Hapit Na Human

SAINT JOSEPH INSTITUTE OF TECHNOLOGY
COLLEGE OF ENGINEERING AND TECHNOLOGY

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EFFECTIVENESS OF DEMONSTRATIVE METHOD OF TEACHING IN DIFFERENTIAL

CALCULUS TO FIRST-YEAR CIVIL ENGINEERING STUDENTS
by
Fits Gerald G. Delfin
Vina Reyjean T. Calimbo
Dairy Glymm Rabadan
Camille F. Rulona
Ranze Danielle A. Torralba
A Research Paper
Submitted in Partial Fulfillment of the Requirements for the
Research Methods Subject (Res 1)
JUNE 2023
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EFFECTIVENESS OF DEMONSTRATIVE METHOD OF TEACHING IN DIFFERENTIAL

CALCULUS TO FIRST-YEAR CIVIL ENGINEERING STUDENTS
ABSTRACT
This research paper is about the effectiveness of the Demonstrative Method in teaching
Differential Calculus to 1st year engineering students of Saint Joseph Institute of Technology.
The researchers aim to know the effectiveness of the demonstrative method as stated in the title
of this research.
The researchers used Stratified Random Sampling to pick 137 students and 3 are
mathematics instructors in Saint Joseph Institute of Technology. The researchers gathered data
through conducting a survey with the participants. Through survey, one benefit that the
researchers can get from this process is that they can gather data direct from their respondents.
The demonstration method is mostly described as a step-by-step process that helps
every student understand lessons well. They get to know processes and problems well through
this method. The findings of the research conclude that the usage of the Demonstrative
Method in teaching Differential Calculus has satisfied that this method is an effective method
for the student’s learning process. In addition, in both the students’ and teachers’ responses,
87%-100% is the percentage that they have agreed that the method is effective to use and
gives an improvement towards the performance of the students in the said subject. The
instructors believe that through demonstrative method, students would cooperate and
comprehend more.
Hence, this method gives and plays an essential role in understanding and grasping the
difficulty of the subject of Differential Calculus.

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ACKNOWLEDGEMENT
Our hearts are in great gratitude to the following individuals for their significant
assistance, contributions, and full support to a successful conclusion of this study:
To Ar. Vinuz Beltran Idul, our enthusiastic research teacher for helping and guiding us
in creating this study by pointing out the proper steps in writing and conducting this study.
To Engr. Tomas G. Virtudez, the Dean of the Engineering department in Saint Joseph
Institute of Technology who welcomed us and gave permission to conduct a survey on the
department he is presiding over.
To our validators, Engr. Cynthia V. Plaza, Mr. Carl Patrick B. Lasap, and Mr. Daryl
S. Prado who helped us to ensure that questionnaire that we have made rigorously adheres to
the highest standards of quality.
To all our respondents, both teachers and students, who willingly gave their full
cooperation in the survey that we conducted and made a big part of making this study possible
despite of their busy and conflict of schedules as teachers and students.
To our respective families, for giving us the courage to do the things that we think we
cannot do, who understands and supports us with financial needs and assistance. For giving us
inspiration to work harder and strive for success.
To our Almighty Father, for guiding and giving us wisdom, knowledge, and strength to
carry on despite the emotional struggles and misunderstandings throughout our journey in
making this study.

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DECLARATION OF ORIGINALITY
The researchers hereby assert that they are the sole maker of this research and that no
copy of this has been made for distribution and production.
To the best of their knowledge, the researchers declare that this research did not violate
any rights nor contravene anybody’s copyright, for it underwent standard referencing guidelines.
Various thoughts, methodologies, processes, citations, or any other material from the works of
other individuals who contributed to the accomplishment of this research were recognized.
The researchers strongly state that this is a bona fide and authentic copy of their
research. No other copies were issued for other unnecessary.

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LIST OF FIGURES
Figure Number Description Page
1 Process of Learning Outcomes _
2 The respondents’ feedback about the effectiveness _
of the Demonstrative Method in teaching Differential Calculus
3 The techniques used from Demonstrative Method _
4 Students usually do this during discussion/s _
5 Advantages of using a Demonstrative Method _
6 Disadvantages of using a Demonstrative Method _
7 The respondents’ feedback about the Demonstrative Method _

as an effective tool for teaching Differential Calculus
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8 Teachers incorporate other methods aside _

from the Demonstrative Method
9 Effect of using other methods aside from _

the Demonstrative Method
10 The Difficulty of Differential Calculus _

from a student’s perspective
11 Instructors’ Using Demonstrative Method _

in Teaching Differential Calculus
12 Students can easily understand the lesson _

using the Demonstrative Method
13 Instructors’ feedback about the Demonstrative _

Method as an effective method
14 Precautions need to be observed to effectively _

carry out the way of the method of teaching.
15 Advantages of using the Demonstrative Method _

16 The Disadvantages of Using the Demonstrative _

17 Teachers incorporate other methods _
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18 Result when incorporating other methods alongside it _
19 Outcome after the assessment conducted of the students _
20 The demonstrative Method plays an essential _

role in the learning of the student.
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LISTS OF TABLES
Table Number Description Page
1 Arbitrary Scale in the Interpretation of _

the validation means
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TABLE OF CONTENTS
Title Pages
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CHAPTER I
(INTRODUCTION)
This chapter presents the introduction to this study including its background, rationale, research
gap, the objective of the study, theoretical framework terms defined conceptually and
operationally for clarity, and the overview of the research methods.
I. Background of the study
Differential calculus is a branch of mathematics and a prerequisite for most civil engineering
courses. This course is present in the early years of studying. A student must have a strong
foundation in this subject because it may be a stepping stone for the following courses. One of
the most effective ways teachers use to teach mathematics is the demonstrative method.
According to Russel, B. (2014), “More important than the curriculum is the question of the
method of teaching and the spirit in which the teaching is given” The method of teaching
differential calculus is essential in how students comprehend and approach problems.
The method uses techniques or equipment to make a demonstration. However, this
specific method might or may not be effective for all students and educators. The demonstration
method is a way to explain things to students and help them learn the necessary skills, yet it still
has its pros and cons.
The researchers have taken differential calculus in their first year of studying civil
engineering. Although it is a primary subject, they have observed that most students find it
difficult, resulting in failure or getting low grades. It inspired the researchers to conduct a study
because they wanted to know the effectiveness of the demonstrative method in carrying out the
lessons to first-year civil engineering students.

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II. Rationale
In this study, we have chosen to focus on the effectiveness of the demonstrative method in
teaching differential calculus to first-year civil engineering students. Since Differential Calculus
is one of the essential subjects in Civil Engineering, we are fascinated to know how effective
demonstrative methods would work for 1st year engineering students. Especially this subject is
a foundation for the rest of the Calculus branches.
After we completed reading some introductory websites on the topic, we chose to focus
on three distinct areas, which are the techniques in using the demonstrative method if it helps or
improves its effectiveness, the second is to determine the disadvantages and advantages of
teaching the demonstrative method in first-year civil engineering students, and finally, the
precautions that should be observed and to effectively carry out this way of teaching, what are
the things needed to avoid.
In finding information to answer our research questions, we started by reading different
sources from 2018-2022 studies, as indicated in this research paper.

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III. Objective of the study
The objective of this study is to:
 To know how effective the demonstration method in learning Differential Calculus to 1st
year Civil Engineering students is.
 To know the factors of using the Demonstrative Method in the learning process of the
students.
 Determine the advantages and disadvantages of using a demonstrative method in
teaching.
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IV. Research Gap
The demonstrative method is a teaching strategy that involves demonstrating concepts
or procedures through visual aids, examples, and models. In the context of teaching differential
calculus, the demonstrative method could involve using graphs, diagrams, and real-world
examples to explain concepts such as limits, derivatives, and integrals.
While there is a significant amount of research on teaching differential calculus, there
appears to be a gap in research on the effectiveness of the demonstrative method specifically.
A systematic review of the literature reveals a lack of empirical studies that focus on the
effectiveness of the demonstrative method in teaching differential calculus. These studies often
do not focus specifically on civil engineering students or the use of the demonstrative method.
Additionally, studies on calculus teaching often use general measures of learning outcomes,
such as test scores, without examining specific concepts or skills.
Some studies have investigated the effectiveness of other teaching methods, such as
problem-based learning and interactive teaching, but there is a need for more research on the
demonstrative method. Specifically, there is a need to investigate the impact of the
demonstrative method on students' understanding and retention of concepts, as well as their
motivation and engagement in learning. This research could examine learning outcomes related
to specific calculus concepts or skills, such as students' problem-solving ability and critical
thinking skills.
Furthermore, research on the effectiveness of the demonstrative method in teaching
differential calculus to first-year civil engineering students could also explore the impact of
factors such as the quality of the visual aids used, the degree of interactivity between the
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instructor and students, and the student’s prior knowledge of calculus. Future research could
also explore the impact of the method on students with different learning styles and
backgrounds.
Overall, there is a clear need for more empirical research on the effectiveness of the
demonstrative method in teaching differential calculus to first-year civil engineering students, in
order to provide evidence-based recommendations for teaching this subject to this specific
population.
V. Overview of Research Method
The study limits its respondents to the selected first-year civil engineering students and
faculty who handle differential calculus subjects at Saint Joseph Institute of Technology. A
sample size calculator is used to know the number of respondents to make the result of the
gathered data valid. The gathered data will conclude whether the demonstrative method of
teaching Differential Calculus to first-year civil engineering students is effective. It will give a
perspective on the pros and cons of the method and some precautions.
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VI. Theoretical Framework
This study is anchored on LEARNING AND TEACHING STYLES IN ENGINEERING
EDUCATION by Richard M. Felder. According to this theory, “Visual” information clearly
includes pictures, diagrams, charts, plots, animations, etc., and “auditory” information clearly
includes spoken words and other sounds. The one medium of information transmission that
is not clear is written prose. It is perceived visually and so obviously cannot be categorized
as auditory, but it is also a mistake to lump it into the visual category as though it were
equivalent to a picture in transmitting the information. Cognitive scientists have established
that our brains generally convert written words into their spoken equivalents and process
them like they process spoken words. Written words are therefore not equivalent to real
visual information: to a visual learner, a picture is truly worth a thousand words, whether
they are spoken or written. This theory clearly coincides with and supports our claim which
involves the demonstration method as a teaching style to Engineering students. This theory
is relevant to our study because it explains that a picture is truly worth a thousand words, so
through Demonstrative Method, the students can easily visualize the process of answering a
certain problem.
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VII. Conceptual Framework
The effectiveness of the demonstrative method in teaching differential calculus to first-year
civil engineering students can be understood through a conceptual framework that considers
various factors that impact the learning outcomes of students.
Theoretical foundations, it is the idea that students learn best when they are shown how to
do something rather than just being told how to do it is the foundation of the demonstrative
method.
Teaching Strategies, effective use of the demonstrative method requires a range of teaching
strategies, including the use of analogies and real-life examples to help students relate abstract
concepts to concrete situations.
Learning outcomes, the ultimate goal of using the demonstrative method in teaching
differential calculus is to help students develop a deep understanding of the subject matter. This
can be measured through a range of learning outcomes, including improved problem-solving
skills, increased retention of key concepts, and the ability to apply calculus to real-world
engineering problems.
Student characteristics, first-year civil engineering students may have varying levels of prior
knowledge and experience with calculus, and may also have different learning styles and
preferences.
Instructional design, the design of the instructional materials used in teaching differential
calculus also plays an important role in the effectiveness of the demonstrative method. These
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materials should be carefully crafted to support the learning objectives and to engage students
in the learning process.
Theory, teaching methods, learning outcomes, student characteristics, and instructional
design all play a role in determining how well the demonstrative method teaches differential
calculus to first-year civil engineering students. An approach to teaching that is well-thought-out
and well-planned and takes into account all of these aspects can help make the most of this
strategy's impact on student learning.
Figure 1. Process of Learning Outcomes
This diagram explains that the THEORETICAL FOUNDATION (the idea that students
learn best when they have been shown to do something), TEACHING STRATEGIES (real-life
examples to help students relate abstract concepts), STUDENT CHARACTERISTICS

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(characteristics of students being taught), AND INSTRUCTIONAL DESIGN (interactive activities
and assessments) are all subjected to have a LEARNING OUTCOMES.
VIII. Review of Related Literature
Mathematics has different branches and can be considered one of the subjects an
engineering student encounters. It needs a deep understanding and patience to comprehend
ideas in solving problems with high self-assurance. Thus, an instructor should have enough
skills and knowledge to teach the students about its different aspects. The instructors, as well as
the learners, need to have to collaborate in learning and actively engage in understanding
calculus. Looking for the best practice must be sought to ensure a good outcome. Furthermore,
according to Domondon, C., Parado, C., Rin, E. (2023), mathematics is a subject that is taken
very seriously in the school system, irrespective of country or level of education. Several related
studies in learning Mathematics were conducted. Findings revealed that learners’ performance
developed from the individuals’ perspective and was influenced by teacher factors. They met
problems and difficulties for several reasons, such as the complex nature of Math and the
complexity of using symbols and computations. Levels of mathematics vary to the year level
that a student attained. In the first two years in college taking up Civil Engineering, Differential
Calculus is one of the subjects to take.
Some of the students lack interest when it comes to Mathematics. As teachers, they
need to do something to make their lessons easy to comprehend. A demonstration is an act or
process of using illustrations or experiments. The teachers can apply this method to make the
students understand their lesson easily. Teachers must apply Demonstrative strategies in
teaching. The demonstrative method is a method of teaching in a step-by-step process and is

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used to communicate learning. According to Ramadhan, N., & Surya, E. (2017), the
demonstrative method exemplifies events, rules, and sequences of activities. The essence of
this method is to show how they could come up with the result. How they are perceived, and to
make the learners understand the process of solving different problems related to any branch of
mathematics like differential calculus. The demonstration method is an essential element in
determining the effectiveness of the teaching and learning process in the classroom. It is seen
that demonstrative strategy upgrades the understudies' capacity to adapt to number activity in
arithmetic through substantial items (Hussain, 2020).
According to Ramadhan, N., & Surya, E. (2017), students tend to be more passive
because they lack an understanding of mathematical concepts and can only apply what their
instructors teach them. The problem with student’s academic performance in a subject is not
with the subject as it was but a lack of interest as a result of the teaching method being used.
Interest in the subject will critically influence students’ attentiveness, degree of commitment, and
concentration on learning. The relevance of subject matter to one’s concept of life and
aspiration plays a major role in being interested and motivated while learning is taking place.
Methods for learning a specific subject should therefore be made stimulating and attractive to
students in addition to being the means of preparing and selecting the next generations of
students of higher education who in turn become the nation’s professional teachers or leaders
(Okocha, 2004).
It is very challenging for civil engineering students to study mathematics. Some of the
learners might see it hard to understand and comprehend. Nonetheless, mathematics can be
easy to learn if the educator knows how to make the subject interesting as it could. According to
Umara, R. (2022), to improve learning quality, a teacher must be critical, inventive, and dynamic
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when addressing various learning issues. Therefore, researching various learning issues can
only enhance a teacher's professional abilities.
According to Ashraf, A. L. A. M. (2020), educators must adopt a constructive attitude
toward their students' mistakes and view them as a tool to modify and improve their
methodologies. There should be evaluations to recognize the effectiveness of demonstration
teaching in colleges and schools and create a pedagogy that will help students learn calculus.
Aside from using hand-held calculators, students should involve themselves in small group
work, laboratory approaches, and more student-centered activities (Ashraf, 2020). In the
demonstration method of teaching, the presentation of the subject matter is very important. The
principle of reflecting thinking should be kept in mind. The teacher should attempt to teach the
student in such a way that their previous knowledge can be attached to their new knowledge,
thereby further enhancing it. (Teachmint, 2022).
First-year calculus is the first university-level math course that most of them will have
taken and in many cases will be the last. And then there is the fact that for most of these
students, it’s their first time away from home. The first time that nobody is policing their study
habits. The first time nobody is monitoring their progress and suggesting they need extra help
(that help is almost always available but it’s up to the student to decide to go looking for it, and
so forth (Adams, 2021). Numerous parts of civil engineering require math. First, calculus is
required for deriving the fundamental fluid mechanics equations. Isaac Newton and Gottfried
Wilhelm von Leibniz independently developed calculus, which is defined as the mathematical
study of change, in the 17th century. Differentiation and integration, two calculus methods
commonly used for optimization and summation, are particularly useful in engineering practice
(Lissner, 2017).
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In accordance with Baisley, A. (2019), Depending on the type of engineering degree,
these courses typically consist of a linear algebra course, a differential equations course, a math
course, and a science course. If engineering student wants to earn a degree in four years, they
must take calculus courses when they first enter college. A student typically completes this
entire series in their first two years of an engineering program.
It includes in the curriculum that an engineering student must take units of differential
and integral calculus as part of a theoretical basis, which is why it is present in undergraduate
degrees (Bigotte de Almeida, Queiruga-Dios, & Cáceres, 2020). It is a core subject essential for
attaining a foundation for the higher course throughout the degree. These past years, the
number of students enrolling in mathematics-intensive programs has increased at several
universities. High failure rates in primary mathematics subject, like calculus, corresponds to this
increase, which presents difficulties for mathematics teaching and learning in higher education.
Hence, it is unavoidable for some colleges to change the way in teaching mathematics to focus
more on the needs of the students and increase their chances of success (Zakariya et al.,
2022).
According to Bigotte de Almeida, M. E., Queiruga-Dios, A., & Cáceres, M. J. (2020),
despite its importance, it has been observed that over the years, the number of students who
fail to meet the bar of this prime subject has caused the high failure rates in engineering
degrees. They claimed that it is one of the reasons for the student to be absent, shift to another
degree or transfer institutions. Thus, there is a need for an effective method and teaching
approach, development in the learning environment, assessment activities, and evaluation of
the students if they have improved or not.

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Many aspects of civil engineering require calculus. Firstly, derivation of the basic fluid
mechanics equations requires calculus. For example, all hydraulic analysis programs, which
aid in the design of storm drain and open channel systems, use calculus numerical methods
to obtain the results. In hydrology, volume is calculated as the area under the curve of a plot
of flow versus time and is accomplished using calculus (Lissmer, 2017). The study of the rate
of change in functions is known as calculus. While some civil engineering programs also
require students to take Calculus 3, most require students to take Calculus 1 and Calculus 2.
The majority of courses in civil engineering require Calculus 1, so it is typically taken in the
first semester and followed by Calculus 2.
This study sets out to investigate factors related to student and instructor perceptions of
the pacing of Calculus I, specifically related to the number of opportunities to learn the more
difficult ideas of calculus that were provided in the course. Calculus is a service course for
almost all science, technology, engineering, and mathematics (STEM) degrees that is further in
line with the Engineering Course and thus must support the content needs of those fields. Many
students, then, experience a course that may cover a large amount of material but do not feel
that the class was set up in a way for them to actually learn the material, resulting in many
students abandoning their Calculus interests altogether (Seymour and Hewitt, 1997).
This includes preparing students before they enter the next level of Calculus, so they
feel confident in their abilities, as well as weakening the internal framing of the course by
engaging in teaching practices that provide students opportunities to communicate and
influence their learning (e.g., discussion and group work). It has been said by (Djamara,&
Mansyur, 2013), The advantages of demonstration methods can make teaching clearer and
more concrete, so avoiding verbalism namely understanding words or sentences (Djamara,
2013), learners better understand what is learned and more interesting teaching process
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learners are designed to be active, observe adjust between theory and reality, and try to do it
yourself.
Understanding concepts is advanced learning from planting concepts, which aims to
make students better understand a mathematical concept. From the learning process, each
individual has the skills, knowledge, attitudes, and values involved in complex internal
processes and those involved in internal processes are all mentalities that cover cognitive,
affective, and psychomotor domains (Dimyati & Mudjiono, 2013)
. During the learning process taking place using the demonstration method, students will
be observed by educators to see indicators of understanding concepts, namely remembering,
understanding, applying, analyzing, evaluating, and creating, which appear to students during
the learning process, and to assess the deficiencies found in the learning process for
improvement at the next meeting. Stated by Domondon, Christian & Pardo, Corazon & Rin,
Elmarie. (2023), teachers are expected to adjust and be well-prepared for the content and
standards of Calculus, so their students understand its concepts and processes.
In some instances, students fail to understand and remember the previous knowledge
due to different factors. Moreover, some of these were the lack of basic skills and algebraic
manipulation abilities, recalling knowledge facts, coordinating multiple procedures, and
answering non-routine questions problems met. Their previous experiences, attitude,
personality, disposition, learning behavior and learning styles, and self-efficacy and anxiety also
contributed to their difficulties. Learners face more difficulty with the mathematics problems that
were underrepresented and the least difficult ones that were overrepresented (Anitah, 2014).
Learning is a behavior. When people learn, their response becomes better. On the other
hand, if he does not learn, his response decreases. According to Skinner (Gasong, 2018).
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Based on the opinion of the experts above, it can be concluded that learning is a process of
efforts made by a person or psycho-physical-social or cognitive activity to produce human
growth or development and characteristics with the environment either by getting better or less.
Students’ behavior can also affect the effectiveness of the method that has been laid for them.
In addition, To find out that students receive or go through the learning process provided by the
teacher can be seen from student learning outcomes through measurement and evaluation
(McGrath et al., 2015).
Furthermore, according to Nurlaela et al., (2018) Learning outcomes are the result of an
interaction between learning and teaching. Based on these thoughts, it can be concluded that
the learning outcomes are the results caused by the ongoing teaching and learning process. In
some cases, students have difficulty digesting Calculus lessons, the reasons are: 1) Teachers
are less varied in applying the learning methods/models used so students tend to get bored in
dealing with lessons, especially learning science. 2) There are still many students who are not
confident to ask the teacher so the student’s ability to solve the questions is still low. 3) Students
have a lack of confidence in their answers to every question given by the teacher. 4) Students
still think that science lessons are very difficult. 5) The learning process does not motivate
students. So, there is a lack of students' understanding of science subjects (Cahyani et al.,
2015).
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IX. Statement of the Problem
This study seeks to determine the effectiveness of the demonstrative method in teaching
Differential Calculus to first-year Civil Engineering students. Specifically, the study aims
to answer the following problems:
 Does the technique using the Demonstrative method help to further its
effectiveness?
 What are the advantages and disadvantages of using the Demonstrative method
when teaching Differential Calculus to first-year engineering students?
 What are the precautions that should be observed and avoided in order to
effectively carry out this way of a method of teaching?
X. Null Hypothesis
How effective is the demonstrative method in teaching Differential Calculus to first-year Civil
Engineering students?
 First-year students who experienced the demonstrative method of teaching in
Differential Calculus have more likely to easily understand the subject and somehow
ease the difficulty of the subject.
 Demonstrative Method of teaching has nothing to do with the performance of first-
year civil engineering students in Differential Calculus subject.

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XI. Definition of terms
TERMS DESCRIPTION
 Differential Calculus  It is a core subject essential for
attaining a foundation for the higher
course throughout the degree.
 This method is a step-by-step

 Demonstration Method
process of sharing ideas and
information through visualization. Its
use is to make the students do
something or imitate a step.
 Effective  This is the capacity to produce the
expected outcome or result is what
is meant by effectiveness.
Effectiveness is the quality of having
a planned or intended result or
leaving a strong, profound view.
 Evaluation  The rational assessment and
perception of relevance to the
effects of ideas or outcomes, either
planned or experienced. It considers

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the initial goals as well as what is
expected, what has been
accomplished, and how it has been
completed.
 Instructors  It is the obligation of instructors to
create and maintain a respectful,
successful, all-inclusive, and
dynamic educational environment.
 They are the learners of the

 Students institution and the one being
assessed of their capacity in
learning.
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CHAPTER II
RESEARCH METHODOLOGY
I. Research Methods
The researchers used Stratified Random Sampling to identify the respondents, a method in
which the researcher divides the group into smaller groups that don't overlap but represent the
entire population. The researchers will determine the smaller groups, then, it will be organized
them, and then draw a sample from each group separately. The researchers will make a set of
questions and distribute them to the respondents. Then, the gathering of data would take place
in the form of their responses. The researchers describe and identify the techniques on how the
demonstrative method is effective in teaching Differential Calculus to first-year Civil Engineering
students at Saint Joseph Institute of Technology.
II. Research Respondents
The respondents of the study were selected using Sampling Calculator, and they were first-
year Civil Engineering students and teachers who handle this subject classified by Saint Joseph
Institute of Technology specifically in the College of Engineering and Architecture department
(CEA). Particularly, the participants were the 1st year Civil Engineering students of Saint Joseph
Institute of Technology, Butuan City, Philippines. Out of 203 of the total population of first-year
Civil Engineering students, 134 sample size is valid, with a 95% response rate/ confidence level
and 5% of margin error as well as for the 3 teachers who handle this subject, 3 of them will be
valid. A total of 137 respondents should be made with a 95% confidence level, and 5% of
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margin error. The distribution of questionnaires will be conducted as soon as the questionnaires
are available.
To check the sufficiency of the sample size to test a Qualitative method, we used a precise
estimation method. The precise estimation method is; to reduce the scope to the smallest
possible work package, component, or activity (WBS) and arrange the activities in the sequence
in which they will be carried out. Determine the amount of work needed to finish each activity.
Determine the estimated resource requirements to complete each activity or task.
III. Research Locale
The study is conducted at Saint Joseph Institute of Technology, this place is selected for our
research since our target respondents are teachers and students. The research study is
implemented inside the premises of Saint Joseph Institute of Technology.
IV. Research Instrument
Knowing that this research is projected to study the effectiveness of the Demonstrative
Method of teaching in first-year Civil Engineering students, the researchers used survey
questionnaires. As cited by Leedy and Ormrod (2001), research done in a quantitative manner
or survey questionnaires is found to be the most efficient tool for both parties namely the
researchers and the respondent. This type of research tool can gather multiple data in less
invested time and effort, considering that the respondents can focus and respond more
efficiently since their anonymity is kept. The demonstrative method's effectiveness in terms of
student perception, comprehension, engagement, and contentment can be evaluated using

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open-ended questions. Since it is indicated by Farell (2016), that close-ended questions are
recommended to be good for surveys and that the researchers will get higher response rates.
She also cited that close-ended questions can be analyzed more easily in the aspect of
statistics. Yet, Qualitative data on students' experiences with the demonstrative teaching
approach and suggestions for improvement can be gathered through open-ended questions.
Statistical software like SPSS can be used to analyze the collected data and generate
descriptive and inferential statistics like t-tests to compare pre and post-test scores. The poll can
give significant experiences into understudy insight, commitment, understanding, and fulfillment
with the showing strategy, which can assist with further developing showing procedures and
upgrading understudy learning results.
V. Data Analysis
The research design that the researchers used in this study is qualitative research. A
Descriptive statistical tool is used in understanding the collected data. According to Indeed
Editorial Team (2023) This method takes information gathered from a questionnaire or an
observational group and turns it into visualizable products such as graphs, tables, and charts.
This is a popular tool as it reduces lots of data into a simpler summary. Showcasing data in this
way can also help readers to better understand the data they have collected.
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Measures and Procedures
Before conducting the survey, the instrument was validated using the method set by
Carter Good and Douglas Scates. Three jurors evaluated the instrument for the teachers’ and
students’ questionnaires, giving a validity index of an average of 3.5 for the teachers and 3.28
for the students.
The interpretation of the score for each mean involved the use of an Arbitrary Scale that
follows.
Range of Mean Scores Interpretation

3.10-4.00 Very High
2.60-3.00 High
2.10-2.50 Average
1.60-2.00 Low
1.00-1.50 Very Low
Table 1. Arbitrary Scale in the Interpretation of the validation means.
Data Gathering
Intended for collecting information, the researchers gave out survey questionnaires to 3
faculty teachers and 137 first-year civil engineering students taking the subject differential
calculus at Saint Joseph Institute of Technology using stratified random sampling.
The researchers then visit the location during their class on differential calculus and with
the teacher’s consent, the team conducts the survey at that moment. Furthermore, the team
gave consent to the respondents because it is necessary to inform them to avoid any unwanted
discordance.
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CHAPTER III
RESULTS AND DISCUSSIONS
This chapter presents the results and discussions of the study. The study was conducted to
assess how effective the demonstrative method is. Data gathered from this study will be used
as the basis for engineering students to have a good understanding in differential calculus.
Results and Discussions\
RESULT FROM STUDENTS
"EFFECTIVENESS"
Yes No
7%
93%
Figure 2. The respondents’ feedback about the effectiveness of the Demonstrative
Method in teaching Differential Calculus

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Figure 2 shows that 93% (128 respondents) strongly agree that the Demonstrative
Method is effective, while 7% disagreed that the Demonstrative Method is ineffective in teaching
Differential Calculus.
"Techniques"
4% 2% 10%
7%
Online Discussion
Step by Step Process
Audio+Visual
Slide Presentation
78%
Figure 3. The techniques used from Demonstrative Method
Figure 3 shows that the most effective technique of Demonstrative Method is Step by
Step Process with 78% (118 respondents), next is the Online Discussion with 10% (15
respondents), Audiovisual with 6% (10 respondents), next is the Slide Present with 4% (6
respondents), and the 2% (3 respondents) have stated other techniques.

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"during discussions"
4%
30% Listen without understanding
Sleep
Play games
1% jot down notes
65%
Figure 4. Students usually do this during discussion/s.
Figure 4 shows that 65% or 91 of the respondents like to jot down notes during
discussions, 30% (42 Respondents) are listening without understanding, 47% (6 Respondents)
have answered other options, and 1% (2 Respondents) are sleeping during discussions. Thus,
no respondents answered playing games during discussions.
"ADVANTAGES "
14%
Lessons are detailed
Lessons are easily discussed

17% 46% Students comprehend more
Students would cooperate more
22%
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Figure 5. Advantages of using a Demonstrative Method.

Figure 5 shows that 46% (78 Respondents) have said that the most advantage of using
a Demonstrative Method is that lessons are detailed. While 23% (38 Respondents) said that
lessons are easily discussed, 17% (29 Respondents) said that students comprehend more, and
14% (24 Respondents) said that Students would cooperate more.
"disadvantages "
8%
lessons are too much to handle
21% students often gets bored
students often gets confused
others
71%
Figure 6. Disadvantages of using a Demonstrative Method.
Figure 6. shows that 71% (94 Respondents) have said that the most disadvantage of
using a Demonstrative Method is students often get confused when discussions get too fast.
While 21% (28 Respondents) said that students often get bored, 8% (10 Respondents) said
lessons are too much to handle.

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"EFFECTIVENESS"
yes no
13%
87%
Figure 7. The respondents’ feedback about the Demonstrative Method as an effective
tool for teaching Differential Calculus.
Figure 7 shows that 87% (119 Respondents) agreed that the Demonstrative Method is
effective in teaching Differential Calculus, and 13% (18 Respondents) did not agree.
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"METHODS INCORPORATED"
34%
yes no
66%
Figure 8. Teachers incorporate other methods aside from the Demonstrative Method.
Figure 8 shows that 66% (91 Respondents) agreed that the teachers are using other
methods, while 34% (46 Respondents).
"other methods"
15%
It makes their class more effective
It does not make any difference
Others
85%
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Figure 9. Effect of using other methods aside from the Demonstrative Method.
Figure 9 shows that 84% (72 Respondents) said that it makes their class more effective
when their teacher uses other methods. While 15% (13 Respondents) said that using other
methods does not make any difference.
"diffi culty "
8%
21%
easy bearable difficult
71%
Figure 10. The difficulty of Differential Calculus from a student’s perspective.
Figure 10 presents that 71% (91 Respondents) have said that Differential Calculus is
difficult, while 21% (40 Respondents) said that it is bearable, and 8% (6 Respondents)
confidently said that it is easy.

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RESULT FROM TEACHERS
"USING DEMONSTRATIVE METHOD "
Yes No
100%
Figure 11. Instructors’ Using Demonstrative Method in Teaching Differential Calculus

Figure 11 shows that 100% of the respondents have said that in Differential Calculus,
they are using Demonstrative Method
"understand the lesson "
Yes No
100%
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Figure 12. Students can easily understand the lesson using the Demonstrative Method.
Figure 12 shows that 100% of the respondents said that they are using the
Demonstrative Method in teaching, and it makes the students easily understand the lesson.
"EFFECTIVE METHOD"
Yes No
100%
Figure 13. Instructors’ feedback about the Demonstrative Method as an effective method.
Figure 13 shows that 100% of the respondents agreed that the Demonstrative Method is
the most effective method to use in teaching Differential Calculus.
"PRECAUTIONS"
Study the lesson beforehand

11%
Make the discussions lively

33%
22% Go outside the box and do not rely on the

book alone
Make an assessment before and after

the discussions to know the deficiencies
of the students
33%
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Figure 14. Precautions need to be observed to effectively carry out the way of the
method of teaching.
Figure 14 presents that 33% agreed to make an assessment before and after the
discussion to evaluate the students while 34% said that using other references or doing other
ways and not relying on the book is a must. 23% of the respondents said that a lively
discussion could help, and 11% said that the lesson must be studied beforehand.
"ADVANTAGES"
Lesson are detailed
25% 25%
Lesson are easily discussed
Students comprehend more

13%
Students would cooperate more

38%
Figure 15. Advantages of using the Demonstrative Method in Teaching Differential

Calculus.
Figure 15 shows that 38% of the respondents agreed that when they use the method the
students comprehend more. 25% said that students will cooperate more, 25% said that using
the method, lessons are detailed, and 12% agreed that lessons are easily discussed using the
Demonstrative Method.
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"DISADVANTAGE"
Lesson are too much to handle
33% Students often get bored
50% Students often get confused when

discussions get too fast
17%
Figure 16. The Disadvantages of Using the Demonstrative Method in Teaching
Differential Calculus.
Figure 16 shows that 50% of the respondents said that lessons are too much to handle
when using the Demonstrative Method since it is detailed. 33% agreed that the disadvantage of
using this method will make the students get confused when the discussion is too fast, and 17%
said that students often get bored during discussions.
"incorporate other methods"
Yes No
100%
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Figure 17. Teachers incorporate other methods.
Figure 17 shows that 100% of the respondents said that they incorporate other methods
alongside it.
"result when incorporating other methods"
It makes their class more ef -

fective
It does not make any difference
100%
Figure 18. Result when incorporating other methods alongside it.
Figure 18 presents 100% of the respondents who agreed that when they incorporate
other methods alongside the Demonstrative Method, it makes their class more effective.
"OUTCOMES"
The teaching method that is used is ef -

fective
40% Students often get high scores
Students' performance has improved

60%
Students often get low scores

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Figure 19. Outcome after the assessment conducted to the students.
Figure 19 shows that 40% of the respondents have found out that the teaching method
is effective after making the assessment, and 60% said that the students have improved their
performance.
"Essential role"
Yes No
100%
Figure 20. The demonstrative Method plays an essential role in the learning of the
student.
Figure 20 presents that 100% of the respondents agreed that in teaching Differential
Calculus, the Demonstrative Method plays an essential role in the learning of the students.
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CHAPTER IV
CONCLUSION AND RECOMMENDATION
This chapter presents the conclusion based on the findings of the study and the
recommendations of the researchers as well as the respondents.
Conclusion
The Demonstrative Method is a teaching-learning process carried out in a very
systematic manner. Demonstrative Method often occurs when students have a difficult time
connecting theories to actual practice or when students are unable to understand the
application of theories (Teachmint, 2022). Using the Demonstrative Method in teaching
Differential Calculus to first-year Civil Engineering students has a factor in the learning
process of the students.
By thorough analysis of the data from the survey, the findings of the research conclude
that the usage of the Demonstrative Method in teaching Differential Calculus has satisfied that
this method is an effective method for the student’s learning process.
In addition, in both the students’ and teachers’ responses, 87%-100% is the percentage
that they have agreed that the method is effective to use and gives an improvement towards the
performance of the students in the said subject.

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Furthermore, it is proven that this method gives and plays an essential role in
understanding and grasping the difficulty of the subject of Differential Calculus.
REFERENCES
Fred, G.A. (2010). Effectiveness of the lecture- demonstration methods. The Journal of Educational
Research, 1 & 3(5), 355-365. Retrieved November 17 th, 2010 from file://localhost/f:/JSTOR%20journal
%ofEducational%20research%.
Teachmint (2022, January 20). Demonstration Method. An Introduction to Demonstration Method.
Demonstration Method - An Introduction (teachmint.com)
Lissmer,E. (2017, August 07). Civil Engineering. The use of Calculus in Engineering. How to Calculate
Groundwater Velocity (sciencing.com)
Adams, S. (2021). First-Year Calculus. Calculus class in university. Why is differential calculus often
presented before integral calculus? - Mathematics Educators Stack Exchange
Ashraf, A. L. A. M. (2020). Challenges and possibilities in teaching and learning of calculus: A
case study of India. Journal for the Education of Gifted Young Scientists, 8(1), 407-433.
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Bigotte de Almeida, M. E., Queiruga-Dios, A., & Cáceres, M. J. (2020). Differential and integral
calculus in first-year engineering students: a diagnosis to understand the failure.
Mathematics, 9(1), 61.
Ramadhan, N., & Surya, E. (2017). The implementation of demonstration method to increase
students’ ability in operating multiple numbers by using concrete object. International
Journal of Sciences: Basic and Applied Research (IJSBAR), 34(2), 62-68.
Zakariya, Y. F., Midttun, Ø., Nyberg, S. O. G., & Gjesteland, T. (2022). Reforming the teaching
and learning of foundational mathematics courses: An investigation into the status quo of
teaching, feedback delivery, and assessment in a first-year calculus course.
Mathematics, 10(13), 2164.
Pangaribuan, B. W., Purba, N., Siahaan, K. W. A., Sidabutar, E. F., Sihombing, V. T.,
Simamora, D. F., & Matondang, J. R. (2022). The Implementation of Demonstration Method to
Increase Learning Outcome in Natural Science Lessons. Jurnal Obsesi: Jurnal Pendidikan
Anak Usia Dini, 6(4), 3680-3692.
Jacob, U. S., Oyefeso, E. O., Adejola, A. O., & Pillay, J. (2022). Social studies performance of
pupils with intellectual disability: the effect of demonstration method and storytelling. Elementary
Education Online, 21(1), 36-47.

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Sun, H., Zhang, Y., Baleanu, D., Chen, W., & Chen, Y. (2018). A new collection of real world
applications of fractional calculus in science and engineering. Communications in Nonlinear
Science and Numerical Simulation, 64, 213-231.
Horwitz, A. L. A. N., & Ebrahimpour, A. R. Y. A. (2002). Engineering applications in differential
and integral calculus. International Journal of Engineering Education, 18(1), 78-88.

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APPENDICES
APPENDIX A. Research Instrument
FOR TEACHERS
SURVEY SHEET
“Effectiveness of Demonstrative Method in Teaching Differential Calculus to First-year
Civil Engineering Students”
Name (Optional):
A. Instruction: Answer each item as accurately as possible. Check the answer of your
choice. Please be informed that all information and gathered data will be kept
confidential and will only be used for research purposes. The survey would only
take 3-5 minutes.
A demonstration method of teaching can be formulated just like this: Demonstration = words
(audio) + performance (visual information) It is based on demonstrating skills, principles, and
theory via performance, movie, slide presentation, live display, etc. Such a technique is often
used by teachers in training and technical education systems.
1. Do you use a demonstrative method in teaching Differential Calculus to Engineering
students?
⃝ Yes ⃝ No
2. Do you think the students can easily understand the lesson using this specific method?
⃝ Yes ⃝ No
3. For you, is it the most effective method in teaching Differential Calculus?

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⃝ Yes ⃝ No
4. What are the precautions that should be observed in order to effectively carry out this
way of method of teaching?
⃝ Study the lessons beforehand
⃝ Make the discussions lively
⃝ Go outside the box and do not rely only on the book alone
⃝ Make an assessment before and after the discussion to know the deficiencies of the
students
⃝ Others (specify):__________________
5. What are the advantages and disadvantages of using a demonstrative method in

teaching Differential Calculus to Engineering students?
Advantages:
⃝ Lessons are detailed
⃝ Lessons are easily discussed
⃝ Students comprehend more
⃝ Students would cooperate more
⃝ Others (specify):__________________
Disadvantages:
⃝ Lessons are too much to handle
⃝ Students often get bored
⃝ Students often get confused when discussions get too fast
⃝ Others (specify):__________________
6. Besides the demonstrative method, do you incorporate other methods alongside it?
⃝ Yes ⃝ No
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If yes,
⃝ It makes their class more effective
⃝ It doesn’t make any difference
⃝ Others (specify):_________________
7. When you conduct a quiz or an exam to assess whether the students have learned the
lessons, what can you infer from the outcomes?
⃝ The teaching method that is used is effective
⃝ Students often get high scores.
⃝ Students often get low scores.
⃝ Students’ performance has improved.
⃝ Others (specify):__________________
8. Do you consider the Demonstrative Method of teaching differential calculus to play an

essential role in the learning of the students?
⃝ Yes ⃝ No
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FOR STUDENTS
SURVEY SHEET
“Effectiveness of Demonstrative Method in Teaching Differential Calculus to First-year
Civil Engineering Students”
Name (Optional):
A. Instruction: Answer each item as accurately as possible. Check the answer of your
choice. Please be informed that all information and gathered data will be kept
confidential and will only be used for research purposes. The survey would only
take 3-5 minutes.
A demonstration method of teaching can be formulated just like this: Demonstration = words
(audio) + performance (visual information) It is based on demonstrating skills, principles, and
theory via performance, movie, slide presentation, live display, etc. Such a technique is often
used by teachers in training and technical education systems.
1. Is the demonstrative method effective in teaching Differential Calculus to Engineering

students?
⃝ Yes ⃝ No
If yes, what technique/s are used?
⃝ On-line discussion
⃝ Step-by-step process
⃝ Audio+ Visual
⃝ Slide Presentation
⃝ Others (specify):_________________
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2. What do you usually do during the discussions?

⃝ Listen without understanding
⃝ Jot down notes
⃝ Sleep
⃝ Play games
⃝ Others (specify):__________________
3. What are the advantages and disadvantages of using the demonstrative method in
teaching Differential Calculus to Engineering students?
Advantages:
⃝ Lessons are detailed
⃝ Lessons are easily discussed
⃝ Students comprehend more
⃝ Students would cooperate more
⃝ Others (specify):__________________
Disadvantages:
⃝ Lessons are too much to handle
⃝ Students often get bored
⃝ Students often get confused when discussions get too fast
⃝ Others (specify):__________________
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4. Do you think it’s the most effective method in teaching Differential Calculus?
⃝ Yes ⃝ No
5. Besides the demonstrative method, does your Differential Calculus teacher incorporate
other methods alongside it?
⃝ Yes ⃝ No
If yes,
⃝ It makes their class more effective
⃝ It doesn’t make any difference
⃝ Others (specify):_________________
6. How do you find Differential Calculus difficulty?

⃝ Easy
⃝ Bearable
⃝ Difficult
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APPENDIX B. Validity Results

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APPENDIX C. Letters
APPENDIX D. Researcher’s Profile

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SAINT JOSEPH INSTITUTE OF TECHNOLOGY

COLLEGE OF ENGINEERING AND TECHNOLOGY

EFFECTIVENESS OF DEMONSTRATIVE METHOD OF TEACHING IN DIFFERENTIAL

EFFECTIVENESS OF DEMONSTRATIVE METHOD OF TEACHING IN DIFFERENTIAL

The demonstration method is mostly described as a step-by-step process that helps

difficulty of the subject of Differential Calculus.

assistance, contributions, and full support to a successful conclusion of this study:

department he is presiding over.

the highest standards of quality.

despite of their busy and conflict of schedules as teachers and students.

inspiration to work harder and strive for success.

making this study.

copy of this has been made for distribution and production.

research. No other copies were issued for other unnecessary.

Figure Number Description Page

1 Process of Learning Outcomes _

2 The respondents’ feedback about the effectiveness _

of the Demonstrative Method in teaching Differential Calculus

3 The techniques used from Demonstrative Method _

4 Students usually do this during discussion/s _

5 Advantages of using a Demonstrative Method _

6 Disadvantages of using a Demonstrative Method _

7 The respondents’ feedback about the Demonstrative Method _

8 Teachers incorporate other methods aside _

9 Effect of using other methods aside from _

10 The Difficulty of Differential Calculus _

11 Instructors’ Using Demonstrative Method _

12 Students can easily understand the lesson _

13 Instructors’ feedback about the Demonstrative _

14 Precautions need to be observed to effectively _

15 Advantages of using the Demonstrative Method _

16 The Disadvantages of Using the Demonstrative _

18 Result when incorporating other methods alongside it _

19 Outcome after the assessment conducted of the students _

20 The demonstrative Method plays an essential _

Table Number Description Page

1 Arbitrary Scale in the Interpretation of _

operationally for clarity, and the overview of the research methods.

I. Background of the study

differential calculus is essential in how students comprehend and approach problems.

The method uses techniques or equipment to make a demonstration. However, this

has its pros and cons.

lessons to first-year civil engineering students.

a foundation for the rest of the Calculus branches.

the things needed to avoid.

In finding information to answer our research questions, we started by reading different

sources from 2018-2022 studies, as indicated in this research paper.

III. Objective of the study

The objective of this study is to:

year Civil Engineering students is.

 Determine the advantages and disadvantages of using a demonstrative method in

IV. Research Gap

The demonstrative method is a teaching strategy that involves demonstrating concepts

examples to explain concepts such as limits, derivatives, and integrals.

While there is a significant amount of research on teaching differential calculus, there

appears to be a gap in research on the effectiveness of the demonstrative method specifically.

such as test scores, without examining specific concepts or skills.

demonstrative method. Specifically, there is a need to investigate the impact of the

demonstrative method on students' understanding and retention of concepts, as well as their

Furthermore, research on the effectiveness of the demonstrative method in teaching

demonstrative method in teaching differential calculus to first-year civil engineering students, in

V. Overview of Research Method

VI. Theoretical Framework