_1

Farhan, W., Razmak, J., Demers, S., & Laflamme, S. (2019). E-learning systems

versus instructional communication tools: Developing and testing a new e-

learning user interface from the perspectives of teachers and students.
Technology in Society, 59, 101192. https://doi.org/10.1016/j.techsoc.20
19.101192
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Hwuang, W., et.al (2012) Effects of Speech-to-Text Recognition Application on

Learning Performance in Synchronous Cyber Classrooms, Educational

Technology & Society, v15 n1 p367-380 2012 Available at
https://eric.ed.gov/?id=EJ979552

Lee, J., March, L., & Peters, R. (2015). Faculty training and approach to online

education: Is there a connection? American University Center for Teaching,

Research & Learning. Available at Retrieved from
https://edspace.american.edu/online/wp-content/uploads/sites/504/2016/03/
FacultyTrainingAndApproachToOnlineEdu cation.pdf

Moralista, R., et.al (2020) Faculty Perception towards Online Education in a State

College in the Philippines during the Corona Virus 19 (COVID-19) Pandemic,

Guimaras State College, Philippines

Paul, J. and Jefferson, F. (2019). A Comparative Analysis of Students Performance in

an Online vs Face-to-Face Environmental Science Course From 2009-2016.

Fort Valley State University, Fort Valley, GA, USA Available at
https://www.frontiersin.org/articles/10.3389/fcomp.2019.00007/full

Online Sources

Department of Education (2020). The Basic Education Learning Continuity Plan in

the

Time of COVID-19.
https://www.deped.gov.ph/wp-content/uploads/2020/07/DepEd_LCP_July3.pd
f

National Communication Association. (2019). Faculty attitudes on technology.

Available at
https://www.natcom.org/sites/default/files/publications/NCA_CBrief_Vol9_1.
pdf
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Philippine Department of Health. (2021). Updates on Covid-19. Available at

https://www.worldometers.info/coronavirus/country/philippines/

World Health Organization. (2021). WHO coronavirus disease (COVID-19)

dashboard. Available at https://www.worldometers.info/coronavirus/?

utm_campaign=homeAdvegas1?

I, We, You – A Simple Approach To Modelling

https://classteaching.wordpress.com/2018/12/05/i-we-you-a-simple-approach-to-
modelling/#:~:text=We%20have%20tried%20a%20number,do%20it%20on%20your
%20own.

Sample Questionnaire

Name: ____________________________ Grade and Section: ____________

Please rate the statements below:

1 - Strongly Disagree 2 - Disagree 3 - Neither Agree Nor Disagree

4 - Agree 5 - Strongly Agree

I-We-You Simple Learning Approach

Category Students’ Response

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Student Learning 1 2 3 4 5

Online education is not a

viable alternative for
learning compared to face-
to-face environments.

Students learn less in

online education courses.

Grades will be lower for

students in an online
education class.

Class Dynamics 1 2 3 4 5

There is less student-

teacher interaction in
online learning
environments.

There is a high degree of

depersonalization among
students and teachers in
online education.

There is more academic

dishonesty in online
courses.

Student discussions in
online education courses
will seem impersonal and
lack feeling compared to
face-to-face classes.

I-We-You Simple 1 2 3 4 5
Learning Approach

I-We-You Simple
Learning Approach really
helped me in learning
Precalculus.

I have learnt more in I-We-

You Simple Learning
Approach than the
traditional classroom.
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Do you think that learning with aid of Modified One Pack Cyber Classroom was successful in
your Precalculus journey?

If yes, then why?

____________________________________________________________________

Comments and Suggestions:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region X
DIVISION OF ILIGAN CITY

ILIGAN CITY NATIONAL HIGH SCHOOL

CLASSROOM ACTION RESEARCH

IDENTIFYING CLASSROOM PROBLEM

Action Research Title (Proposal): I-WE-YOU: A SIMPLE APPROACH IN

TEACHING CALCULUS TO GENERATION Z LEARNERS
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I am concerned about the process on how to address the educational struggle in

teaching Calculus to the Generation Z students of Iligan City National High School.

In order to investigate my apprehension on the mentioned problem, I will administer I-

We-You Simple Learning Approach on their content knowledge and process skills in
my Calculus class.

To meet my students’ needs, it is essential to try for alternative way that will fit to the
kind of students that we have in this generation. K to 12 education is more on
student’s activity, that is, students’ process learning on their own understanding by the
aids of I-We-You Simple Learning Approach. A research on I-We-You Simple
Learning Approach to be used for students’ performance must be piloted. Study will
be conducted on February 27, 2023 – March 31, 2023.

Prepared:

JAYMAR T. BALIHON
Teacher III

Checked:

AIMEE R. PAREÑO CHRIS T. SAGARINO

District Research Coordinator District Research Coordinator

Approved:
CARLITO A. ABARQUEZ, PhD
Secondary School Principal II, Designate

ZOSIMO B. GOMEZ
Secondary School Principal II

GUILLERMO L. FUENTES
District Supervisor, City Central

Department of Education
Region X: Northern Mindanao
Division of Iligan City

ILIGAN CITY CENTRAL DISTRICT

PROFORMA FOR RESEARCH ENTRY

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Title: I-WE-YOU: A SIMPLE APPROACH IN TEACHING CALCULUS TO

GENERATION Z LEARNERS

Research Proponent: Jaymar Talledo Balihon

Position: Teacher III

District/School: Iligan City National High School- Senior High School Department

Oral Presentation: Kindly check (/)

Theme1 (Teaching and Learning)

Theme 2 (Child and Protection)

Theme 3 (Human Resource Development)

Theme 4 (Governance)

Poster Presentation: Kindly check (/)

Theme1 (Teaching and Learning)

Theme 2 (Child and Protection)

Theme 3 (Human Resource Development)

Theme 4 (Governance)

Endorsed by

Guillermo L. Fuentes
District Supervisor