Department of Education

Region VI- Western Visayas

Division of Guimaras
TRINIDAD V. CANJA- STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Chapter 2

Review of Related Literature and Studies

This chapter presents relevant concepts and related studies important in

understanding this study. It also deals with the various studies of different authors

related to the topic of the research.

Conceptual Literature

Mathematics

Mathematics is classified as an academic discipline. It can be described,

dissected, impersonalized, and memorized. This discipline is used as a methodology for

teaching and learning. In Britannica (1999), mathematics is defined as the science of

structure, order, and relation that has evolved from elemental practices of counting,

measuring, and describing the shapes of objects. It deals with logical reasoning and

quantitative calculation, and its development has involved an increasing degree of

idealization and abstraction of its subject matter.

Mathematics is used throughout the world as an essential tool in many fields,

including natural science, engineering, medicine, and the social sciences. Applied

Mathematics, the branch of mathematics concerned with application of mathematical

knowledge to other fields, inspires and makes use of new mathematical discoveries and

sometimes leads to the development of entirely new disciplines (Tennesse Tech).

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 Department of Education
Region VI- Western Visayas
Division of Guimaras
TRINIDAD V. CANJA- STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Instructional Strategies

An instructional strategy is a domain-independent plan or recommendation used

by the tutor to guide the learner or adapt the level of challenge during tutoring.

Instructional strategy selection may be informed by specific learner states (e.g., affect,

performance) and/or learner traits (e.g., goal orientation). Instructional strategies may

be developed a priori (based on learner information acquired prior to, or at the initiation

of, instruction) or in situ (based on learner information acquired in real time during

instruction).

Instructional strategies and tactics may be effective, but the ability to easily

author or implement strategies in new Intelligent Tutoring System (ITS) directly

determines their practicality and ubiquitousness. Ease of authoring may also be directly

tied to their reusability, generalizability, or domain-independence of strategies across

different educational and training domains. The authoring process may be complicated

by the level of definition of the domain to be tutored. Modular approaches to the

development and application of instructional strategies within ITSs that promote

standards and best practices are desirable.

Related Studies

The study of Sottilare, DeFalco and Connor (2014) entitled “A Guide to

Instructional Techniques, Strategies and Tactics to Manage Learner Affect, Engagement,

and Grit,” intended to look into the existing instructional strategies in teaching. It

provides information in promoting positive affective states resulting in the acquisition of

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 Department of Education
Region VI- Western Visayas
Division of Guimaras
TRINIDAD V. CANJA- STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

“robust” knowledge and skill development; mitigate negative cognitive states, which

inhibit learning; enhance and maintain learner engagement to maximize opportunities

for learning; and support the development of learner perseverance or grit.

Akdeniz (2016), in his study "Instructional Strategies" pointed the ways and

approaches followed by the teachers, to achieve the fundamental aims of instruction. It

addresses the strategy classifications in four categories: traditional, popular, cross-

disciplinary, and activity-based. This book offers practical, interesting, and

comprehensible examples of teaching activities. It provides an insightful examination of

current strategies used in the teaching process.

According to Campilla and Castañaga (2021) in their study, "Teaching Strategies

Utilized by Mathematics Teachers in the 21st-Century" specialized on the utilization of

teaching strategies by mathematics teachers. Due to the increasing demands of the

twenty-first-century work environment, the education system must take into account

those abilities required for success. By way of the development of the 21st century

standards for teachers and students, the Philippines' education system has begun to

improve and initiate change toward addressing these new skills. This study dealt with

the different teaching strategies utilized by mathematics teachers and assess the most

effective in the 21st century from the multimedia-based, manipulative-based, game-

based, contextual learning strategy. Besides, teachers are trying out new strategies to

make their classes love mathematics. Thus, mathematics teachers must consolidate

strategies that are technology-based and non-traditional, especially in a 21 st century

classroom. Also, considering that the strategies contrast from manipulation, consist of

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 Department of Education
Region VI- Western Visayas
Division of Guimaras
TRINIDAD V. CANJA- STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

rote memorization, and is usually teacher-centered to provide a stress-free, learner-

centered, and interactive lessons which helps students to express their ideas without

negative consequences for mistakes.

Summary

Instructional strategy develops plans and makes decisions that are intended to

improve the learner's knowledge and skill within the domain tutored by ITS (Nye,

Sottilare, Ragusa & Hoffman 2014).

Generally, the instructional strategies in teaching can be classified as multimedia-

based strategy, game-based strategy, manipulative-based strategy, contextual learning

strategy, and materials and methods.

In view of the 21st century as a digital and modern era, using technological and

multimedia-based strategies in teaching is functional. According to findings from the

study of Campilla and Castanaga (2021), using a gamified PowerPoint template to

supplement the teaching-learning process in mathematics is the most effective strategy.

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 Department of Education
Region VI- Western Visayas
Division of Guimaras
TRINIDAD V. CANJA- STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

CHAPTER 3
METHODOLOGY
This chapter is consist of the research design, sampling procedure, and data

collection procedure which is related to the study.

Research Design

This qualitative research, entitled "Leaving No Stone Unturned: Effective

Instructional Strategies in Teaching Mathematics" utilized the narrative research design

to gather information on the effective instructional strategies used in teaching

mathematics. Narrative analysis uses the stories people tell to understand the meaning

of the experiences as revealed in the story (Merriam & Tisdell, 2016). According to

Creswell et al. (2007), narrative research studies the life experiences of individuals over

time. This research design is suited to the proposed study because of its

appropriateness for the intended objective, which is to acquire information on the

effective instructional strategies used in teaching mathematics. The design will also help

the researchers collect high-quality data and draw valid and trustworthy conclusions.

Sampling Procedure

The participants of this study will be the four selected mathematics teachers of

Trinidad V. Canja- Sta. Teresa National High School, consisting of two teachers in junior

high school and two in senior high school. Using purposive sampling method, only the

four most qualified participants will be selected because they are the ones who are

expected to give the most accurate and relevant answers. Purposive sampling is ‘used to

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 Department of Education
Region VI- Western Visayas
Division of Guimaras
TRINIDAD V. CANJA- STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

select respondents that are most likely to yield appropriate and useful information’

(Kelly, 2010: 317) and is a way of identifying and selecting cases that will use limited

research resources effectively (Palinkas et al., 2015).

Data Collection Procedure

In the study, a one-on-one recorded interview is the research method utilized,

where the interviewer meets with one participant at a time to ask questions while

recording. This type of interview is the most commonly used since it collects qualitative

data based on opinions and experiences. After finalizing the interview guide, official

permission from the participants was solicited and administered. As the actual interview

was conducted, the spoken data was transcribed and analyzed verbatim. Then, the

relevant answers were sorted, arranged by their types, and clustered into themes

through thematic analysis.

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