University of Saint Anthony

(Dr. Santiago G. Ortega Memorial)

City of Iriga
GRADUATE STUDIES AND RESEARCH

Significance of the Study

The result of the study is significant to the following entities:

DLP Validators. This study will serve as a guide or feedback in order to determine the positive

and negative things about the DLP that needs improvement/ revision.

Teachers. The result of this study will help them reach out to the validators the advantages and

disadvantages that they see on the utilization of contextualized DLPs. This way, the experience

of the teachers who are using it will be more convenient and better.

Students. The product of this study may help the students acquire knowledge that can encourage

them to have better performance in their Mathematical abilities and skills, and develop these

skills more for future use in higher mathematics.

Researchers. This study hopes to provide additional information that could be used in their

future researches.

Theoretical Framework

In our world today, many changes have occurred especially among the students. They

should now acquire a lot of skills and learning competencies regarding with the implementation

of the K-12 Curriculum. This requires the students’ participation to build an active teaching-

learning process.
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Various learning processes have been raised by theorists over time. As a result, different

theories have emerged in the attempt to answer the queries as to how people learn and retain

learning once acquired.

On the other hand, lesson planning is fundamental in ensuring the delivery of teaching

and learning in schools. This study is anchored on the DO #42 s.2016- Policy Guidelines on

daily lesson Plan preparation for the K-12 Basic Education Program. As stated in the said DepEd

Order, “The guidelines aim to support teachers in organizing and managing their classes and

lessons effectively and efficiently and ensure the achievement of learning outcomes.” Also it is

stated there that teachers’ role should only be facilitators of learning. And one of its primary goal

is to empower teachers to carry out quality instruction that recognizes the diversity of learners

and enables the teacher to guide, mentor and support learners developing and assessing their

learning across the curriculum.

 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Creation of
contextualized DLP

Utilization

Observation/Reflection/
Feedback

Figure 1

Theoretical Framework
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

THEORITICAL FRAMEWORK

This study was attached to the following theories: Constructivism theory, cognitive load

theory and meaning learning theory.

Constructivism learning theory found in philosophy which explains how people might

acquire knowledge and learn. It therefore has direct application to education. the theory suggests

that humans construct knowledge and meaning from their experiences. Constructive learning

Model (Concrete observation, Forming Abstract concepts, and Teaching in new situation).

According to Bruner’s constructivist theory is a general Framework for instruction based

upon the study of cognition. Much of the theory in linked to child development

research(especially Piaget). Bruner illustrated his theory in the context of mathematics and social

programs for young children.

Cognitive load theory offers a powerful way to view learning, select activities and plan

objectives. This post describes the theory and suggests how it could be applied to planning

lessons. The terms used are subject to heated debate, so if anything is unclear, or you have

suggestions as to how this could be improved, please don’t hesitate to let me know. Cognitive

load theory focuses on learning as the creation of schemas: organised structures of knowledge in

long-term memory. Ideas reach long-term memory having been held in working memory: what

we are conscious of at a given moment. Working memory can only cope with a limited

cognitive load: we can retain a handful of isolated facts (a few numbers, for example), or process

two or three ideas (Sweller, van Merriënboer and Paas, 1998; Cowan, 1999). Therefore, the load

placed upon working memory – what students are thinking about – is crucial for learning.
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Germane cognitive load is additional cognitive load which contributes to the formation of

long-term memories. It can be created by tasks which depress student performance initially but

help retention, including spacing learning over time (Pashler et al., 2007) and varying practice

(for example, varying the types of mathematical questions students are answering in a lesson

(Soderstrom and Bjork, 2015)).

Meaningful Learning Theory by David Ausubel (1918). He viewed learning as an active

process, not simply responsible to one’s environment. Learners seek to make sense of their

surrounding by integrating new knowledge with that which they have already learned. Practice

matters in this theory because it provides the occasion for students to strengthen the relationship

of the new information with information already in their cognitive structure and thus ensure that

new information is sufficiently anchored so it does not disappear. Learning will be meaningful if

the student has pre-existing knowledge in his cognitive structure to which the new material can

be related.

As shown in Figure 1, a teacher need to adapt a strategy on how to teach the pupils to

interact with his environment that will help him develop the pupils to interact with his

environment that will help him develop in the appreciation of things. After developing the

children’s relation with the environment, the teacher should create some approaches in order to

motivate the children to listen and learn the subjects.

Proper motivation by the teachers would lead to a pupil equipped with knowledge and

skills thereby resulting to the attainment of the goal by the teachers that is to produce competitive

students.
 University of Saint Anthony
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Constructivism Theory

Contextualized
Daily Lesson Plan

Meaningful Learning Cognitive Load Theory

Figure 1: Theoretical Paradigm

Prepared by:
JOAN V. DAYUPAY
MA. VIKTORIA LUZ SALCEDO