Survey Questionnaire for Learners on

Developing Strategic Intervention Material for Grade 8 Learners

Based on the Least-Learned Competencies
and Learning Preferences

This questionnaire aims to determine the learning preference of learners as

basis in developing mathematical strategic intervention material for the least-learned
competencies in mathematics. Rest assured that all the information will be kept
confidential in accordance with the Republic Act 10173 (Data Protection Act of
2012).

PROFILE OF THE STUDENT

Name (Optional): _____________________________________________

School: _____________________________________________________
Grade/Section: _______________________________________________

I. STUDENT’S LEARNING PREFERENCES IN LEARNING MATHEMATICS

Directions: Please indicate your level of preference for each of the following
statements by putting a check mark (✓) on the corresponding scale provided.

1 – strongly disagree (SD)

2 – disagree (D)
3 – agree (A)
4 – moderately agree (MA)
5 – strongly agree (SA)
 INDICATORS 5 4 3 2 1
(SA) (MA) (A) (D) (SD)

A. Collaborative-Based
I prefer collaborative learning since/because…
1. I understand math better when I solve problems
within a group.
2. I enjoy solving mathematical problems with
peers.
3. I am receptive to providing and receiving
constructive feedback from peers’ while
engaging in collaborative mathematical
activities.
4. I feel more motivated to engage with
mathematical topics when collaborative
activities are included.
5. I like collaborative activities that involve small
group problem-solving sessions, brainstorming,
or peer tutoring.
6. I find working in a group fosters a sense of
accountability and motivation.
7. I take on different roles within the group,
actively contribute ideas, and collaborate with
others to solve mathematical problems.
8. I enjoy working in a group that allows me to ask
questions and receive explanations from
multiple perspectives, reinforcing my learning
and clarifying any areas of confusion.
9. I improve my communication skills by
articulating my thoughts, explaining concepts to
others, and engaging in productive dialogue.
10. I find collaborating with peers boosts my
confidence in my mathematical abilities, as we
validate each other's ideas and overcome
challenges together.

Descriptors:
5 – Strongly Agree (SA)
4 – Moderately Agree (MA)
3 – Agree (A)
2 – Disagree (D)
 1 – Strongly Disagree (SD)

INDICATORS 5 4 3 2 1
(SA) (MA) (A) (D) (SD)

B. Game-Based
I prefer game-based learning since/because…
1. I find learning mathematics more enjoyable,
rewarding, and meaningful by incorporating
games in lessons.
2. I feel more motivated to learn and excel in
math when it is presented in a gaming format.
3. I demonstrate resilience and a deeper
understanding of mathematical concepts
through interactive gameplay and real-time
feedback from the teacher.
4. I find that my problem-solving skills improve
as I navigate through mathematical challenges
presented in games.
5. I value how games improve my math skills.
6. I enjoy how math games provide me an
interactive and enjoyable learning experience.
7. I appreciate how mathematical games support
me in strengthening my understanding of math
concepts through interactive practice and instant
feedback.
8. I enjoy how math games help me apply
mathematical concepts in real-world situations.
9. I appreciate how games let me experiment with
math concepts without the fear of failure.
10. I enjoy the concept of challenges, prizes, and
levels in math games as it keeps me excited in
learning math for an extended period.

Descriptors:
5 – Strongly Agree (SA)
4 – Moderately Agree (MA)
3 – Agree (A)
2 – Disagree (D)
1 – Strongly Disagree (SD)
 INDICATORS 5 4 3 2 1
(SA) (MA) (A) (D) (SD)

C. Inquiry-Based
I prefer inquiry-based learning since/because…
1. I get to actively explore mathematical concepts
by asking questions, investigating problems,
and discovering solutions on my own.
2. I work together with peers to examine
information, reach conclusions, and reflect on
our solutions collaboratively.
3. I develop a stronger grasp of mathematical
concepts by applying real-world scenarios to
mathematical principles
4. I experiment with a variety of problem-solving
strategies.
5. I value encouragement from the teacher to be in
charge of my learning process.
6. I develop critical thinking skills as I analyze
data, evaluate evidence, and make connections
between different mathematical ideas.
7. I feel more invested in my learning journey
because I have freedom to explore topics that
interest me and how to approach them.
8. I feel most inspired when I am constantly
thinking outside the box, often leading to
innovative solutions.
9. I enjoy working together with peers to brainstorm
ideas and share findings.
10. I feel a greater sense of ownership and
responsibility for my learning journey.

Descriptors:
5 – Strongly Agree (SA)
4 – Moderately Agree (MA)
3 – Agree (A)
2 – Disagree (D)
1 – Strongly Disagree (SD)
 INDICATORS 5 4 3 2 1
(SA) (MA) (A) (D) (SD)

D. Technology-Based
I prefer technology-based learning since/because…
1. I like utilizing online learning platforms to
enhance my math learning.
2. I enjoy using applications to explore
mathematical ideas and solve problems.
3. I appreciate how internet offers me extensive
access to various learning opportunities when
studying mathematics.
4. I find that multimedia resources and interactive
simulations help me grasp mathematical
concepts more effectively.
5. I find that my understanding of mathematical
concepts and their processes increase when
I watch tutorials or videos available on platforms
like YouTube and other educational sources.
6. I can access instructional videos, online
tutorials, and digital textbooks anytime and
anywhere
7. I can access personalized learning resources
tailored to my individual needs and preferences.
8. I can work with classmates, seek help from
tutors, and engage in discussions about math
concepts and problems via online.
9. I enjoy engaging with math concepts through
interactive tutorials and online conferences.
10. I can visualize math concepts and explore
them hands-on through simulations, virtual
manipulatives, and multimedia presentations.

Descriptors:
5 – Strongly Agree (SA)
4 – Moderately Agree (MA)
3 – Agree (A)
2 – Disagree (D)
1 – Strongly Disagree (SD)