UNIVERSITY OF CALOOCAN CITY 1

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DATA-DRIVEN EDUCATIONAL APPROACH AND LEARNERS’

ENGAGEMENT IN MATHEMATICS TOWARDS ENHANCED NUMERACY

FRAMEWORK

A Thesis Proposal

Presented to

The Faculty of the Graduate School

University of Caloocan City

In Partial Fulfillment of the Course Requirement for the Degree of

MASTER OF ARTS major in EDUCATIONAL MANAGEMENT

by

RICARDO C. JABILE

NOVEMBER 2023
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TABLE OF CONTENTS
Page

TITLE PAGE i
TABLE OF CONTENTS ii
LIST OF FIGURES iii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1
Background of the Study 3
Statement of the Problem 4
Hypotheses 6
Scope and Delimitation of the Study 6
Significance of the Study 8

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies 10

Theoretical Framework of the Study 32
Theoretical Paradigm of the Study 33
Conceptual Framework of the Study 34
Conceptual Paradigm of the Study 35
Synthesis of the Related Study 36
Definition of Terms 37

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 39
Population and Sample of the Study 40
Research Instrument 42
Validation of the Research Instrument 42
Data Gathering Procedures 43
Statistical Treatment of Data 44
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LISTS OF FIGURES

Figures Title Page

1 Theoretical Paradigm of the Study 33

2 Conceptual Paradigm of the Study 35

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

The chapter presents the introduction, background of the study, statement

of the problem, hypotheses, scope and delimitation of the study, and significance

of the study.

Introduction

When teachers utilize data to guide their classroom instruction, they are

engaging in a data-driven educational approach. To put it more precisely, a teacher

who uses data-driven instruction (or DDI) constantly collects and examines

information from both formative and summative assessments to gain knowledge

about how well their students are comprehending and mastering the subject.

Moreover, A data-driven educational approach can be used to improve

learners' engagement in mathematics by providing teachers with insights into

students' strengths and weaknesses. This information can then be used to tailor

instruction to meet the needs of individual students. But quite recently, research

has suggested that data-based decision-making (data use) can contribute to

increased student learning and achievement (e.g. Lai et al. Citation2014;

McNaughton, Lai, and Hsaio Citation2012; Poortman and Schildkamp

Citation2016; Van Geel et al. Citation2016).

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Similarly, assessment for learning or for constructive purposes is intended

to assist learning while instruction and learning are taking place. It is practiced

closing the gap between learners’ status and their intended learning goals

(Heritage, 2012). Then such data are utilized to take immediate actions, i.e., to

modify teaching and learning procedures to assist the students to get where they

need to go (Herman, 2013).

After all, The No Child Left Behind Act of 2001 helps to ensure that all

children receive a high-quality education and holds schools responsible for making

sure that all children are learning. Teachers are ensuring the engagement of their

learners in mathematics and deliver accurate data to support the development of

their students.

Therefore, the researcher of the study proved that data driven educational

approach would engage the learners and improve teaching ability to gather, plan,

and implement the strategy to be implemented.

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Background of the Study

Utilizing assessment data to raise student attainment is a common goal of

data-based decision-making in education. There are, however, school-teachers

and students have the opportunity to make better use of these various sources

to assist them in achieving a variety of educational development objectives most

especially in mathematics.

Engagement is defined as a function of the factors for example

participation, need, emotions, intention, interest, and so on. Trends in

International Mathematics and Science Study reported that only 19% of Filipino

students were on the low benchmark, which means that they had "some basic

mathematical knowledge," while 81% did not even reach this level. They lift the

classroom design and analytic framework of Productive Disciplinary Engagement

to examine the work of Mathematics Teacher Leaders’ (MTLs) (Elliott et al.

(2023)). Krause and Coates (2008) argue that engagement is a large

phenomenon which is both academic and nonacademic and which also has

social aspects. Engaged students exhibit active attention, participation,

motivation, and interest to study, whereas their disengaged counterparts’

manifest boredom, passiveness, poor motivation, and low grades. In addition,

students with high engagement levels attend school routinely and attain higher

grades than their colleagues with low engagement levels (Bear et al., 2018).
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labelled as behavioral, emotional, cognitive, and agentic engagement (Reeve,

2012), or labelled as cognitive, emotional, behavioral, and social engagement

(Wang et al., 2016). For mathematics course, engagement is classified as

emotional, social and cognitive engagement by Rimm-Kaufman (2010).

Emotional engagement involves interest, emotions, curiosity, enthusiasm,

values, attitudes (Fredricks et al., 2004; Reeve, 2012), desire to participate in

classes, motivation (Skinner & Pitzer, 2012), attitudes towards teacher and peer

relations, and emotions (Bingham &Okagaki, 2012). Academic achievement and

engagement are not traits and attributes of an individual student; ather, they may

depend on the teaching structure (Caranfil & Robu, 2017; Rimm-Kaufman et al.,

2015; Makur et al., 2019).

Statement of the problem

This study aims to determine the significance of the data driven educational

approach and learners’ engagement in Mathematics towards enhanced

numeracy framework.

Specifically, the study will seek to answers to the following questions:

1. What least mastered skills will be considered in using data driven instructions?

1.1 critical thinking;

1.2 problem solving;

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1.3 analytical thinking;

1.4 quantitative reasoning; and

1.5 time management?

2. What data driven educational approach may be utilize based on the

abovementioned variables?

3. To what extent does data-driven educational approach can engage learners as

assessed by the mathematics teachers and master teachers in terms of:

3.1 learning delivery;

3.2 learning outcomes; and

3.3 learning involvement?

4. Is there a significant difference in the assessment of the two groups of

respondents in the aforementioned variables?

5. What is the extent of learners engagement as assess by mathematics teachers

and master teachers in terms of:

5.1 learners confidence:

5.2 teacher involvement:

5.3 relevancies: and

5.4 choice among self and assignment?

6. Is there a significant difference on the extent of learners engagement based on

the aforementioned variables?

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7. Is there a significant relationship between data driven educational study and

learners engagement?

8. Based on the findings of the study, what enhanced numeracy framework may

be proposed?

Hypothesis

HO 1: There is no significant difference in the assessment of the two

groups of respondents in the aforementioned variables.

HO 2: There is no significant difference on the extent of learners

engagement based on the aforementioned variables.

HO 3: There is no significant relationship between data driven educational

study and student engagement.

Scope and Delimitation of the Study

This study will focus on the data driven educational approach and

learners’ engagement in Mathematics towards enhanced numeracy framework,

specifically in elementary learners at the public schools in Valenzuela City. The

data collection will be conducted on mathematics master teachers and math

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teachers of south, north, east, and central districts during the school year 2023-

2024.

Respondents will be confined among selected public elementary schools

at Valenzuela City, specifically considered five (5) to ten (10) schools for every

district. Specifically, there will be five (5) Master teacher respondents and 30

teachers for the south district and 50 teachers’ respondents for the remaining 3

districts. The overall number of participants will be 20 master teachers and 130

teachers’ respondents with an over-all total of 150 respondents.

The study will only cover specific commitments of teachers as indicated in

the questionnaire. Each of the respondents from the schools of public elementary

in Valenzuela will be given the same questionnaires to answer. Hence, the results

of the study may not be true for other schools and school years. Furthermore,

school heads and nonteaching personnel will not be included as respondents of

this study.

Furthermore, the study will be conducted during the school year 2023-

2024 specifically the actual conduct of the study will be on the second quarter

period.
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Significance of the Study

The result of this study will be beneficial to the following:

Learners. When teachers address their needs, they will also benefit from

this action. They are more likely engaged and enjoy learning, achieving their

goals and learning more about the concepts of mathematics.

Mathematics Teachers. The result of the study may help them to use

differentiated instructions, data collection and plan their strategies to address

their learners’ skills. Improved classroom management and upskills their ability

to handle numeracy problems of the school.

Mathematics Master Teachers: The result of the study may help them

to use as basis to help their teachers to develop their skills through data driven

educational approach.

School Head: The school head may use the data of this study to

strengthen the engagement of the students and teachers’ ability to develop

instructional strategies through data driven educational approach.

Mathematics Education Program Supervisor: The result of this study

may help the education program supervisor to monitor the effectiveness of data

driven instruction strategies to the engagement of learners and to address the

necessary skills of its subordinates.

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Parents. Provides necessary information to better understand the

importance of data driven instruction to develop the level of instruction and

intervention strategies to their children.

Researcher. The study will provide data about the significance of the data

driven educational approach and learners’ engagement in Mathematics towards

enhanced numeracy framework.

Future Researchers. This study may be used as a reference for work

related to the significance of the data driven educational approach and learners’

engagement in Mathematics towards enhanced numeracy framework.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies, synthesis, theoretical

framework, conceptual framework, and the definition of terms used in the study.

It is very important for educators to be able to make the right decisions

about school practices in their decision-making processes. Schools'

responsibility to society, especially social pressure to improve student success,

is increasing day by day, and accountability in education is becoming more

important for school organizations (Anderson, Leithwood & Strauss, 2010).

Criticizing the decisions made by the public in a narrow and broad context and

questioning their scientific basis are much more common processes.

The effective functioning of the accountability process requires evidence-based

decisions to be made. Evidence-based decision-making requires the use of data

related to the nature of the decision. Data for school organizations can be defined

as all information collected to show some characteristics of schools (Schildkamp,

Ehren & Lai, 2013).

Analysis of school data, use of analysis results for school improvement, and then
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evaluation of these applications are defined as data-driven decision-making in

education (Schildkamp & Kuiper, 2010).

Contextualized teaching and learning, otherwise called "Contextualized

Instruction" (CI), is a methodology that includes dynamic students in the learning

process to investigate ideas acquired through the students’ information and

experience. This study was conducted to: determine the students’ problem-

solving skills and engagement towards mathematics; determine the level of

students’ problem-solving skills before and after exposure to Contextualized

Instruction (CI); ascertain the level of students’ engagement towards

mathematics before and after exposure to contextualized instruction; identify the

difference in the students’ problem-solving skills before and after the exposure

to CI; and compare the difference in the students’ engagement before and after

the exposure to CI. A mixed-method sequential explanatory research design was

employed in the study. It was conducted at Loyola High School, Don Carlos,

Bukidnon. Students in Grade 8 were the research participants of the study.

Results showed that students’ problem-solving skills during the pretest were very

low, and during the posttest and retention tests they showed high problem-

solving skills. Moreover, there was an improvement in students' problem-solving

skills based on the mean scores on the posttest and retention tests. Students’
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mathematics engagement levels in cognitive, affective, and behavioral domains

were high at levels before and after the treatment. Thus, there is a significant

difference in the students’ problem-solving skills before and after exposure to CI.

Additionally, there is a significant difference in the students’ engagement in

mathematics before and after the exposure to CI.

A recent surge of interest in building energy consumption has generated

a tremendous amount of energy data, which boosts the data-driven algorithms

for broad application throughout the building industry. This article reviews the

prevailing data-driven approaches used in building energy analysis under

different archetypes and granularities, including those methods for prediction

(artificial neural networks, support vector machines, statistical regression,

decision tree and genetic algorithm) and those methods for classification (K-

mean clustering, self-organizing map and hierarchy clustering). The review

results demonstrate that the data-driven approaches have well addressed a large

variety of building energy related applications, such as load forecasting and

prediction, energy pattern profiling, regional energy-consumption mapping,

benchmarking for building stocks, global retrofit strategies and guideline making

etc. Significantly, this review refines a few key tasks for modification of the data-

driven approaches in the context of application to building energy analysis. The

conclusions drawn in this review could facilitate future micro-scale changes of

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energy use for a particular building through the appropriate retrofit and the

inclusion of renewable energy technologies. It also paves an avenue to explore

potential in macro-scale energy-reduction with consideration of customer

demands. All these will be useful to establish a better long-term strategy for urban

sustainability.

In the previous issue of this special issue, we have focused on various

approaches to improving instructional processes. Mainly, we have focused on

instruction and learning that is mediated through computer systems, that is,

computer-based learning environments. It seems that most of the research in the

fields of Educational Data Mining (EDM) and Learning Analytics (LA) has indeed

been focused on analyzing what is happening within virtual learning

environments. This is of no surprise, considering the history of these

communities. Baker and Siemens (2014) describe the origins: “Much of the early

work in EDM was conducted within intelligent tutoring systems and much of the

work in LA began in Web-based e-Learning and social learning environments.”

Although Baker and Siemens mention these beginnings to demonstrate the ever-

widening range of data sources being discussed in the EDM/LA communities, all

but one of their examples are computer-based learning environments (learning

resources, science simulations, teacher newsgroups); their last example is

school district grade data systems.

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Still lacking in the mainstream data-driven approaches to studying educational

settings are the very basic, most popular educational setting – that is, the

classroom. Using data-driven methods to study the traditional classroom was

suggested about the time EDM community first emerged (cf. Romero & Ventura,

2007), and some work has since been done in this direction (e.g., Blanchard,

D’Mello, Olney, & Nystrand, 2015; Hershkovitz, Merceron & Shamaly, 2015;

Martinez-Maldonado, Yacef & Kay, 2013 – just to name a few). Data concerning

learning and teaching processes in traditional classrooms can be diverse and

include, among others, teacher-student and student-student discourse and

interactions, students’ emotional states, and–much more traditionally—student

assignments and grades. These can be collected via observations, audio/video

recording, or even log files (like in Martinez-Maldonado, Yacef, & Kay, 2013).

Capturing data that describes learning in the classroom is the focus of the current

issue. The articles in this issue present a large variety of data sources, data

collection tools and data analysis techniques.

Student engagement is important in every learning because learning

activities are not just a transfer of knowledge but also as a potential development

that is owned by students. This study aims to determine the increase student's

engagement of MTs grade VIII learn based contextual teaching and learning
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(CTL) learning device in the form of lesson plans and student worksheets. The

research design used One Group Design. The sample of this study involved

students of class VIII in the 2018/2019 school year were 25 students of class

VIII.1 as an experimental class. The instrument used was a student engagement

questionnaire and field notes. Data were analyzed quantitatively using means

and n-gain and described descriptively. The results showed that the n-gain was

0.215, which means that there was an increase in the student's engagement

learning by using CTL-based mathematics learning in the low category.

The era of big data provides many opportunities for conducting impactful

research from both data driven and theory-driven perspectives. However, data-

driven and theory-driven research have progressed somewhat independently. In

this paper, we develop a framework that articulates important differences

between these two perspectives and propose a role for information systems

research at their intersection. The framework presents a set of pathways that

combine the data driven and theory-driven perspectives. From these pathways,

we derive a set of challenges, and show how they can be addressed by research

in information systems. By doing so, we identify an important role that information

systems research can play in advancing both data-driven and theory-driven

research in the era of big data.

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As teachers, administrators, and members of intervention teams use

student performance data to inform instructional decisions and monitor

implementation of tiered instruction in a Response to Intervention (RTI) model,

assuring fidelity of implementation or treatment integrity continues to be a

challenge. This article describes how one school district established a model of

RTI including three mechanisms to enhance data-driven instruction and fidelity

of implementation through the use of: (1) a student intervention tracking form, (2)

reading coaches, and (3) teacher-made video clips.

In the wake of the No Child Left Behind legislation (NCLB, 2001), data-

driven decision making has become a central focus of education policy and

practice. Schools that seek to meet the Adequate Yearly Progress (AYP)

requirements of NCLB face tremendous pressure to carefully monitor student

performance on the high-stakes assessments that determine their success or

failure. The complexity of disaggregating, analyzing, and reporting these testing

data has increasingly led administrators to embrace commercial and home-

grown data-driven decision-making tools and support systems to help track and

drive improvement in student performance. Recent work (Stringfield, Wayman,

& Yakimowski-Srebnick, 2005; Wayman, Stringfield, & Yakimowski, 2004)

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notes the rapid proliferation of these tools, and purchasing data further indicates

a 17% rate of growth in this market between 2003 and 2004 (Hayes, 2004). One

consequence of the increased use of these tools is a growing gap between the

use of test data to satisfy administrative demands and the use of test data in

concert with other data sources to aid instructional decision making. While these

tools have the potential to support the classroom-level instructional decisions of

teachers, these tools tend to privilege an approach to data analysis that allows

for the examination and reporting of system-wide or school-wide test trends and

patterns, but only reveal limited information about individual students and the

multiple factors that influence student performance. As a result, they meet the

needs of school administrators much more readily than they do those of

classroom teachers.

Interest has a central role in the positive affective experiences that support

students' achievements. This chapter explores this proposition, focusing on

attention in developing and executing a methodology that examines the students'

on-task reactivity. The characteristic of the positive directed attention of interest

is related to students' decisions and choices about their engagement with

academic tasks. Range of additional positive and negative affects may occur in

combination with the state of interest. Affective states that are transitory, have
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acknowledged the important influences of mood, disposition, and situation on the

character of students' affective reactions to academic tasks. These perspectives

on the role of affect in education draw on and are consistent with a significant

body of contemporary research and theory from education and from related

areas of social and developmental psychology.

The attractiveness of dynamic systems perspectives for expanding

thinking about motivation, more particularly interest, lies in the central proposition

that the individual is a self-organizing system in which “novel forms emerge

without predetermination and become increasingly complex with development”

(Lewis, 2000, p. 36). As Lewis further points out, “self-organization is not a single

theory or model. Rather it is an idea … that promises coherent explanation in the

study of pattern, change and novelty” (Lewis, 2000, p. 42). Thelen and Smith

(2006) have proposed that self-organization is a “fundamental property of living

things” and “by self-organization we mean that pattern and order emerge from

the interactions of the components of a complex system without explicit

instructions, either in the organism itself or from the environment” (p. 259). They

suggest that understanding change and development concerns “the elaborate

causal web between active individuals and their continually changing

environments” (p. 271) and refer to specific units of organization within the

system as “patterns assembled for task-specific purposes whose form and

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stability depended on both the immediate and more distant history of the system”

(p. 284). To date, dynamic systems perspectives have been applied to a wide

range of psychological phenomena, for example, the development of perceptual,

motor and cognitive systems in infancy and early childhood (see e.g., Thelen &

Smith, 2006). Jörg, Davis, and Nickmans (2007) have argued for a similar

approach for the learning sciences. They propose a new complexity paradigm

suggesting that more attention needs to be given to understanding the dynamics

of the complex systems that make up the science of education and teaching.

This is the final version of a practical proposal that has been developing

over the past 3 years. It assumes my previous work in critical thinking and my

faculty and some administrative experiences over many years. Earlier versions

of this proposal were presented at the Ontario Society for the Study of

Argumentation, Windsor, Ontario, Canada, May 24, 2013; in Inquiry (Ennis

2013); at the conference on Reasoning, Argumentation, and Critical Thinking

Instruction, Lund, Sweden, February 26, 2015; and at the II International Seminar

on Critical Thinking, University of Tras-os-Montes e Alto Douro, Villa Real,

Portugal, May 8, 2015. I have profited from the many suggestions and challenges

made in response to these presentations. The comments by Jennie Berg, Frank

Fair, Derek Allen, Mark Battersby, Don Hatcher, Michael Scriven, Frank Zenker,

and anonymous reviewers were very helpful.

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This study investigated the influence of phenomenon-based learning

videos (PhBLVs) on students’ mathematics self-efficacy, problem-solving skills,

reasoning skills, and mathematics achievement using mixed methods

experimental embedded design. The participants of this study were the two intact

classes both mathematics education students enrolled in Calculus class at

USTP-CDO Philippines. The study used an adapted instrument on mathematics

self-efficacy scale and four researcher-made instruments on problem solving,

reasoning, mathematics achievement, and in-depth interview subjected to

validity and reliability tests. The quantitative aspect utilized quasiexperimental

pretest-posttest control group design with one control group exposed to

conventional short-video lectures from YouTube and one experimental group

exposed to PhBLVs during asynchronous online classes. An indepth interview

followed with 11 participants from the experimental group chosen as informants.

The quantitative data were analyzed using mean, standard deviation, and

ANCOVA, while the qualitative data were analyzed using thematic analysis

technique. Quantitative data analysis revealed that students exposed to PhBLVs

had significantly higher mathematics self-efficacy, problem-solving and

reasoning skills as compared to students exposed to nonphenomenon-based

videos. However, the result showed that students’ mathematics achievement

under control and experimental groups are comparable. This was supported by
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the results of qualitative data analysis which revealed that students exposed to

PhBLVs had remarkable experiences with five key themes emerged: difficulty

with problem construction, enhancement of reasoning and problem-solving skills,

solving real-world problems relevant to social issues, relating math to real-life

contexts, and confusing yet enjoyable activities. This implies that PhBLVs can

increase students’ mathematics achievement and can significantly influence the

mathematics self-efficacy, problem-solving and reasoning skills of students.

Hence, the researcher recommends to tertiary mathematics educators to use

PhBLVs for Calculus and its related mathematics courses as students are

engaged in an inquiry or discovery form of learning cultivating their higher-order

thinking skills.

Contextualization, localization, and indigenization have touched the

ground of the dominant cultural character of learners. The teaching and learning

process in the K to 12 curricula has integrated its essence. However, in recent

ages the border-crossing of digital culture among learners was prevalent in their

attitudes and learning preferences. Cognitive preferences such as the students’

brain dominance must be considered in the lesson planning as an additional

option. With a transformative worldview through an action research design, the

study evoked the effects of Mathematics Engagement Clinic (MEC) grounded on

brain dominance or the whole brain theory to critical thinking and problem-solving
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skills, and mathematics achievement. MEC has different effects on the left and

right brain dominant participants in terms of their thinking processes such as

critical thinking and problem-solving skills. In particular, left brain dominant

participants have a distinct behavioral cognition which the researcher called

affirmation behavioral learning. The implication of affirmation behavioral learning

to the whole brain theory was a notion that brain dominance groups might have

specific behavioral cognition. As for this study, affirmation behavioral learning

was evident and observed among left-brain dominant participants. As affirmed

by the quantitative results, the enhancement program Mathematics Engagement

Clinic (MEC) grounded on the whole brain theory or brain dominance can hone

thinking processes such as critical thinking and problem-solving skills, and

thereby, improve mathematics achievement. Despite the abnormality distribution

of participants in the study MEC has managed to cater to the participants’

preferences. With the positive effect of the enhancement program, MEC

grounded on brain dominance on the thinking processes and mathematics

achievement of the participants, the researcher has constructed a modular

mathematics enhancement program framework as a guide to researchers, and

other interested parties in the planning, designing, redesigning and implementing

modular mathematics enhancement programs grounded on brain dominance to

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hone and enhance thinking processes such as critical thinking and problem-

solving skills, and thereby, improve mathematics achievement.

This survey is an updated and improved version of the previous one

published in 2013 in this journal with the title “data mining in education”. It reviews

in a comprehensible and very general way how Educational Data Mining and

Learning Analytics have been applied over educational data. In the last decade,

this research area has evolved enormously and a wide range of related terms

are now used in the bibliography such as Academic Analytics, Institutional

Analytics, Teaching Analytics, Data-Driven Education, Data-Driven Decision-

Making in Education, Big Data in Education, and Educational Data Science. This

paper provides the current state of the art by reviewing the main publications, the

key milestones, the knowledge discovery cycle, the main educational

environments, the specific tools, the free available datasets, the most used

methods, the main objectives, and the future trends in this research area.

Governments, organizations, and companies are generating copious

amounts of data and analysis to support education decision-making around the

world. While continued investments in data creation and management are

necessary, the ultimate value of information is not in its "production," but its "use."

Herein lies one of the biggest challenges of translating information into actionable

insights: those that produce education data are often far removed from those that
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make crucial decisions about education policies, programs, and investments.

With limited insight on what decision-makers use and need, the likelihood of

disconnect between supply and demand is high. Yet, there has been surprisingly

little systematic research on the types of information education decision-makers

in developing countries value most--and why. Much of the available evidence on

the use of education data in developing countries relies upon individual case

studies. These qualitative snapshots offer deep insights on use patterns and

challenges in a single context, but make it difficult to draw broader conclusions.

In this report, we offer a unique contribution to this body of knowledge by

analyzing the results of two surveys of more than 300 education policymakers in

low- and middle-income countries that asked about their use of data in decision-

making. Survey participants include senior- and mid-level government officials,

in-country staff of development partner organizations, and domestic civil society

leaders, among others. This report helps the global education community take

stock of what information decision-makers use to measure results and manage

change. Drawing upon our review of the literature and the two surveys of end

users in developing countries, we offer practical recommendations to help those

who fund and produce education data to be more responsive to what decision-

makers want and need.

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As an attempt to understand Modern Learning Environment (MLE) to

support learning in big data era, its exploration where the students are engaged

to access online resources using their mobile devices, laptop and other digital

devices needs to understand MLE as the term integrated between digital

technology tools and learning skills. The convenient facilitation has a whole

section designed to support learning styles which can exactly create the learning

environment to be modern. This paper aims to explore innovative design for MLE

with big data approach to see the chance in applying this model for the

construction to the design of big data based learning environments to facilitate

online learning towards information and knowledge in higher education setting.

The finding reveals to propose model reference to be implemented to improve

student learning outcomes in a technology-rich teaching and learning

environment in higher education. As a result, this paper is expected to contribute

to the support with an initiative in the learning performance.

The advancing complexity of today’s corporate environment requires that

employees are able to collaborate in the workplace. This mixed methods

research study follows a nursing faculty’s efforts to incorporate collaborative

learning (CL) into an introductory nursing class. The mixed-methods research

study found that while students’ final grades improved in the initial CL flipped

classroom design (p < .0005), their levels of student resistance deepened which
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resulted in significantly lower levels of community of inquiry (p = .004), lower

levels of satisfaction, and many negative open-ended comments (83%). Using

Tolman and Kreming’s (2017) integrated model of student resistance (IMSR) as

a guideline, the instructor was successful in redesigning the CL class to

overcome students’ resistance as measured by significantly higher levels of

community of inquiry (p < .0005), higher levels of satisfaction (p < .0005), and

many less negative open-ended comments (54% vs 83%).

Students’ learning of and performance in mathematics is affected by a

number of factors, including students’ attitude towards the subject, teachers

instructional practices, and school environment. This study was conducted to

investigate students’ attitudes towards learning mathematics in Tanzania. It also

sought to ascertain reasons for the liking or disliking mathematics and the

relationship between attitude and performance. We employed the ABC Model

and the Walberg’s Theory of Productivity to investigate students’ attitudes

towards mathematics and associated factors. The quantitative and qualitative

data were collected from 419 primary school students, 318 secondary school

students, and 132 College students from 17 schools and 6 colleges in mainland

Tanzania using a survey. The collected data were analysed using percentages,

means, standard deviations, ANOVA, correlation, regression and thematic

analysis. The results show that initially students exhibit a positive attitude
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towards mathematics, but their attitude becomes less positive as the students

move forward to higher levels of education. A significant positive weak correlation

between students’ attitude and performance was established. Mathematics’

enjoyment and attitude significantly predicted students’ performance in our data.

The factors influencing the students’ liking or disliking of mathematics constituted

student’s aptitude attribute, instructional and social psychological environmental

factors. Furthermore, the results show that failure in examinations is attributed to

teacher didactic strategies, institutional resources, poor learning and

examination strategies, and failure to understand instructions. The results

provide insights for future research and inciting changes in teaching- learning

practices that would promote mathematics enjoyment and subsequent better

performance in the subject.

This is a practice-led, conceptual paper describing selected means for

action learning and concept motivation at all levels of mathematics education. It

details the approach used by the authors to devise insights for practitioners of

mathematics teaching. The paper shows that this approach in mathematics

education based on action learning in conjunction with the natural motivation

stemming from common sense is effective. Also, stimulating questions, computer

analysis (internet search included), and classical famous problems are important

motivating tools in mathematics, which are particularly beneficial in the

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framework of action learning. The authors argue that the entire K-20

mathematics curriculum under a single umbrella is practicable when techniques

of concept motivation and action learning are in place throughout that broad

spectrum. This argument is supported by various examples that could be helpful

in practice of school teachers and university instructors. The authors found

pragmatic cause for action learning within mathematics education at virtually any

point in student academic lives.

This study aims to determine the effect of applying problem based

learning model on students' mathematics learning outcomes viewed from critical

thinking skills of fifth grade students of the private primary school in the Surakarta

region. This research is an experimental research using sample of 309 students

consisting of experimental class of 153 students and control class of 156

students. Method of data analysis using Two-Way Anova. Results of this study

indicate (1) There are significant differences in mathematics learning outcomes

between students who following Problem Based Learning model with

conventional model (2) There is a significant difference in mathematics learning

outcomes between students who have high and low critical thinking skills. (3)

There is no interaction effect between learning model and critical thinking skills

on mathematics learning outcomes. Experimental research about effect

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interaction of learning model with critical thinking skill on learning achievement

of mathematics of private primary school students in Surakarta is important. This

research motivated by survey results of researcher, that results of science and

mathematics learning achieved of fifth grade of the private primary school in

Surakarta has not been maximized. Causes factor can be derived from the

teacher factor that is learning model has not aroused the creativity of student

thinking. Mathematics learning is still teacher-oriented so that students are less

actively involved in learning, problem-solving and less critical thinking skills.

Related with the problem, teachers need to develop innovative learning models

such as Problem Based Learning (PBL).

The quality of teaching and teacher plays a significant role in enhancing

students’ cognitive and motivational development. The purpose of this study was

to identify longitudinal trajectories of student perceptions of mathematics

teachers’ professional competence, and to examine how these trajectories were

related to students’ engagement and achievement in mathematics and their

choice of college major. The data used for analysis were obtained from the Seoul

Education Longitudinal Study, a study of 2714 secondary students who were

followed up for five successive years. Results showed four heterogeneous

trajectories of students’ perceptions of teacher competence, and these

trajectories were associated with students’ engagement and achievement in

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mathematics. In addition, those who consistently perceived their mathematics

teachers to be highly competent and whose perceptions of their teachers’

competence became more positive over time were more likely than other

students to choose math-intensive majors. These findings imply longitudinal links

between mathematics teachers’ professional competence as perceived by their

students and students’ choice of college major as well as their engagement and

achievement in mathematics. Teachers play a significant role in enhancing

students’ cognitive and motivational development. Consequently, training and

assisting high-quality teachers is considered one of the top priorities for

educational research and policy making around the world. The definition of a

“good” teacher, however, varies across cultures, student ages, and subjects

concerned. Traditionally, teacher quality has been assessed by teachers’

qualifications, including professional credentials, college degrees, and teacher

test scores, because it was believed that a teacher’s qualifications were

positively correlated with students’ academic success. In contrast, recent studies

have provided conflicting evidence regarding the relationship between teachers’

test scores and their students’ academic achievement. Researchers have sought

to conceptualize essential aspects of good teaching in terms of teachers’

personal characteristics (e.g., instructional knowledge and motivation) and

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teaching quality (e.g., classroom management and learning support) and found

positive effects of these aspects on student learning of mathematics.

The quality of teaching and teacher competence is frequently measured

by external observers and teachers’ self-reported teaching practices. In addition

to these measures, there is an extensive body of literature on students’ ratings

of their teachers. This body of research has demonstrated that student-rated

teaching quality and teacher competence are potential predictors of successful

student learning, although some researchers argue that teaching effectiveness

should not be measured only by students’ perceptions. However, little is known

about how students’ perceptions are associated with their academic outcomes

in mathematics. Moreover, most of the previous studies were limited by cross-

sectional designs; thus, we know little about how students’ perceptions of their

teachers are longitudinally related to their cognitive and motivational outcomes.

More importantly, although students’ motivation and achievement in

mathematics significantly influence their selections of math-intensive courses

and their college major, there have been few studies on how student-perceived

teacher practice is associated with students’ choice of college major. In the

current study, we build on and extend the existing literature by identifying distinct

longitudinal trajectories of student perceptions of teacher competence and by

associating these trajectories with student outcomes and college major choice.
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Theoretical Framework

The model we present here has evolved over time and has been informed

by the work of colleagues and others. In an initial effort to create a framework

model for data-driven decision making, colleagues at CCT (Light, et al.,2004)

have examined organization and management theory in the use of data. In

developing a conceptual framework for the use and transformation of data, they

drew upon the work of Ackoff (1989), Drucker (1989), and a former CCT visiting

scholar (Breiter, 2003). According to Ackoff (1989), data, information, and

knowledge form a continuum in which data, are transformed to information, and

ultimately to knowledge that can be applied to make decisions.

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Figure 1: Theoretical Paradigm of the study

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The data to knowledge continuum provides the foundation for the

framework. It is grounded within the context of the classroom, the school, and

the district, all of which will use different data in different ways to make decisions.

The role of technology-based tools is to enable, support, and facilitate decision

making by various stakeholders in different parts of the model.

Conceptual Framework

This framework is founded on the notion of what it means for an educator

to be data driven. We assume here that individuals, regardless of where they are

within a school system, have questions, issues, or problems for which data must

be collected, analyzed, and examined to make informed decisions. This need

crosses levels of the organization from the classroom to the school, and to the

central administration. As mentioned above, it is important to note that this model

presented here depicts decisions made within school districts, focusing on the

classroom, building, and district levels. No doubt many variables at the state and

local levels can and will impact local decisions, but our intention here is to examine

local decisions. The broader 6 range of decisions will be explored through our

forthcoming systems-based evaluative framework.

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Figure 2: Conceptual paradigm of the Study

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The conceptual model we present here has evolved over time and has

been informed by the work of colleagues and others. In an initial effort to create

a conceptual framework model for data-driven decision making, colleagues at

Data-driven research use exploratory approaches to analyze big data to extract

scientifically interesting insights (Kitchin, 2014). Due to the complexity of the

environments and processes that generate data, there may not be a strong

theoretical base for the questions being studied. Data-driven research is typically

described in terms of the following tasks, which may require iteration (Jagadish,

2015; Shmueli & Koppius, 2011):

Synthesis of the Study

The researcher reviewed different studies to best support the framework

of this study. These can provide evidence on the relationship between the data-

driven educational approach and learners’ engagement in mathematics towards

enhanced numeracy framework.

In the wake of the No Child Left Behind legislation (NCLB, 2001), data-

driven decision making has become a central focus of education policy and

practice. This presented the role of data driven instruction to the development of

materials and engagement of the learners to address their needs in mathematics.

Current research suggests that the use of standardized test scores, school,
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community, and student demographic data have been effective to inform general

program improvement objectives (Bernhardt, 2009; Blink, 2007; McLeod, 2005).

However, for the classroom teacher these data alone inform a narrowly focused

agenda and are insufficient to develop responsive pedagogy. A slice of the

research on teacher professional development that has focused on evidence-

based practice advocates the collection and analysis of multiple forms of data,

some from summative assessments and other data from teachers’ ongoing

formative assessment of students (Coburn & Talbert, 2006; Marzano, 2004).

Definition of Terms

The following terms were defined operationally or theoretically for a

better understanding of the words used in the study.

Data Driven Instructions. The educational approach where you assess

your students during a lesson and let the data that you collect become the guide

for teaching and learning in your classroom.

Learners’ confidence. a happy and productive one, and every teacher

wants a class full of them.

relevancies. the quality or state of being closely connected or

appropriate.
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Student engagement. refers to the degree of attention, curiosity, interest,

optimism, and passion that students show when they are learning or being

taught, which extends to the level of motivation they must learn and progress in

their education.

Teacher involvement. Teachers have a role in the classroom and

outside the classroom to become involved in students' lives and provide structure

for them so that they can be a positive influence and create the mental

environment that the students' need in order to keep excelling academically.

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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter describes the research design and methodology to be used,

respondents of the study, sampling technique, research instrument, validation of

research instrument, data gathering procedure and statistical treatment of data.

Research Design

The study will employ descriptive research design. In a descriptive design,

a researcher is solely interested in describing the situation or case under their

research study. Descriptive research designs help provide answers to the

questions of who, what, when, where, and how associated with a particular

research problem; a descriptive study cannot conclusively ascertain answers to

why. Descriptive research is used to obtain information concerning the status of

the phenomena and to describe "what exists" with respect to variables or

conditions in a situation (Sacred Heart Library, 2020). In this perspective, the

researcher will present the data driven instruction strategies and learners’

engagement in mathematics among grade 5 learners at public schools of

Valenzuela City.

Furthermore, to address the problem on determining statement of the

problem number 2 What data driven instruction strategies may be focused based
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on the mentioned least mastered skills to engage learners in grade 5

mathematics? The researcher will employ the quantitative design.

Respondents and Sample Population

Respondents will be confined among selected public elementary schools

at Valenzuela City, specifically considered five (5) to ten (10) schools for every

district. Specifically, there will be five (5) Master teacher respondents and 30

teachers for the south district and 50 teachers’ respondents for the remaining 3

districts. The overall number of participants will be 20 master teachers and 180

teachers’ respondents with an over-all total of 200 respondents.

In determining the sample population, the researcher will utilize random

sampling technique.

The distribution of the respondents is shown in Table 1.

Sample Population Distribution of Respondents for the data driven

instruction strategies and learners’ engagement in mathematics among
grade 5 learners at public schools of Valenzuela city.
School Sample Master Teacher Teacher Sample
Division Schools Respondents Respondents Population

South District 5 5 30 35

10 5 30 35
North District
10 5 40 45
Central District
East District 10 5 30 35
TOTAL 35 20 130 150
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As shown in Table 1, four (4) districts in the division of Valenzuela.

In addition, for every district, thirty five (35) participating school will be

randomly selected consisting of each school of five (5) master teacher and twenty

(20) to fifty (50) teacher-respondents with a total 20 master and 150 teacher

respondents to be considered in the study with the total of 150 respondents.

Sampling Technique

In consideration of the total number of respondents considered for every

district, the researcher opted to use purposive sampling technique. Purposive

sampling is also referred to as “non-probability” sampling. It is called this due to

the researcher applying their own criteria when defining their sample, so in layman

terms the researcher selects their own individuals as part of their study.

For a more academic definition Ritchie et al., (2003, adapted from The

Academic Triangle 2015) defines this sampling approach as a strategy where

members of a sample are chosen with a purpose to represent a location or type in

relation to the criterion. In this study the researcher simply selected 5 to 10

elementary schools in each district and humbly asked the assistance of the school

heads.
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Research Instrument

The study will use a researcher made questionnaire-checklist as means

of data gathering and has three parts. For Part I present the 1. What least mastered

skills will be considered in using data driven instructions in terms of critical thinking,

problem solving, analytical thinking, quantitative reasoning, and time management.

On the other hand, Part II determines to what extent does data-driven

educational approach can engage learners as assessed by the teachers and

master teachers in terms of learning delivery, learning outcomes, and learning

involvement.

Further, Part III determines to what extent of learners engagement as

assess by teachers and master teachers in terms of learners confidence, teacher

involvement, relevancies, and choice among self and assignment.

Validation of the Research Instrument

Research instruments were considered good if it is validated in order to

ensure the outcome of the study due to the relationship of the independent and the

dependent variable. In this view, the researcher opted to have the researcher

made questionnaire-checklist be validated.

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In the conduct of the development and validation of the questionnaire, the

researcher considered related research instrument as a reference in constructing

the questionnaire-checklist. Once necessary information was gathered, the

researcher will write the first draft of the questionnaire and will present it to the

research adviser for comments and suggestions. The comments and suggestions

will be considered in crafting the second draft of the questionnaire which will be

presented to experts, graduate school professors of University of Caloocan City,

for their suggestions and comments to further improve the instrument. The edited

questionnaire will then be submitted again to the research adviser for other

suggestions and corrections. The final draft of the questionnaire will be given to

selected mathematics master teachers and mathematics teachers from the

Division of Valenzuela for the reliability and validity of the researcher made

questionnaire.

Data Gathering Procedure

The data from the study will be gathered using documentation procedure.

This could be made possible by taking into account the details from the

questionnaire-checklist employed in the study. Upon the approval of the final

draft of the questionnaire by the research adviser, the researcher will write a letter

to the Regional Director, National Capital Region for approval to conduct a

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research study among public elementary school mathematics master teachers,

and mathematics teachers at the Division of Valenzuela City.

Upon approval by the Regional Director, the researcher will submit a letter

to the School Division Superintendent (SDS) of the subject division with the

attached research questionnaire for endorsement on the concerned schools.

Further, upon the approval and endorsement of the concerned SDS,

the researcher will report to the School Head of the subject school for the actual

conduct of the study. The researcher will personally administer the floating of

questionnaires and its retrieval. Two groups of respondents will be considered in

the study and this includes the mathematics master teachers and mathematics

teachers.

The accomplished questionnaires will be sorted and the responses

gathered will be tabulated and tallied using excel. The summary of data will then

be submitted to the statistician for statistical computation.

The computed data will be subjected for interpretation and analysis by the

researcher in relation to the study conducted.

Statistical Tool

The data gathered from the questionnaire will be tabulated, tallied and

analyzed using the following statistical tool.

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Mean Percentage Score. Use to determine the least mastered skills of

mathematics. This will answer problem number 1.

Weighted Mean. Use to determine the What data driven instruction

strategies may be focused based on the mentioned least mastered skills to engage

learners in grade 5 mathematics in terms of five indicators and the level of the

learners. This will answer problem number 2.

t-test of Independence. Use to determine the difference in the

assessments of the two groups of respondents on the to what extent does data

driven instruction strategies can engage learners as assessed by the teachers and

master teachers in terms of learning delivery, learning outcomes, and learning

involvement. This will answer problem numbers 3 and 4.

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Pearson r Correlation. Use to determine the relationship between data

driven instruction strategies and learners’ engagement in mathematics among

learners at public schools of Valenzuela city. This will address problem numbers 6

and 7.