Finaler PR

ALANGILAN SENIOR HIGH SCHOOL 1
Science, Technology, Engineering and Mathematics

INTRODUCTION
Mathematics is the study of quantities, numbers and etc. from which
students get to think of a solution to solve a given problem or an equation. Most of
the time in solving mathematics problems, the students’ analyzing skills is applied
to complete the equation and end up with the right answer. Mathematics comes
easily for some of the students; others struggle every step of the way. Using a
straight forward and accessible style, practical approach is a must to improve
academic results by demonstrating certain behaviors and teaching students in a
way that minimizes negativity. There is a need for tools that can help students to
go beyond merely acquiring content and exploring strategies to deepen their
learning and thinking. With dozens of strategies teachers can use right now,
Learning to Love Math puts the power of research directly into the hands of
educators. With informed teachers guiding them, students will discover that they
can build a better brain and learn to love math (Technical University of Munich).
The lack of interest in math or natural sciences is one of the most frequently voiced
causes for concern in the debate surrounding education. Most math and science
teachers use a rigid style of communication to get their subject across
Explicit teaching is a systematic method of teaching with emphasis on
proceeding in small steps, checking for student understanding, and achieving
active and successful participation by all students (The Indy Learning Team).
Explicit teaching is applied to students for them to easily learn mathematics and
avoid having trouble. Explicit teaching is where the teacher performs and shows
the students how to solve a problem. After that the students are the one who will
answer the given problem from which their teacher will only guide the students and
give assistance whenever the student is getting confused. And lastly, to see if the
students learned from the discussion─ the students are given an examination to
test their skills. This is applied to different schools here in Philippines either public
or private schools.
Teachers use explicit instruction to help students acquire information and
skills. Using explicit instruction, teachers make the different steps needed for a
given task as overt and explicit as possible. Explicit instruction is used to teach the
Solve It! approach (Wager, 2016). In this approach, the teacher introduces the
lesson to the students giving the goals and outcomes of the lesson. Then the
teacher demonstrates how to solve the mathematical problem to show the students
the needed skills that will be applied to solve it. Afterwards the teacher will provide
guidance towards the students giving feedbacks while answering mathematical
problems for the students become independent and until they master solving it.
And lastly, they make discussions on what they learned and tries to review the past
lesson and the teacher teach for generalization for the students to understand.
This study aimed to determine the curricular and instructional priorities in
teaching diverse learners, who are typically behind their school-age peers in
academic performance and content coverage. This is conducted to further
understand how explicit teaching in mathematics serves as an advantageous
device in nurturing the quality of acquired knowledge of secondary learners.
Moreover, this study may serve as a satisfaction for people who struggle in math
to accompany them for a necessary independent functioning and recalibration of

mindsets. This is to ensure that the performances of each student will be enhanced
through the supervision of the educators, especially to any math related concept,
and may suggest techniques to rise above and extend notably beyond ordinary
limits by showcasing their abilities and capabilities in solving.
OBJECTIVES OF THE STUDY
This study aimed to determine how effective an explicit teaching is as a
means of strategy in teaching among grade 11 students at the Alangilan Senior
High School in learning mathematics. Specifically, the study intended to unveil the
students’ views about learning math; to describe the consequential knowledge of
students through explicit mathematics teaching; to explain how explicit teaching
helps the students in their mathematics course.
REVIEW OF LITERATURE
Mathematics as a Learning Field
The literal meaning of mathematics is “things which can be counted” now
others can think that counting has vital role in their daily life; just imagine that there
were no mathematics at all, how would it be possible to count members of the
family, number of students in the class, rupees in the pocket, runs in a cricket
match, days in a week or in a months or years? On a basic level it is needed to be
able to count, add, subtract, multiply, and divide.
At a psychological level, exposure to mathematics helps in developing an
analytic mind and assists in better organization of ideas and accurate expression
of thoughts. At a more general level, far away from dealing with the higher
mathematical concepts, the importance of mathematics for a common man
underpinned. A common man is being increasingly dependent upon the application
of science and technology in the day-to-day activities of life, the role of
mathematics has undoubtedly been redefined. It is present in different forms; right
from getting up in early hours of the day to the ringing of an alarm, reading time on
a watch, rounding a date on a calendar, picking up the phone, preparing a recipe
in the kitchen, to wait for the counts of whistles of the cooker, manage the money,
travel to some place, to exchange currency at a ticket outlet while availing a public
conveyance or checking up the mileage of the car, halting at the filling station,
attending to a roll call at school, getting scores in the class exams, even meet new
friends the list is just endless if one goes on to note down the situations with the
computational skill, or more specifically, simple mathematics comes to play a role,
almost every next moment which include simple calculations at the back of our
mind. Of course these are all done pretty unconsciously without a thought being
spared for the use of mathematics on all such occasions (NCERT).
The need to understand and be able to use mathematics in everyday life
and in the workplace has never been greater and will continue to increase. For
example:
Mathematics for Life. Knowing mathematics can be personally satisfying and
empowering. The underpinnings of everyday life are increasingly mathematical
and technological. For instance, making purchasing decisions, choosing insurance
or health plans, and voting knowledgeably all call for quantitative sophistication.
Mathematics as a part of Cultural Heritage. Mathematics is one of the greatest
cultural and Intellectual achievements of human-kind, and citizens should develop
an appreciation and Understanding of that achievement, including its aesthetic and
even recreational aspects.
Mathematics for the Workplace. Just as the level of mathematics needed for
intelligent citizenship has increased dramatically, so too has the level of
mathematical thinking and problem solving needed in the workplace, in
professional areas ranging from health care to graphic design.
Mathematics for the Scientific and Technical Community. Although all careers
require a foundation of mathematical knowledge, some are mathematics intensive.
More students must pursue an educational path that will prepare them for lifelong
work as mathematicians, statisticians, engineers, and scientists. In this changing
world, those who understand and can do mathematics will have significantly
enhanced opportunities and options for shaping their futures. Mathematical
competence opens doors to productive futures. A lack of mathematical
competence keeps those doors closed.
Generally it is an assumption that mathematics is only for the select few.
On the contrary, every one needs to understand mathematics. All students should
have the opportunity and the support necessary to learn significant mathematics
with depth and understanding. There is no conflict between equity and excellence.
Principles and Standards call for a common foundation of mathematics to be
learned by all students. This approach, however, does not imply that all students
are alike. Students exhibit different talents, abilities, achievements, needs, and
interests in mathematics. Nevertheless, all students must have access to the
highest-quality mathematics instructional programs. Students with a deep interest
in pursuing mathematical and scientific careers must have their talents and
interests engaged. Likewise, students with special educational needs must have
the opportunities and support they require to attain a substantial understanding of
important mathematics. A society in which only a few have the mathematical
knowledge needed to fill crucial economic, political, and scientific roles is not
consistent with the values of a just democratic system or its economic needs.
Mathematics occupies a crucial and unique role in the human societies and
represents a strategic key in the development of the whole mankind. The ability to
compute, related to the power of technology and to the ability of social
organisation, and the geometrical understanding of spacetime, that is the physical
world and its natural patterns, show the role of Mathematics in the development of
a Society. The society consists of its members (human being), who make
government and organize the natural resources to develop infrastructure. The
human beings are the one who develop the society. (www.ncert.nic.in)
Mathematics in the Philippines. Based on Taylor (2008), Filipino students’ skills in
mathematics is comparable with those of students in the Asia-Pacific region and “close to
Singapore”. The Philippine [student’s capability in mathematics] is comparable with [those
in] Malaysia and Singapore. The Philippines, however, ranked third and fourth—to the
last—among the countries which participated in the 1999 and 2003 Third International
Mathematics and Science Study (TIMSS), respectively.

Taylor (2008) stated the best way to improve their skills in mathematics
involves coordinating previous experiences, knowledge, familiar representations
and patterns of inference, and intuition in an effort to generate new representations
and related patterns of inference that resolve the tension or ambiguity that
prompted the original problem-solving activity.
Smith (2006) Filipino students’ interest in the competition is growing with
the increasing number of schools participating in the annual competition. The
Filipino students continue to be encouraged [to participate in the mathematics
competition]. It also shows the quality of mathematics education in the country.
Explicit Teaching
Explicit teaching involves directing student attention toward specific
learning in a highly structured environment. It is teaching that is focused on
producing specific learning outcomes. Topics and contents are broken down into
small parts and taught individually. It involves explanation, demonstration and
practice. Children are provided with guidance and structured frameworks. Topics
are taught in a logical order and directed by the teacher (Callutheran).
Based on Villaume and Brabham (2003) it means imparting new information
to students through meaningful teacher–student interactions and teacher guidance
of student learning.
Explicit teaching are summary terms for recent findings on effective
teaching. They refer to a systematic method of teaching with emphasis on

proceeding in small steps, checking for student understanding, and achieving
active and successful participation by all students (Rosenshine,1987).
Jennifer L. (2008) pointed that explicit teaching shares similar goals with
other approaches to teaching (e.g., constructivist, holistic, or student centered).
These goals include teaching students to enjoy and be competent at reading,
writing, and math; to understand what they read and how math works; and to apply
their skills in meaningful ways. It also refers to a method of instruction in which the
teacher, who serves as a provider of knowledge, presents skills and concepts in a
clear, systematic, and direct way that promotes student mastery. Explicit
teaching refers to the type of direct, teacher-led instructional explanation a teacher
employs when describing curricular content and procedures, strategy instructions,
skills and concepts, and rules for memorization through verbally detailed
explanations and examples. Explanations may include the teacher modeling a skill
or concept, followed by the teacher guiding and providing feedback as the student
practices applying the skill or concept. Students are provided many opportunities
to apply, independently, the skill or concept so as to ensure their mastery and
generalization of the skill (Salkind, 2008).
Explicit teaching is useful for introducing topics and specific skills. It
provides guided instruction in the basic understanding of required skills, which
students can then build on through practice, collaboration, repetition, hands on
activities and developmental play. The purpose of explicit teacher modeling is to
provide students with a clear, multi-sensory model of a skill or concept. The
teacher is the person best equipped to provide such a model. Explicitly defining
instructional objectives for a course serves several useful purposes. It can improve
course organization by helping the instructor prioritize and implement educational
activities that support desired competencies. It guides the selection or creation of
valid assessment instruments. It provides a better mapping to the larger program
objectives, ensuring that the course is doing its part in fulfilling the overall program
objectives. Further, the students are better able to understand instructor
expectations and thus focus their efforts. Finally, objectives confirm faculty
success, increase their accountability, provide feedback to students, and respond
to outcomes-based accreditation requirements (Callutheran).
The purpose of explicitly modeling mathematics concepts/skills and
problem solving strategies is twofold. First, explicit modeling of a target
mathematics concept/skill provides students a clear and accessible format for
initially acquiring an understanding of the mathematics concept/skill. Explicit
modeling by you provides students with a clear, accurate, multi-sensory model of
the skill or concept. Students must first be able to access the attributes of a
concept/skill before they can be expected to understand it and be able to use it in
meaningful ways. Explicit teacher modeling does just that. Second, by explicitly
modeling effective strategies for approaching particular problem solving situations,
you provide students a process for becoming independent learners and problem
solvers. While peers can sometimes be effective models for students, students
with special needs require a well qualified teacher to provide such modeling, at
least in the initial phases of instruction (Special Connections).

The most pervasive conclusion of teacher effectiveness studies from the
early 1970s was that teachers have a profound influence on how much students
learn. Within these studies, research on effective teaching has clearly shown that
teachers explicitly teach students what they need to know (Rosenshine, 1995,
Taylor, Peterson, Pearson, & Rodriguez, 2002). A number of major studies have
demonstrated the importance of explicit teaching to student learning.
Explicit teaching has been shown to be efficacious in learning and teaching
the major components of the reading process—phonemic awareness, phonics,
fluency, vocabulary, and comprehension (National Institute of Child Health and
Human Development, 2000). Baumann and Duffy (1997) of the National Reading
Research Center summarized the key ideas that are instrumental in fostering ,
lifelong readers. They showed skills and strategies can be taught effectively and
efficiently when instruction is systematic and explicit.
Although it seems simplistic and obvious, teachers of reading ‘‘teach’’; that
is, students do not become independent learners through maturation. Explicitly
teaching reading means imparting new information to students through meaningful
teacher–student interactions and teacher guidance of student learning. Successful
teachers, teachers whose students consistently outperform their peers, rely on
instructional flexibility so they can provide explicit teaching to struggling learners
who need the additional modeling and support (Villaume & Brabham, 2003).
Rosenshine and Stevens (1995) identified six instructional functions for
teaching well- structured objectives (which form the core of recommended steps
for direct or explicit instruction) review and check previous work, present new
material, provide guided practice, provide feedback and corrections, provide
independent practice, and provide weekly and monthly reviews. The approach
brings together many recommended components of effective teaching and of
schema theory, including relating new information to past learning, explaining to
students why the new skill or cognitive strategy is important and useful, eliciting
student interest, providing step- by-step explanations, modeling, engaging in
guided practice, and practicing the ability independently in a variety of reading texts
and groupings.
Several other models of explicit teaching have been developed through the
years with similar elements, including those described by Hunter (1982) and
Carnine, Silbert, Kame’enui, and Tarver (2004). The lesson objective or type of
learning to be accomplished determines the degree of directness or structure in
this approach.
(Heilman, Blair, & Rupley, 2002). The majority of learning outcomes in
teaching reading can be classified as either skills or cognitive strategies. Both
types of learning are important for success in reading; however, they require
different lesson presentation methods in direct=explicit instruction. Skills involve
lower level cognitive processing, are specific in nature, and are more or less
automatic routines.
In skill learning, the teacher is in complete control and employs a high
degree of structure. Examples of reading skills include the various decoding
methods used in phonics, structural analysis, and context analysis; specific
comprehension skills such as recognizing sequential development, fact versus

opinion, and a stated main idea; and reading study skills such as using an index
or interpreting a bar graph. Cognitive strategies require higher level cognitive
processing, are less specific in nature than skills, and are anchored by intentional
and deliberate procedures under the command of the reader (Dole et al., 1991).
In cognitive strategy learning, teacher directness and control is more
relaxed than in skill learning. Teaching a cognitive strategy still necessitates that
the teacher explains and model what he or she wants students to learn, but it is
not a strict step-by-step procedure under the complete control of the teacher as it
is for skill instruction. Examples of cognitive strategies applied to reading include
making predictions, summarizing a story, reacting critically to what is read, and
inferring main ideas. (Blair, Rupley, & Nichols, 2007)
The key to explicit teaching is the active communication and interaction
between teacher and student. This style of teaching can be well structured or less
structured in nature. As noted earlier, the objective students are to learn often
requires differing degrees of directness and structure, and it is this dynamic and
interactive relationship that mandates flexible and responsive instruction (Villaume
& Brabham, 2003).
Different types of learning require varying degrees of teacher
directness/explicitness and control. Skill learning requires more control and
direction by the teacher than does strategy learning, which requires less teacher
directness and is more under the control of students. However, teaching is neither
wholly direct nor indirect—on a continuum, a given teaching lesson is only more or
less direct than another (Blair et al., 2007).

Effective teachers provide varied, meaningful practice to ensure student
mastery and transfer of a skill to other meaningful reading situations (Villaume &
Brabham, 2003). Directly controlled by the teacher, this practice is characterized
by varying degrees of teacher–student interaction. In this process, the teacher acts
as a mediator (Rupley & Blair, 1988).
Based on Vygotsky’s (1962) theoretical work, mediated instruction involves
providing guidance to a student in learning a particular skill. During practice, the
amount of guidance is great at the beginning; it then declines to little or none.
Similar to mediated instruction is ‘‘coaching’’ students.
Center for the Improvement of Early Reading Achievement (CIERA)
researchers Taylor, Pearson, Clark, and Walpole (1999) reported on qualities of
effective primary-grade teachers. One salient quality of effectiveness was that
most teachers taught phonics in isolation. However, they then coached their
students and supported them use of the phonics skills in real reading situations.
Guiding and directing students’ learning is certainly not new; it has been an
effective teaching strategy for years. The renewed interest in it today is the result
of new research on the teaching–learning process and the social environment of
the classroom. A focus of application for this research is the gradual and guided
shift in responsibility for the application of a reading skill or strategy from the
teacher to the student. However, it is readily acknowledged that the process of
explicit/direct instruction is particularly applicable to the learning of knowledge in
an area where there are explicit steps to follow in a step-by-step fashion. The
development of many reading abilities falls into this area. However, there are other
knowledge areas whose content and skills do not follow a step-by-step explicit
style of learning and for which this approach is not applicable and not successful.
(Purcell-Gates, Duke, & Martineau, 2007; Rosenshine & Stevens, 1995).
Lessons in the explicit teaching condition follow the same pattern. After a review
of what was done in the preceding lesson, the teacher introduces the topic of the
current lesson explains how to solve the problem in question, and gives an
example of a good solution strategy with the aid, when necessary, of materials
such as blocks or a number line. For example, when discussing the table of 6, the
teacher mentions the multiplication facts with 6 and discusses how to solve these
problems. Next all students practice several problems from the table in the group
and then work on their own. All problems are discussed after their completion.
During the practice phase, students familiarize themselves with the different kinds
of problems and learn what solution strategies are appropriate for particular kinds
of problems. In the explicit condition, the teacher gives direct instruction, that is,
the teacher always tells students how and when to apply a new strategy. Students
are then instructed to follow the example of the teacher. The explicit teaching
program also promotes the use of student self-instruction and teacher modeling.
There is little room for contributions from students (i.e., students must follow the
procedures the teacher teaches them). When a student applies a strategy that has
not been taught, the teacher may state that the strategy can be used to solve the
problem in question but that the group is currently working with a different strategy
and then request that the students use that strategy.

Students with disabilities and other learning difficulties may not be able to
distinguish important information from nonessential facts. They may have difficulty
seeing the relationships between concepts and processes, and can become lost
when information is not presented sequentially. Teachers may find that students
with learning difficulties can engage in complex cognitive activities that require
complex discrimination and reasoning when they are first taught the essential
factual information—concepts and skills—using explicit instruction (Warger, 2016).
Explicit instruction is based on research studies relating to effective
teaching practices. This research aimed to identify educational interventions
that were the most effective in supporting the learning of students with learning
disabilities (LDs) in the core subjects of reading, writing and mathematics.
Explicit instruction involves using highly structured and sequenced steps to
teach a specific skill. With this approach, the educator intentionally aims to
teach students with LDs using a series of actions in three main stages:
preparing for the lesson, interacting with students over the course of the lesson,
consolidating the lesson taught. Problem solving in Mathematics can be
explained as critically and a cognitive process. Creative thinking and problem
solving are frequently seen as a task for an individual but an individual can only
build these skills from what he/she experience or learned. Problem solving
combined experimental and correlations method to investigate the effects of
problem-solving effectiveness. (Gauthier, Bissonnette & Richard, 2013)

Effects of Explicit Teaching in Mathematics Courses
Mathematical problem solving, which requires students to apply knowledge,
skills, and strategies to novel problems, is a form of transfer that can be difficult to
effect (cf. Bransford & Schwartz, 1999; R. E. Mayer, Quilici, & Moreno, 1999). This
may be especially true for primary-grade children (Durnin, Perrone, & MacKay,
1997). Larkin (1989) showed how young children experience difficulty applying
simple computational skills when problems change in minor ways. Other work
(Foxman, Ruddock, McCallum, & Schagen, 1991; as cited in Boaler, 1993)
illustrates how children fail to realize connections between mathematical problems
presented in and out of context. In fact, many children master the school’s
mathematics curriculum without achieving the capacity to apply their knowledge
flexibly to novel situations. Problem solving is the back bone for mathematical
instruction. This emergence has come to be established due to the idea that
studying math through problem solving improves one’s ability to think, to reason,
and to solve problems that are confronted with in the real world (cf. Brown,
Campione, Webber, & McGilly, 1992). To promote the mathematical problem
solving of primary-grade children, they designed a treatment to teach explicitly for
transfer. This treatment attempted to increase awareness of the connections
between novel and familiar problems by broadening the categories by which
students group problems requiring the same solution methods (i.e., promoting a
higher level of abstraction) and explicitly prompting students to search novel
problems for these broad categories (i.e., increasing metacognition). They
combined this explicit-transfer treatment with instruction designed to teach solution

methods for different types of problems. They contrasted the effectiveness of a
combined treatment (transfer-plus solution instruction) to solution instruction alone
and to teacher- designed instruction. In this introduction, they provided background
information on transfer-inducing variables and describe the theoretical framework
used in designing the transfer treatment. After reviewing the study’s purpose and
conditions, they specify how the study extends previous work.
METHODS
Research Design
This study utilized descriptive-thematic synthesis method of research to
allow researchers to see and make sense of stand, meanings, and experiences.
Thematic synthesis is a method for systematically organizing, analyzing and
offering insight into patterns of meaning across a dataset. The main goal of the
study is to determine the effectiveness of explicit teaching as a teaching strategy.
Participants of the Study
The 10 participants involved in this study were Grade 11 students of
Alangilan Senior High School who experienced explicit teaching, year 2018-2019
regardless of their gender.
Instrument of the Study
The instrument utilized in this study was an interview guide consisting of
nine questions that is divided based mainly on the 3 objectives of the study. The
first part has three questions that focus on the views of the students about learning
mathematics. The second part includes three questions that regard with the
consequential knowledge of students through explicit mathematics teaching, and
the third part with three questions center on how explicit teaching helped the
students in their mathematics course.
Procedure
Before proceeding with the main interview, researchers provide self-made
interview guide for the respondents. It was validated by one of the school’s teacher,
Ms. Jaydeen A. Legazpi, to make it precise and applicable for the students. After
that, a letter of consent was given to the principal of the school, Mrs. Sally M.
Evangelista, to authorize and allow researchers to conduct an interview with the
selected students of Alangilan Senior High School. After the validation, the
researchers made some revisions. Then the researchers proceed to conduct their
interview. Lastly, they gathered and interpret the results.
Analysis
After the interview, answers of the students were thoroughly transcribed and
encoded by putting phrases, texts, and sections of the transcripts. A designed
coding matrix was used to classify each category of the texts while listening to a
recorded interview, and identifying their patterns according to the ideas used and
evaluating their explanations.
Ethical Consideration
This study was guided by ethical guidelines on research including the
acknowledgement of works of other authors used in the review of related literature

or any part of the study with the use of APA citation, seeking full consent from
participants to answer the questionnaire without being harmed, ensuring the
anonymity of the participants involved and treating the data gathered with utmost
confidentiality.
RESULTS AND DISCUSSION
Table 1
Views on Learning Mathematical Courses
n=10
Domain Themes Significant Statement Frequency

A. Views Situation-based Most of the times difficult but sometimes easy 4
Sa una lang po mahirap, tapos pagna-compute
about po ay naiintindihan na po
mathematics Not that difficult not that easy. For me
as a course mathematics is hindi po siya ganon kahirap di rin
po ganon kadali. Depende po sa formula na
ginagamit sa isang problem.
May lesson madali meron din naman mahirap
maunawaan. Nakadipende po sa situation
Difficult Subject One of the most difficult subject 3

Hardest subject
Mahirap, yun agad ang unang pumapasok sa
isipan ko
Complicated Isang komplikadong asignatura 3

Complicated
Nakakakaba sya
Necessity Pang araw-araw kailangan ng math 1
Most of the time the views of students about mathematics course is situation
based. The students think that mathematics is either difficult or easy. Patience is
a factor that helps the students to understand mathematics. According to Vygotsky
mathematics becomes easy and difficult depends on the situation.
The students think that mathematics is a hard subject. They always think
that mathematics is one of the most difficult subject. It is a subject that sometimes
requires students to devote lots and lots of time and energy. In 2005, Gallup
conducted a poll that asked students to name the school subject that they
considered to be the most difficult. Not surprisingly, mathematics came out on top
of the difficulty chart.
Because some of the students viewed math as a complicated subject, they
are terrified in the subject mathematics. Students tend to feel negative towards
mathematics. Unfortunately, many children and adults feel stressed and anxious
when they have to do math. Mark H. Ashcraft defines math anxiety as "a feeling of
tension, apprehension, or fear that interferes with math performance" (2002, p. 1).
The academic study of math anxiety originates as early as the 1950s, where Mary
Fides Gough introduced the term mathemaphobia to describe the phobia-like
feelings of many towards mathematics.
Students used to do mathematics in the daily life. Mathematics is needed in
the daily life. Certain qualities that are nurtured by mathematics are power of
reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving
ability and even effective communication skills. According to Kendriya Vidyalaya
Mathematics is a methodical application of matter. It is so said because the subject
makes a man methodical or systematic. Mathematics makes our life orderly and
prevents chaos. Mathematics is the cradle of all creations, without which the world
cannot move an inch.

Table 2
Views on Learning Mathematical Courses n=10

B. Student’s Complex Madami syang solution 6
Madami ka chuchuhan
opinion on Nakakalito sya kapag madami na
mathematics Madami po kasing sino-solve
Madaming formula
Nagiging komplikado sa pagdagdag ng mga
letra sa mga numero
Problem Solving Difficult because of the long way method 4

Minsan hindi sya kayang isolve
Method Dahil nung mga formulas
Formula na paguusapan
Lack of Attention Mas nagiging madali kung ito'y paggigiitan 3

Bago ka mag solve kailangan mo munang
and Focus magfocus at makinig ng mabuti
Hindi po ako nakikinig
Impact of If the analyzation is wrong, then automatically 2

the answer is wrong
Analysis Di ko po nanintindihan
Mastery Mas maiintindihan kung bibigyang oras para 1

paghusayan
Lack of Interest Hindi dito interesado 1

Difficulty in taking Mahirap mag take notes 1
down notes
The students’ opinion on what makes mathematics difficult is its complexity.
According to them mathematical process baffled them to easily understand the
problem. Many students are struggling about this subject because the problem is
too complex to solve (Cadiz, 2011). Another students’ opinion about this is they
are having trouble in solving problems because of the difficult method of solving.
They get frustrated and they give up easily due to the complexity of solution.
According to Boaler, many students do not want to have a complex solution in
solving math problems.

Some of the students need time for them to understand and master the
solution and formulas. According to them it is easier to master formulas if they are
thought with greater time and attention. Time makes a difference in learning. If
more time is given to a certain topic or subject, they will get a lot of information
about it (Carnine, 2004).
Some of the students find math easy by taking down notes. Note taking is
one method that may help a student in studying. According to Jennifer, taking down
notes helps students to remind a topic and refresh their minds about their lessons
(2008).
Table 3
Views on Learning Mathematical Courses
n=10
Domain Themes Significant Statements Frequency
C. Most effective Assistance from Mas matututo kung magpapaturo ka sa 8
iyong mga kaibagan o guro
strategies used in peer or tutor Studying by group
learning Studying with tutor
mathematics Guidance of the formulas on
corresponding problems
Pakikinig sa pagpapaliwanag ng teacher
Pagtinuro ng maayos
Pagtuturo po ng guro na pinapaliwang po
Tinuturo ng maayos maayos ang
paliwanag ng teacher
Self-study Mas magiging madali kung sasanayin mo 3

ang sarili mo
Self-studying
Step-by-step ng lessons ay sinusundan
Focus Kung ang mga student ay makikinig ng 3

maayos siguro makakahabol sila sa mga
lesson
Focus lang at makinig ka lang
Kapag nakikinig sa lessons
Memorizing Pagsasaulo ng mga formula 1

Formulas
The students’ views and opinion about the most effective strategy that
could be used to learn math in the easiest way is learning through the help of a
peer or a tutor. Learning is easier for the students if a teacher or a fellow student
with high mathematical skills helps them. According to Taylor (2008), peer
interaction is also necessary in learning. Most students learn about a certain
topic easier with the help of their friends and fellow teachers.
Another students’ view about the most effective strategy is by focusing to
the lessons. According to them, having focus on what the teacher is discussing
makes the learning easier and more effective. Some students prefer learning by
just listening to their instructor but their frequency is not high, and it stays in the
medium (Ma, 1999).
Studying by their own means is also one of the most effective strategy
suggested in learning mathematics. Some students preferred self-studying and
said that it is easier for them to learn if they will enhance themselves in learning
math. According to Rosenshine, some students prefer self-studying because they
want to follow their own way of learning.
Memorizing formulas is also suggested as an effective strategy but only
few students suggested it. Memorization is a good strategy of learning but the
process is too slow. As a result, only few students are using this strategy of
learning (Gauthier, 2013).

Table 4
Effects of Explicit Mathematics Teaching on Students’ Knowledge
n=10
A. Effects of Clarity Malaki ang naiaambag ng explicit teaching sa 8
mga di gaanong mahusay
explicit teaching Maganda siyang way kasi hindi agad
in independently makakalimutan ng estudyante ang lesson
gaining Mas madali sya kesa sa self-study
Mas better siya kasi itinuturo sya step-by-step
knowledge Mas natututo po kami ng ayos
Mas maganda po yung explicit teaching na
tinuturo sa harapan mo para po alam mo kung
pano nakuha yung sagot
Mas maliwanag yung explanation nung
teacher
Dahil po tutok po ang guro sa pagtuturo mas
naiintindihan ko ito ng walang kahirap hirap
Enhancing Nahuhubog nito ang independent skill ng bawat 2

estudyante
skills Makes the learners more focus on the
discussion and understand the process.
Enables the student to learn something and
obtain the source using their own skill
Based on the table, it shows that the students were able to understand and
clarify the lessons easier through the use of explicit teaching. As one of the
student’s statement, “Mas maganda po yung explicit teaching na tinuturo sa
harapan mo para po alam mo kung pano nakuha yung sagot.” which means that
through the use of explicit teaching it is easier to learn. According to Callutheran it
is a kind of teaching that is focused on producing specific outcomes. Topics and
contents were broken down into small parts and is taught individually. It involves
explanation, demonstration and practice. Topics are taught in a logical order and
is directed by the teacher.
On the other hand, some students said that the use of explicit teaching
enhances their independent skill. As Smith (2006) stated, explicit modeling of a
target mathematics concept/skill provides students a clear and accessible format

for initially acquiring an understanding of the mathematics concept/skill. Explicit
modeling by you provides students with a clear, accurate, multi-sensory model of
the skill or concept. Students must first be able to access the attributes of a
concept/skill before they can be expected to understand it and be able to use it in
meaningful ways.
Table 5
n=10
B. Effective Practice Teachers let me answer their questions or the 10
given activity on my own
strategy of Sa direktang pagtuturo ni maam masasabayan
explicit teaching mo kung paano nila isinolve, kasi gagawin lang
that provides yung process
Syempre yung way ng pagtuturo nya
independent skill nagbibigay sila ng enough example para
makasagot ako
Tinuruan po kase kami simula po sa basic
tapos po pahirap hanggang sa kaya na naming
mag-isa
Tinuturo muna ito bago namin sagutan
Gina-guide ako ni maam kung pano isosolve
ang mga problems para magawa ko yung mga
activities
Nakakapagbigay ito ng lakas ng loob
It can boost confidence to solve more
complicated problems
Kampante ako sa sarili ko na kaya kong
magsolve ng problems
Sasauluhin namin ang formula para
makapagsagot na kami ng amin
Based on the table, practice is the most effective way on how explicit teaching
provides an independent skill to students. Explicit teaching modeling is an effective
strategy for approaching particular problem solving situations, you provide
students a process for becoming independent learners and problem solvers
(Gauthier, 2013). In addition, it is another way to provide independent skill by
means of explicit teaching. Being confident in solving mathematical problems

improves the student’s skills by demonstrating what they know and being not afraid
of being judged by other because of their wrong answer (Carnine, 2004).
Table 6
n=10
C. Comparison Teacher Pagkakataong kailangan mo ng tulong may 4
makakapaggabay sayo
of Explicit Engagement Nabibigyan po kami ng sapat na gabay at
teaching with suporta
other Mas maiintindin mo siya at mas kaya mo
siyang unawain kas inga may teacher kang
approaches mapapagtanungan kapag naguguluhan ka
Mas naunawaan yung tinuturo sa tulong ng
guro
Direct-to-the- Direct sya, pagnakikita mong nagsasagot ang 2

teacher ay sasabayan mo lang sya kung
point paaano yung way ng pagsasagot nya, yun
yung gagawin mo so iintindihin mo na lang
kung paaano sya kinuha then yun
Tutok po kase sa explicit teaching
More May binibigay silang enough examples 2

Pagbibigay sa amin ng mga example at
Examples pagtulong sa pagsosolve
Review Let students remember what they already know 2

and what they should know
It helps to recall the lesson that was discussed
in the actual class and helps to understand the
part that you don't understand
Informative Mas nakakakuha pa tayo ng mas madaming 1

knowledge
Guidance from knowledgeable persons is one of the main advantages of
explicit teaching compared to self-study approach. For instance, the informants
said that it is easier for them to understand the lessons because there are teachers
who you can ask if the lesson was confusing. This was supported by Salkind (2008)
as he said that Explicit teaching refers to teacher-led instructional explanations that
may include the teacher modeling a skill or concept, followed by the teacher
guiding and providing feedback as the student practices applying the skill or
concept. In that case, students can be assured that they will learn well because
someone will look after them.
Addition to that, being direct to-the point is also one of its advantages. One
of the informants stated that it easier to understand the lessons because the
teachers were directly demonstrating the process of the lessons. The
(www.specialconnections.ku.edu) supported it as they stated that explicitly
modeling effective strategies for approaching particular problem-solving situations,
it provides students a process for becoming independent learners and problem
solvers. Moreover, students can understand better if the contents of the lesson will
be direct to what it wants to imply and the confusion will be lessened.
On the other hand, learning more and having further examples were the
areas where explicit teaching cannot be applied efficiently. As what Salkind (2008)
said, explicit teaching refers to the type of direct, teacher-led instructional
explanation a teacher employs when describing curricular content and procedures,
strategy instructions, skills and concepts, and rules for memorization through
verbally detailed explanations and examples. It stated that the information came
only from the teacher and with that said, the information that will be gained by
students will be limited.

Table 7
Application of Learning from Explicit Teaching in Mathematics Course
n=10
A. Impact of Answering Malaking tulong sya kung maii-apply ko 4
kasi math yun, complicated yun so kung
explicit mathematical- maii-apply ko sya mapapadali sakin yung
teaching related questions pagsagot ng mga math problems.
and exams Maiaapply ko ito pag nagsasagot ako
orally sa board kapag mathematical
problems. It makes the questions easier to
answer po kase.
Pwede ko po syang magamit sa mga

subject ko ngayong senior high. Tulad po
sa mga exams kong kukunin in the future.
Sa pagko-compute po at pagso-solve.
Pinapadali po kase nito ang pagsosolve
ko e.
Acquiring more Explicit teaching helps me to think more 3

complex and to be more logical in my
knowledge and ownself that I can apply in my math
techniques for courses.
mathematics Sa paggawa ng bagong technique sa
pagsosolve ng math problem.
Mas maapply mo para sa sarili mo at para
lumawak pa yung knowledge mo sa
pagtuturo.
Recalling previous I can apply it by recalling what i learned 2

through explicit teaching in math problems
knowledge in if needed.
mathematics Hindi ka mahihirapan o mas mapapadali
kang makasagot kapag may exam dahil
mas natatandaan mo ang itinuro sa iyo.
Deep focus Mas makakapag focus po ako dahil hindi 1

ako matataranta dahil mas maayos akong
naturuan ng aking guro
Better Mas maganda po itong explicit teaching 1

dahil mas naunawaan yung tinuturo.
Understanding of
mathematics-
related lessons
The table indicates the application of student’s learnings from explicit
teaching. According to Salkind (2008), explicit teaching provides students with the
opportunities to apply these knowledges. Students are provided many
opportunities to apply, independently, the skill or concept so as to ensure their
mastery and generalization of the skill. Based on the findings, in answering
mathematical-related questions and exams were the most times they utilized what
they have learned in explicit teaching. Most of the students stated that they apply
those knowledges to make it easier for them to answer questions.
Also, by having prior knowledge, the students stated that they apply these
to acquire more information and techniques in order to improve themselves in
mathematics. “Taylor (2008)” stated that the best way to improve their skills in
mathematics involves coordinating previous experiences, knowledge, familiar
representations and patterns of inference, and intuition in an effort to generate new
representations and related patterns of inference that resolve the tension or
ambiguity (i.e., lack of meaningful representations and supportive inferential
moves) that prompted the original problem-solving activity.
On the other hand, deep focus and understanding were the ones which the
explicit teaching does not likely to be applied efficiently in mathematics courses.

Table 8
n=10
B. Ways on Mastering Help me in practicing the processes in 4
future math courses
understanding strategies for Pagsisimula po sa basics
mathematics problem solving Binibigay saming exercises na pinapauwi
through explicit samin
Ikaw mismo yung nakakaintindi ng
teaching problem
Making topics Mas napapadali ang mga topics dahil sa 3

pagtuturo gamit ang explicit teaching
easier to para mas mapalawak ang pagunawa at
understand tiwala sa sarili.
Kase nga mas madali yun kesa sa self-
study.
Hindi ka mahihirapan.
Complete Mas nalalaman ko kung ano ung mali 2

kasi me guidance ni maam
Understanding Makakapagtanong ako kung may hindi
ako naiintindihan
Self- Helps us to think more complex and 1

makes us understand things better
improvement
The table 3.2 emphasizes the way that explicit teaching helps students
understand mathematics better and also the characteristics of it that makes it the
best approach in learning mathematics.
Informants stated that the explicit teaching approach in mathematics has
helped them to memorize and master the ways to solve problems in
mathematics. For instance, one of them stated that it helps them by being
practiced with the processes in mathematics. This was supported on what was
stated on the previous table, that according to Salkind (2008), explicit teaching
provides students with the opportunities to apply these knowledge. Students are
provided many opportunities to apply, independently, the skill or concept so as to
ensure their mastery and generalization of the skill.
Also, they stated that making the topics easier to understand was one of
the ways that explicit teaching has helped them in mathematics. One of the
informants stated that explicit teaching makes it easier for them to understand
because it broadens their knowledge and boosts their confidence.
Self-improvement and complete understanding of the lesson may be seen
as the parts where the ways of explicit teaching do not compliment. As what
Villaume & Brabham (2003) stated, students do not become independent
learners through maturation. Explicitly teaching reading means imparting new
information to students through meaningful teacher–student interactions and
teacher guidance of student learning. This shows that there are parts of learning
which explicit teaching were not able to manage due to its ways.
Table 9
n=10
C. Explicit Well-guided Dahil kapag halimbawa may mali akong 4
nasagutan ay naitatama agad ni maam
teaching as the and supervised kung pano makuha ung tamang sagot.
best approach Kase may gabay ka nang teacher at
in learning math makapagtatanong ka kung bakit at paano
yun nagawa.
As I said earlier, madali yung process nya
kasi nga ituturo sayo step-by-step and
then kapag may ika-clarify ka, maka-clarify
mo.
Makakatulong ito para maunawaan yung
ineexplain ng teacher.
Direct-to-the- Napakahusay nito sapagkat itinuturo muna 3

ito ng masinsinan bago pasagutan sa mga
point mag-aaral at dahil dito hindi kami nabibigla
at nagkakaroon kami ng tiwala sa sarili.
Tutok po kasi doon tapos po pinapadali po
nila ang pagtuturo.
Mas madali yun dahil focus sayo yung
teacher.
Topics are Dahil mas maganda po ang explicit teaching 1

dahil alam mo yung tinuturo at nasa harapan
demonstrated mo mismo yung kung paano nasolve ang
problem.
Cultivates It lets our brain to think deeper 1

critical thinking
Improves the It helps in practicing the knowledge that 1
was learned
application of
knowledge
Sharpens Pede mong balikan and then makikita dun 1
sa result ang gagawin mo
memory in
recalling ideas
Based on the informants, being well guided and supervised is the
characteristic that makes explicit teaching the best approach in learning math.
Having someone to correct the mistakes of the student’s makes it the most
appropriate approach to learn math. This coincides with what Villaume &
Brabham (2003) stated, that the key to explicit teaching is the active
communication and interaction between teacher and student. In this approach,
the emphasis is on teachers explicitly explaining course material, rather than
highly-active student roles.
Also, being direct to-the point of explicit teaching makes it very
appropriate in learning mathematics. The informants stated that the teachers
were focused on the steps which makes the topics easier for them to
comprehend. The lessons were focused only in its main steps and unimportant
things will be omitted, thus learning the lesson will much be easier to understand.
Rosenshine and Stevens (1995) stated that explicit teaching provides step- by-
step explanations, modeling, engaging in guided practice, and practicing the
ability independently.
On the other hand, cultivating one’s critical thinking might not be a
suitable characteristic of explicit teaching. Rosenshine and Stevens (1995) said
that the explicit teaching program promotes the use of student self-instruction
and teacher modeling. There is little room for contributions from students. For
instance, students must follow the procedures the teacher teaches them. This
make students dependent on the instructors which does not improve the
student’s creative thinking.

CONCLUSION
1. The students view mathematics as a hard subject depending on the
situation, which is caused having several ways to solve a problem. On the
other hand, the easier way of learning mathematics is through the help of
others.
2. Explicit teaching provides clarity of the lessons, enables the students to
experience solving problems through practicing; and establishes deeper
teacher guidance compared with other approaches.
3. Learning from explicit teaching is applied to answering mathematical-
related questions. It helped the students in mastering the different ways of
solving problems in mathematics. Explicit teaching was the best approach
because in this strategy students were well guided and supervised.
RECOMMENDATION
1. Students who have better knowledge in mathematics may help other
students especially those who are struggling.
2. Students may practice solving mathematical problems to enhance their own
skills, and to master their lessons.
3. Teachers may use explicit teaching frequently even in higher education to
ensure their students are more capable of learning mathematics.
4. Future researchers may utilize this research as guide or basis in finding
other approaches that are suited for learning mathematics.

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Appendix A
Appendix B
Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas City
Alangilan Senior High School

Alangilan, Batangas City
INTERVIEW GUIDE
Objective 1: To unveil the students' views about learning math.
How do you find mathematics?
What makes mathematics easy or difficult?
How do you think can mathematics be learned the easiest way?
Objective 2: To describe the consequential knowledge of students through

Explicit Mathematics Teaching.
How do you find explicit teaching as an approach in gaining independent skill?
In what ways can explicit teaching provide you independent skills?
Why do you think explicit teaching is better in gaining self-knowledge than other
approaches?
Objective 3: To explain how explicit teaching helps the students in their

mathematics course.
How can you apply your learning from explicit teaching in your math courses?
How can explicit teaching help you in understanding better?
Why do you think explicit teaching is the best approach in teaching mathematics
courses?
Appendix C
Interview with Informant 1 Interview with Informant 2


Appendix D
Objective 1 Question 1 Informant 1

To unveil the How do you find Para sakin ang Matematika ay isang
students' views mathematics? komplikadong asignatura na kailangan
about learning math. pagtuunan ng ung pansin upang lubusang
maintindihan.
Informant 2
For me mathematics is one of the most
difficult subject that I deal with.
Pagsinabi kasing math,syempre mapapa-isip
ka kasi may kailangan i-solve at kailangan
matutunan
Informant 3
I find mathematics most of the times difficult
but sometimes easy.
Informant 4
I find mathematics as one of the hardest
subject especially in this strand because it is
our major subject
Informant 5
Nakakakaba sya,mahirap, yun agad ang unang
pumapasok sa isipan ko.
Informant 6
Complicated
Informant 7
Sa una lang po mahirap, tapos pagna-compute
po ay naiintindihan na po.
Informant 8
Sa pang araw-araw kailangan ng math kapag
bibili ka gagamit ka ng math dun tapos sa
school puro math sila.
Informant 9
For me, mathematics is not that difficult not
that easy. For me mathematics is hindi po
siyaganon kahirap di rin po ganon kadali.
Depende po sa formula na ginagamit sa isang
problem.
Informant 10
Para saken may lesson madali meron din
naman mahirap maunawaan
Question 2 Informant 1
What makes Ang Matematiko ay mas nagiging madali kung
mathematics easy or ito'y paggigiitan. Mas maiintindihan mo ito
difficult? kung ito'y iyong bibigyang oras para
paghusayan. Ito'y nagiging komplikado sa
dahilang pagdagdag ng mga letra sa mga
numero. Nagiging mahirap ito lalo na kung
hindi dito interesado.
Informant 2
For me it is very difficult.Mahirap siya kasi
bago ka mag solve ng mag solve kailangan mo
munang magfocus at makinig ng mabuti at
mag take notes.
Informant 3
Because in mathematics you need to analyze
first the problem before proceeding to the
solution, if the analyzation is wrong, then
automatically the answer is wrong.
Informant 4
Mathematics is difficult because of the long
way method of solving the problem.
Informant 5
Kasi minsan hindi sya kayang isolve, madami
syang solution na gagawin,madami ka
chuchuhan...
Informant 6
Dahil nung mga formulas tapos nakakalito sya
kapag madami na.
Informant 7
Madami po kasing sino-solve.
Informant 8
Mahirap dahil madaming formula.
Informant 9
It depends po sa formula kasi po sa isang
formula sa isang problem kasi po pag
magsosolve minsan po pag hindi po ako
nakikinig, e hindi ko po magawa nahihirapan
po ako kasi di ko po nanintindihan kung pano
sinolve yung isang problem.
Informant 10
Yung sa formula na paguusapan siguro.
How do you think Mas magiging madali kung sasanayin mo ang
can mathematics be sarili mo araw-araw dito. Malaking tulong rin
learned the easiest ang pagsasaulo ng mga formula. Mas
way? matututo ka din kung magpapaturo ka sa
iyong mga kaibagan o guro.
Informant 2
Kung ang mga student ay makikinig ng
maayos siguro makakahabol din sila sa mga
bawat lesson.Wala naman kasing problema sa
mga instructor or mga teachers, nasa mga
estudyante kasi yon kung paano nila
naiintindihan at mapapadali ang pagkakatuto
sa subject na mathematics.
Informant 3
By studying by group, self-studying or
studying with tutor.
Informant 4
I think mathematics can be learned in an
easiest way by the guidance of the formulas
on corresponding problems.
Informant 5
Focus lang at makinig ka lang sa teacher,
matututunan mo talaga yun.
Informant 6
Para sakin, siguro kapag nakikinig sa lessons
and then step-by-step ng lessons ay
sinusundan, mas madali siyang matutunan
kapag ganon.
Informant 7
Pakikinig po tapos sa pagpapaliawanag ng
teacher.
Informant 8
Pagtinuro ng maayos, step by step yung
pinakikita ng walang mali.
Informant 9
Dun po sa sinasabi nilang explicit po. Sa
pagtuturo po ng guro na pinapaliwang po sa
harap namin at kung pano po nila tinuturo
iyon
Informant 10
Kapag tinuturo ng maayos at kapag maayos
ang paliwanag ng teacher.
To describe the How do you find Para sakin malaki ang na aambag ng explicit
consequential explicit teaching as teaching sa mga di gaanong mahusay sa
knowledge of an approach in Matematika.
students through gaining independent Informant 2
Explicit Mathematics skill? Para sa akin maganda siyang way kasi, hindi
Teaching. agad makakalimutan ng estudyante ang
lesson.Kapag ang ginawang way ng pagtuturo
ay yung "Explicit Mathematics Teaching" mas
maganda kasi nahuhubog nito ang
independent skill ng bawat estudyante
Informant 3
It makes the learners more focus on the
discussion and understand the process
because in explicit teaching, the tutor won't
proceed to next topic if the learner didn't get
the topic.
Informant 4
It enables the student to learn something and
obtain the source using their own skill under
the guidance of the teacher.
Informant 5
Mas madali sya kesa sa self study
Informant 6
Mas better siya kasi itinuturo sya step-by-step
and then titingnan kung na-gets mo para ie-
explain nila, kesa yung ituturo and then
pinagawa agad agad, mas ok siya sakin.
Informant 7
Tutok po ang guro sa pagtuturo.
Informant 8
Mas natututo po kami ng ayos
Informant 9
Mas maganda po yung explicit teaching na
tinuturo sa harapan mo para po alam mo kung
pano nakuha yung isang problem then yung
isang sagot po
Informant 10
Mas maliwanag yung explain nung teacher.
In what ways can Nakakapagbigay ito ng lakas ng loob dahil mas
explicit teaching madali itong naiintindihan dahil mahusay
provide you naituturo ng mga guro ang mga proseso.
independent skills? Informant 2
Explicit teaching provides independent skills
on me,because teachers let me answer their
questions or the given activity on my own
which I can use my knowledge independently.
Informant 3
It can boost confidence to solve more
complicated problems in mathematics.
Informant 4
Sa pagsasagot, gina-guide ako ni maam kung
pano isosolve ang mga problems
Informant 5
Sa direktang pagtuturo ni maam, pagitinuro
sayo magsasagot ka. So ibig sabihin
masasabayan mo kung paano nila isinolve,
kasi gagawin lang yung process.
Informant 6
Syempre yung way ng pagtuturo nya,
pagnagtuturo naman kasi yung mga teacher
natin ay nagbibigay naman sila ng enough
example so parang magiging reference ko din
yun na babalikan ko din and then maaalala ko
dun yung tinuro and then nakukuha ko naman
sya kapag tinatry kong ako na lang.
Informant 7
Tinuruan po kase kami simula po sa basic
tapos po pahirap.
Informant 8
Pag kami ay nagsasagot na, tinuturo muna ito
bago namin sagutan.
Informant 9
Yun po sa pakikinig sa pagtuturo sa math,
makinig lang para po maintindihan mo ay
unawain yung problem at yung formula ay
dapat saulo.
Informant 10
Sa pamamagitan ng pakikinig kay ma’am
Why do you think Mas mahusay ito kaysa sariling pag-aaral
explicit teaching is sapagkat sa pagkakataong kailangan mo ng
better in gaining self tulong may makakapaggabay sayo. Maari din
knowledge than magtama ng mga pagkakamali mo.
other approaches? Informant 2
Explicit teaching is better in gaining self-
knowledge than other approach because it let
students to remember what they already
know and what they should know as they
answer the given activity independently.
Knowing what you know and not helps you to
gain self-knowledge and know yourself more.
Informant 3
Because it helps to recall the lesson that was
discussed in the actual class and helps to
understand the part that you don't
understand.
Informant 4
Dahil mas nakakakuha pa tayo ng mas
madaming knowledge sa mas nakakaalam
satin tulad ng mga teachers
Informant 5
Kase yun nga direct sya, pagnakikita mong
nagsasagot ang teacher ay sasabayan mo lang
sya kung paaano yung way ng pagsasagot nya,
yun yung gagawin mo so iintindihin mo na
lang kung paaano sya kinuha then yun.
Informant 6
As i said nga po, kapag nagtuturo sila, may
binibigay silang enough examples and then
dun sa ways of teaching po na yun, dun nila
masasabi na naintindihan mo ba? Yung parang
pinakita mo muna kung pano gawin and then
pag may tanong edi ika-clarify kaya mas ok
sya siya sakin kesa sa ibang way ng teaching.
Informant 7
Tutok po kase sa explicit teaching kaya po mas
madaling maintindihan.
Informant 8
Dahil nabibigyan po kami ng sapat na gabay at
suporta tulad na lamang ng pagbibigay sa
amin ng mga example at pagtulong sa
pagsosolve.
Informant 9
Sa pagtuturo pi ng explicit teaching. For me
mas maiintindin mo siya at mas kaya mo
siyang unawain, mas mahirap kasi yung self-
study. Kaya mas maganda pi yung explicit
teaching.
Informant 10
Mas maganda po itong explicit teaching dahil
mas naunawaan yung tinuturo
To explain how How can you apply Mas makakapag focus po ako dahil hindi ako
explicit teaching your learning from matataranta dahil mas maayos akong
helps the students in explicit teaching in naturuan ng aking guro
their mathematics your math courses? Informant 2
course. Explicit teaching helps me to think more
complex and to be more logical in my ownself
that I can apply in my math courses.
Informant 3
I can apply it by recalling what i learned
through explicit teaching in math problems if
needed.
Informant 4
Maiaapply ko ito pag nagsasagot ako orally sa
board kapag mathematical problems
Informant 5
pwede ko po syang magamit sa mga subject
ko ngayong senior high. Tulad po sa mga
exams kong kukunin in the future.
Informant 6
Malaking tulong sya kung Maii-apply ko kasi
math yun, complicated yun so kung maii-apply
ko sya mapapadali sakin yung pagsagot ng
mga math problems.
Informant 7
Sa pagko-compute po at pagso-solve.
Informant 8
Sa paggawa ng bagong technique sa
pagsosolve ng math problem
Informant 9
Mas maapply mo para sa sarili mo at para
lumawak pa yung knowledge mo sa
pagtuturo.
Informant 10
Hindi ka mahihirapan o mas mapapadali kang
makasagot kapag may exam dahil mas
natatandaan mo ang itinuro sa iyo.
How can explicit Mas napapadali ang mga topics dahil sa
teaching help you in pagtuturo gamit ang explicit teaching para
understanding mas mapalawak ang pagunawa at tiwala sa
better? sarili.
Informant 2
Just what I said a while ago explicit teaching
helps us to think more complex and makes us
understand things better.
Informant 3
It can help me in practicing the processes in
future math courses.
Informant 4
Mas nalalaman ko kung ano ung mali kasi me
guidance ni maam at naituturo nya sakin ang
mga tamang paraan kung pano masolve ang
problem
Informant 5
kase nga mas madali yun kesa sa self study
Informant 6
Makakapagtanong ako kung may hindi ako
naiintindihan, may maka-clarify ako kaya ok
sakin yun.
Informant 7
Sa pagsisimula po sa basics at saka po
paggabay.
Informant 8
Yung mga binibigay saming exercises na
pinapauwi samin habang nagsasagot kami ay
naghahanap kami sa mga notes namin kaya
mas madali kaming matututo.
Informant 9
Ayun sa pagtuturo ng explicit teaching mas
lalawak yung knowledge mo dun sa pagtuturo
sa iyo at mapapalawak mo pa iyon kung ikaw
mismo yung nakakaintindi ng problem
Informant 10
Hindi ka mahihirapan
Why do you think Napakahusay nito sapagkat itinuturo muna
explicit teaching is ito ng masinsinan bago pasagutan sa mga
the best approach in mag-aaral at dahil dito hindi kami nabibigla at
teaching nagkakaroon kami ng tiwala sa sarili.
mathematics courses Informant 2
Explicit teaching is best approach in teaching
mathematics because it lets our brain to think
deeper and through this we can easily
remember the formulas,the process of solving
and such independently.
Informant 3
Because it helps in practicing the knowledge
that was learned.
Informant 4
Dahil kapag halimbawa may mali akong
nasagutan ay naitatama agad ni maam kung
pano makuha ung tamang sagot
Informant 5
Kase may gabay ka nang teacher at
makapagtatanong ka kung bakit at paano yun
nagawa.
Informant 6
As i said earlier, madali yung process nya kasi
nga ituturo sayo step-by-step and then kapag
may ika-clarify ka, maka-clarify mo, pede
mong balikan and then makikita dun sa result
ng gagawin mo kung naintindihan mo talaga
or hindi.
Informant 7
Tutok po kasi doon tapos po pinapadali po nila
ang pagtuturo.
Informant 8
Mas madali yun dahil focus sayo yung teacher.
Informant 9
Dahil mas maganda po ang explicit teaching
dahil alam mo yung tinuturo at nasa harapan
mo mismo yung kung paano nasolve ang
problem.
Informant 10
Makakatulong ito para maunawaan yung
ineexplain ng teacher.
Appendix E
Curriculum Vitae
PAUL DAVID P. ARNIGO
Kumintang Ilaya, Batangas City
0975 512 5426
Pdpa.29@gmail.com
PERSONAL INFORMATION
Sex : Male
Age : 17
Birthday : January 25, 2002
Place of Birth : Batangas city
Mother’s Name : Minerva P. Arnigo
Father’s Name : Quintin P. Arnigo
EDUCATIONAL BACKGROUND
Senior High : Alangilan Senior High School
2018 – 2019
Junior High : Batangas National High School
2014 – 2018
Elementarya : Batangas City East Elementary School
2008 – 2014
Curriculum Vitae
PAULUS B. BAJA
Dalig, Batangas City
0908 988 1694
imfeedsxd@gmail.com
Sex : Male
Age : 17
Birthday : December 2, 2001
Mother’s Name : Lucy M. Babao
Father’s Name : Honorato B. Baja
2018 – 2019
2014 – 2018
Elementarya : Melecio Arceo Memorial Elementary School

2008 – 2014
Curriculum Vitae
JOBERT G. BARTE
Sorosoro Ibaba, Batangas City
0915 754 0489
Jobert.barte@yahoo.com
Sex : Male
Age : 17
Birthday : July 2, 2001
Mother’s Name : Evelyn G. Barte
Father’s Name : Mauro O. Barte
2018 – 2019
Junior High : Tinga Sorosoro National High School
2014 – 2018
Elementarya : Sorosoro Elementary School
2008 – 2014
Curriculum Vitae
LEONARD D. BEREDO JR.
0949 966 8480
Deadpool2904@yahoo.com
Sex : Male
Age : 16
Birthday : April 29, 2002
Mother’s Name : Rizza D. Beredo
Father’s Name : Leonard M. Beredo
2018 – 2019
2014 – 2018
Elementarya : Alangilan Central Elementary School
2008 – 2014
Curriculum Vitae
AIAN DREXLER P. CALINGASAN
Wawa, Batangas City
0995 147 1092
Mdonut34@gmail.com
Sex : Male
Age : 16
Birthday : May 24, 2002
Mother’s Name : Ana P. Calingasan
Father’s Name : Alex D. Calingasan
2018 – 2019
2014 – 2018
Elementarya : Wawa Elementary School
2008 – 2014
Curriculum Vitae
JAYSON A. CANDIDO
Banaba Center, Batangas City
0927 306 2346
St.sadnu@gmail.com
Sex : Male
Age : 16
Birthday : March 27, 2002
Mother’s Name : Melinda A. Candido
Father’s Name : Reynaldo A. Candido
2018 – 2019
Junior High : Marian Learning Center and Science High

School Inc.
2014 – 2018
Elementarya : Banaba East Elementary School
2008 – 2014
Curriculum Vitae
GIAN MARK M. CASTILLO
Cuta, Batangas City
0955 055 0869
Pinkdino0127@gmail.com
Sex : Male
Age : 17
Mother’s Name : Lilibeth M. Castillo
Father’s Name : Chris Anderson C. Castillo
2018 – 2019
2014 – 2018
Elementarya : San Pedro Elementary School
2008 – 2014
Curriculum Vitae
PHILLIP P. CLAUS
Cuta Looban, Batangas City
0926 923 7831
Lipips09@gmail.com
Sex : Male
Age : 16
Birthday : May 9, 2002
Mother’s Name : Antonia P. Claus
Father’s Name : Pablo T. Claus
2018 – 2019
2014 – 2018
Elementarya : Julian A. Pastor Memorial Elementary School

2008 – 2014
Curriculum Vitae
RALP XANDER D. DELA ROCA
Dumantay, Batangas City
0949 913 9457
Mdonut34@gmail.com
Sex : Male
Age : 17
Birthday : September 23, 2001
Mother’s Name : Marites D. Dela Roca
Father’s Name : Ruben B. Dela Roca
2018 – 2019
2014 – 2018
Elementarya : Batangas City South Elementary School
2008 – 2014
Curriculum Vitae
JERALD ERIC M. ESPIRITU
0998 173 3166
jemethepuppet@yahoo.com
Sex : Male
Age : 17
Mother’s Name : Rustica M. Espiritu
Father’s Name : Eligio A. Espiritu
2018 – 2019
2014 – 2018
Elementarya : Alangilan Central Elementary School
2008 – 2014

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ALANGILAN SENIOR HIGH SCHOOL 1

Science, Technology, Engineering and Mathematics

Mathematics is the study of quantities, numbers and etc. from which

students get to think of a solution to solve a given problem or an equation. Most of

straight forward and accessible style, practical approach is a must to improve

academic results by demonstrating certain behaviors and teaching students in a

go beyond merely acquiring content and exploring strategies to deepen their

teachers use a rigid style of communication to get their subject across

Explicit teaching is a systematic method of teaching with emphasis on

proceeding in small steps, checking for student understanding, and achieving

Teachers use explicit instruction to help students acquire information and

guidance towards the students giving feedbacks while answering mathematical

This study aimed to determine the curricular and instructional priorities in

academic performance and content coverage. This is conducted to further

understand how explicit teaching in mathematics serves as an advantageous

device in nurturing the quality of acquired knowledge of secondary learners.

to accompany them for a necessary independent functioning and recalibration of

limits by showcasing their abilities and capabilities in solving.

OBJECTIVES OF THE STUDY

This study aimed to determine how effective an explicit teaching is as a

means of strategy in teaching among grade 11 students at the Alangilan Senior

students’ views about learning math; to describe the consequential knowledge of

students through explicit mathematics teaching; to explain how explicit teaching

helps the students in their mathematics course.

Mathematics as a Learning Field

The literal meaning of mathematics is “things which can be counted” now

were no mathematics at all, how would it be possible to count members of the

match, days in a week or in a months or years? On a basic level it is needed to be

able to count, add, subtract, multiply, and divide.

At a psychological level, exposure to mathematics helps in developing an

underpinned. A common man is being increasingly dependent upon the application

of science and technology in the day-to-day activities of life, the role of

mathematics has undoubtedly been redefined. It is present in different forms; right

a watch, rounding a date on a calendar, picking up the phone, preparing a recipe

computational skill, or more specifically, simple mathematics comes to play a role,

spared for the use of mathematics on all such occasions (NCERT).

The need to understand and be able to use mathematics in everyday life

Mathematics for Life. Knowing mathematics can be personally satisfying and

empowering. The underpinnings of everyday life are increasingly mathematical

and technological. For instance, making purchasing decisions, choosing insurance

cultural and Intellectual achievements of human-kind, and citizens should develop

an appreciation and Understanding of that achievement, including its aesthetic and

even recreational aspects.

intelligent citizenship has increased dramatically, so too has the level of

mathematical thinking and problem solving needed in the workplace, in

professional areas ranging from health care to graphic design.

require a foundation of mathematical knowledge, some are mathematics intensive.

work as mathematicians, statisticians, engineers, and scientists. In this changing

enhanced opportunities and options for shaping their futures. Mathematical

competence opens doors to productive futures. A lack of mathematical

competence keeps those doors closed.

Generally it is an assumption that mathematics is only for the select few.

Principles and Standards call for a common foundation of mathematics to be

highest-quality mathematics instructional programs. Students with a deep interest

the opportunities and support they require to attain a substantial understanding of

important mathematics. A society in which only a few have the mathematical

compute, related to the power of technology and to the ability of social

organisation, and the geometrical understanding of spacetime, that is the physical

government and organize the natural resources to develop infrastructure. The

Mathematics in the Philippines. Based on Taylor (2008), Filipino students’ skills in

Singapore”. The Philippine [student’s capability in mathematics] is comparable with [those

Mathematics and Science Study (TIMSS), respectively.

involves coordinating previous experiences, knowledge, familiar representations