RESEARCH COROLLARY #2

Effectiveness of Instructional Materials in High School Mathematics,

Statistics and Methods of

Research on Students' Performance

PART A.

1. Print the 22 pages write-up of the above research entitled Effectiveness of

Instructional Materials in High School Mathematics, Statistics and Methods of
Research on Students' Performance.

2. Describe the research design of the study.

The study used quasi experimental research design which involves
the manipulation of an independent variable without the random assignment
of participants to conditions or orders of conditions. In the research design of
the study, students took the pre-test at the beginning of the school year while
college students took the test at the beginning of the semester. Before the
school year/semester ends, the completion of post-test was given to evaluate
the performance of the students after the conduct of the study.
Descriptive method was also used in collecting data to test hypothesis
or to answer the questions concerning status of the participants under the
study. This is to ensure that the results are valid and reliable. This follows a
logical process from data collection, quantification, statistical treatment,
analysis, and interpretation. This study gathered both quantitative and
qualitative data. The qualitative part of this study was on the development of
two mathematics instructional materials which were purely descriptive in
nature.

3. Based on the conclusion of the above study, there were significant differences
in the performance of students before and after the use of IMs. Explain these
differences.
In the study, the means scores of the pre-test of students in Research
Methods, Grade 7 Mathematics and Elementary Statistics are 54.61, 74.53,
and 35.51, respectively. In students’ post-test, the means scores of students
in Research Methods, Grade 7 Mathematics and Elementary Statistics
became 69.93, 84.96, and 42.31, respectively. It revealed that students taught
 with instructional materials performed significantly better than they were
taught before the use of instructional materials and it clearly shows that the
use of instructional materials generally improved students’ understanding of
concepts and led to a higher academic performance. The developed
instructional materials help the students to increase their level of performance
on the three mathematics subjects after the intervention. It also shows that
the use of instructional materials facilitates and enhances effective learning
on students.

4. List down the recommendations of the study. Cite ways to address these
recommendations.
a. Faculty members are encouraged to develop their instructional materials
and utilize varied instructional aides to enhance students learning.
 Educational institutions should meet the technological demands of the
21st century and are obligated to assist teachers with acquiring the
technology skills needed to develop instructional materials.
 Educational institutions may conduct professional development
programs for teachers about developing instructional materials that
can be used to enhance students learning for a particular
subject/topic. Faculty members may undergo the said programs for
them to have knowledge and better understanding of how they will
utilize varied instructional materials in class.
 Careful planning of the professional development opportunities is
essential to cater the different learning styles of teachers who attend.
 Professional developments must continually update teachers'
knowledge of technology and its application to enhance student
learning.
 Professional learning communities must be built on the school
premises. This will be considered as one of the way to encourage the
teachers to develop and utilize instructional materials.

b. Authors of instructional materials are reminded to continually revise their

developed IM’s to suit the learning style and preferences of the students.
 Provide authors the opportunity to bring different learning styles,
experiences, and methods to a collaborative environment so that
materials can continually undergo revisions that suits the learning style
and preferences of the students.
  Professional developments must continually update authors/teachers'
knowledge of instructional materials.

c. Teachers are invigorated to utilize different methods, strategies, and

techniques of teaching including the use of IM’s, equipment, technology,
and others to facilitate effective teaching and develop positive attitude
towards mathematics among students.
 Administrators/School heads can assist teachers by providing co-
planning time, exhibiting models of excellence, and hosting norming
exercises for teachers to build and revisit a collective school methods,
strategies, and techniques of teaching including the use of IM’s,
equipment, technology, and others to facilitate effective teaching and
develop positive attitude towards mathematics among students. When
teachers are sharing their ideas with administrators/school heads,
actively listen; actively show that they care about their insights and
opinions, and ask questions, teachers would feel that they are
acknowledge.
 Provide teachers the opportunity to bring different learning styles,
experiences, and methods to a collaborative environment to address
effective teaching and to develop positive attitude towards
mathematics.
 Educational institutions may conduct professional development
programs for teachers about facilitating effective teaching. Faculty
members may attend to the said programs for them to have develop
positive attitude towards mathematics.

d. Teachers’ initiative and promotion of successful mathematics

experiences among students must be provided to strengthen self-efficacy
benefits.
 Give teachers praise and encouragement, however it must be
credible. Use praise when earned and avoid hyperbole. When giving
feedback on teachers’ performance, compare to past performances by
the same teacher, don't make comparisons between others. A school
that routinely recognizes the efforts and accomplishments of its
teachers builds a community that believes in its members,
collaborates, and continually pushes to do more.
  Acknowledge the hardships. An institution that truly understands and
acknowledges the workload helps teachers feel like they’re not just
endlessly treading water. When a administrators/school heads doesn’t
assist teachers who feel overwhelmed, they can lose their sense of
efficacy. They may feel like they’re failing, and may blame themselves
for not keeping up. Classroom instruction, in turn, is sure to be
affected.
 Teachers should work together to increase student achievement and
provide feedback and support to one another.

e. Varied learning activities must be prepared by teachers to help students

with negative attitude and low self-efficacy beliefs to be able to revert
them to a more favourable attitudes and beliefs.
 Teachers should craft powerful collaborative learning aids that support
the learners’ individual needs.
 Teachers may use electronic materials that can provide individual
students with content and supports that are particularly helpful to their
individual needs. Students can explore and make discoveries with
games, simulations and tools.
 Use materials that can easily arouse the interest of each learners in
class. Make sure that the materials address the diversity of learners.

PART B.

1. If you will replicate this study,

a. who will you choose as your participants?
I will choose the grade 7 junior high students as my participants.
b. where will you conduct this study?
I will conduct the study in the district of Mendez, Cavite.
c. what particular topics/areas in mathematics will you work on?
I will work on solving fractions.

2. How would you describe the instructional material/s in mathematics that you
have developed or you will develop? How will you measure its effectiveness?
First and foremost, the instructional material I will develop is able to
achieve its instructional objectives. It will be able to do what it is intended to
do and it is effective. Secondly, my instructional material will be able to attract
 my learners and sustain their interest. It is presentable and its approach is
user-friendly. Also, the instructional materials I will develop will contain
creative ways of teaching and evaluating learning performance to avoid
boredom. It will also have contents that are appropriate for the age, emotional
and social development, and ability level of my students. It must engage the
learner's prior knowledge, experience and current thinking and must involve
the learner's participation. Lastly, the instructional material is reliable. It is
error-free because for me it is a crime to teach an inaccuracy.
To measure the effectiveness of the instructional material I will
develop, I will analyze students’ ideas. I will collect students' ideas in clinical
interviews, assessments or performance tasks. The evaluation of my
instructional materials will depend on what am I trying to teach and my goals
for students as well as their motivation.

3. Have you conducted any research in mathematics or other

topics/areas/disciplines? Describe briefly in terms of participants, locale,
objectives, research design and conclusion.
Yes. The title of the research relationship of educational philosophy
practiced of the selected teachers and academic performances of grade 9
students of Constancio E. Aure Sr. National High School for the S.Y. 2018 –
2019. It’s one of our requirements in one of our subject in our Masteral
education.

Objectives of the Study

The study was conducted to determine the relationship of educational

philosophy practiced of the selected teachers to academic performances of Grade

9 students of Constancio E. Aure Sr. National High School.

Specifically, it aimed to;

1. describe the socio demographic profile of the selected teachers in terms

of:

1.1 age;

1.2 gender;
 1.3 civil status;

1.4 designation; and

1.5 educational attainment;

2. determine the educational philosophy of selected teachers of

Constancio E. Aure Sr. National High School in terms of:

2.1 Perennialism;

2.2 Progressivism;

2.3 Essentialism; and

2.4 Reconstructionism;

3. find out the academic performance level among grade 9 students in

terms of:

3.1 Mathematics;

3.2 Science;

3.3 English; and

3.4 Filipino.

4. assess the relationship of educational philosophy practiced of the

selected teachers and academic performances of Grade 9 students of

Constancio E. Aure Sr. National High School.

Research Design

This study utilized the descriptive-correlation design. The descriptive

design was used to describe the respondent and determine the educational

philosophy they practiced. Correlational design was also used in this study in

order to determine the relationship between educational philosophy and related

variables previously identified.

According to Manuel and Medel (1976) as cited by Vindal (2001),

correlation design is used to describe as ascertain the extent to which two or more
variables are related. It is a procedure in which subject’s scores on two or more

variables are simply measured, without manipulation of any variables, to

determine whether there is a relationship. In line with this, the correlation method

was the most appropriate technique to use in this study since the objectives of the

study was to determine the relationship of educational philosophy practiced by the

selected teachers and its relationship to academic performances of Grade 9

students.

Locale of the Study

The study was conducted at Constancio E. Aure Sr. National High School

on the approved date of their principal.

Participants of the Study

The 10 participants of the study will be randomly selected from a

population of 10 Grade 9 teachers of Constncio E. Aure Sr. National High School.

Conclusion

Based on the findings derived from this study, the following conclusions are

drawn:

The three philosophies, namely perennialism, reconstructionism, and

essentialsim were disagreed by the selected teachers which means that they do

not practice these philosophies in teaching. On the other hand, progressivism got

a higher mean score and was strongly agreed which is an indication that the

selected teachers practiced this philosophy in teaching. It means that teachers let

the students test ideas by active experimentation. The learning process involves

investigating, formulating, reasoning and by using an appropriate strategies,

teachers let the students to perform rather than just asked to remember

information. In fact, teachers believe that students can learn by doing.

 The overall performance level of grade 9 students in mathematics and

science of Constancio E. Aure Sr. National High School are satisfactory which

implies an acceptable attainment of intended learning outcomes and displaying a

qualified depth of understanding. It exhibit that grade 9 students understanding in

mathematics and science are sufficient. In other hand, the overall performance

level in english and filipino are good which indicates a clear attainment of most of

the intended learning outcomes and displaying a variable depth of understanding.

Therefore, the success of the performance of the students lies in the application of

learning principles or practice of the teachers.

There is positive and not significant relationship between progressivism

and performance level in mathematics of grade 9 students of Constancio E. Aure

Sr. National High School. Therefore, the more the teacher practice progressivism

philosophy, the higher the performance level they can have in mathematics. There

is negative and not significant relationship between progressivism and

performance level in science, english, and filipino. It implies that the more the

teacher practice progressivism philosophy, the performance level in science,

english, and filipino decrease. It can be concluded that there are factors on why

the performance level of the students for these subjects decreases if the teachers

use progressivism philosophy such as students’ related factors or teacher related

factors. However, there still more evidence needed to establish that progressivism

affects the performance level of grade 9 students.