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CHAPTER I

THE PROBLEM

Introduction

Education is a dynamic process of increasing one’s knowledge and skills

and developing desirable attitudes and values that are useful in order for a person

to be a productive, wholesome, and responsible member of the society. It is a

process in which an individual acquires knowledge, skills, and attitudes that are

essential in attaining his objectives. Education encompasses teaching and learning

specific skills and something tangible but more profound the imparting of

knowledge, good judgement, and wisdom. It is knowledge acquired by learning

and instruction and the activities that impart knowledge or skill.

Education as of today is so challenging considering different factors

affecting the educational process. The implementation of the new curriculum and

the ever changing environment make the learners build different perspectives

towards education. The changing mind set of the learners towards instruction

challenges the approaches in teaching different subjects.

Mathematics as part of the curriculum equips a person with adequate and

powerful set of tools that opens different opportunities. These tools include logical

reasoning, problem solving skills, ability to think in abstract ways, and critical

thinking. High level of mathematical capabilities secures jobs virtually across any

sector for a person. Anyone who is interested in pursuing a degree in mathematics

has equal or greater chances of gaining employment and not necessarily as a

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teacher. Many forms of employment are widely open to the persons that are

equipped with the knowledge and skills because mathematics has a lot of

interrelated fields such as business and engineering. Because of this fact, learners

must be knowledgeable about mathematics and they must develop the skills and

critical thinking to understand and absorb the lessons in mathematics.

The teaching of mathematics, specifically in the K-12 curriculum today,

reflects the concept and the goal of mathematics literacy, but the means to

achieving this goal vary. There are some theories used by teachers so that the

learners will understand the topics. The theory used by the teacher should be

appropriate to the topic and to the needs of the learners. Some of the learning

theories for mathematics are behaviorism, socio-culturalism, situated learning,

theory of embodied mathematics, and constructivism. These theorems comprise

the K-12 curriculum.

Behaviorism attempts to explain learning through the observable

interactions of the learner with the environment, without inferring anything that is

going on inside the learner while in the sociocultural theory of learning, it is the

role of the teacher to influence students’ thinking, in order to move that thinking

into the realm of a more scientific and conceptual understanding. In addition,

situated learning suggests that learning takes place through social relationships,

within a cultural milieu, and by connecting prior knowledge to new contexts

whereas the theory of embodied mathematics describes how many mathematical

concepts arise in the minds of learners through the use of metaphor and blending.
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The constructivist theory is one of the most used theories today.

Fundamentally, it says that people construct their own understanding and

knowledge of the world by experiencing things and reflecting on those

experiences. In education, the constructivist theory features active, challenging,

authentic, and multidisciplinary learning. The learning in this approach is based on

the preferred learning style of the learners. Because of this, they build their own

ideas from their prior knowledge and experiences. This theory helps students to

develop process, skills, and attitudes in learning while the teachers facilitate the

class and guide the students in building their own knowledge.

Teaching mathematics is not easy. In a normal class situation, teachers find

difficulties in inculcating the lessons in the minds of the students and even the

students, most of the time, find mathematics difficult. There are different kinds of

learners and they have different needs and different ways of learning mathematics.

Using constructivism in teaching this subject has different effects on their

performance. Due to this fact, this study will seek the appropriateness of

constructivist learning theory in geometry teaching relative to some topics.

Researchers have observed in the activity based K-12 curriculum that

constructing new learning must start with the reflection of the previous

experiences. Activities are provided in cooperative forms and working with

groups. The learners are able to generate the rules and mental models that lead to

learning. This learning is through searching while actively trying to construct

meaning through group activity.

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Based on the researchers’ observation, the students find difficulties in

learning mathematics while the teachers also find difficulties in teaching or

dealing with the students. Learning mathematics is not just rote learning. Learners

must construct their own learning and see the value of new experiences by

connecting it to real situation. These difficulties lead to poor performance of the

students. Without deviating from the principle that learners must be active learners

and center of education, with the researchers’ background in the principles of

teaching and field study, the interest on how those learned theories are visible in

teaching-learning mathematics aroused with end view of humanizing mathematics.

Statement of the Problem

This study aimed to determine the extent of application and utilization of

constructivist theory in teaching geometry.

Specifically, this study sought answers to the following questions:

1. What are the distinct features of constructivist theory?

2. How evident do teachers utilize constructivist theory in teaching

Geometry?

3. To what extent is the constructivist theory applied by teachers to

develop the learning competencies of students in Geometry?

4. From the analysis of the study, what activities utilizing constructivist

theory may be prepared to enhance the learning competencies in Geometry?

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Scope, Delimitation and Limitation

This study dealt with the constructivist theory in teaching the area of

geometry. Further, it focused on the features of constructivist theory and the

learning competencies of K-12 geometry. It also considered the extent of the

respondents’ utilization and application of the constructivist theory in teaching

geometry. The descriptive method was utilized in this study with a questionnaire

as the main gathering instrument.

This study was delimited to the other secondary schools and to the

mathematics teachers from other schools. It was also delimited to other theories in

education and other areas in mathematics.

This study was limited to all mathematics teachers in Batangas State

University – Integrated School. The response of teachers in the researcher’s made

questionnaire was also part of the limitation.

Significance of the Study

This study is beneficial to many people in order for them to effectively deal

with the constructivist theory in teaching mathematics. Specifically, the conduct of

this study serves significant to the following:

To the School Administrators. This study will be significant to the school

administrators because the result of the study is a basis in planning activities for

the professional growth of the teachers.

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Therefore, they can conduct seminars, conferences, and workshops to

improve academic instruction and to help the mathematics teachers make method

development.

To the Mathematics Teachers. This study will be significant to the

Mathematics teachers because the result of the study will be a basis for designing

teaching plans and basis for providing activities suited to the needs of the learners.

This could be the teachers’ basis for improving the teaching-learning process by

using variety of instructional materials congruent to the learning tasks and

objectives of the lesson.

To the Parents. The result of this study will be basis on helping the students

in complying the school tasks and in gaining better understanding on quality

performance in school. Thus, they can monitor the children’s daily performance to

have positive insights towards mathematics.

To the Students. This study will be significant to the students because this

will help them to come up with the realization of the important role they play in

the learning process that may also lead them to be motivated in cooperating well in

the teaching-learning process. This study will motivate them to study hard and to

realize that mathematics is not a subject to be feared but a challenge that will

improve their critical analysis and thinking.

To the Future Researchers. This study will be a basis for future researchers

dealing with the same topic and will serve as reference for research. This study

will also enrich the literature regarding the study of mathematics.

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CHAPTER II

REVIEW OF LITERATURE

This chapter presents the conceptual and research literature that reviewed

by researchers must bearing to the present study. This provides insight that helps

the researchers to integrate facts and knowledge that gathered for enrichment of

the study. To enrich the study, the researchers used the following literature and

analysis to have an in depth presentation of facts and pertinent information.

Conceptual Literature

The concepts, principles, and theories discussed in this part of the study

pertained to K-12 mathematics, constructivist theory, and learning activities

utilizing constructivist theory.

Mathematics in the K-12 Curriculum. Concepts on K-12 Mathematics,

Secondary Mathematics, Teaching Mathematics, Geometry and learning

competencies in geometry is presented since these concepts will be useful for the

researchers in this study.

According to K to 12 Curriculum Guide for Mathematics (2012),

Mathematics is one subject that pervades life at any age, in any circumstance.

Thus, its value goes beyond the classroom and the school. Mathematics as a

school subject, therefore, must be learned comprehensively and with much depth.

The twin goals of mathematics in the basic education levels, K-10 are Critical

Thinking and Problem Solving. Adopting the definition of critical thinking by

Scriven and Paul, critical thinking is the intellectually disciplined process of

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actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or

evaluating information gathered from, or generated by, observation, experience,

reflection, reasoning, or communication, as a guide to belief and action. On the

other hand, defining problem solving in mathematics using Polya’s definition,

mathematical problem solving is finding a way around a difficulty, around an

obstacle, and finding a solution to a problem that is unknown. These two goals are

to be achieved with an organized and rigorous curriculum content, a well-defined

set of high-level skills and processes, desirable values and attitudes, and

appropriate tools, recognizing as well the different contexts of Filipino learners.

There are five content areas in the curriculum, as adopted from the

framework prepared by MATHTED & SEI: Numbers and Number Sense,

Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are: knowing and understanding;

estimating, computing and solving; visualizing and modelling; representing and

communicating; conjecturing, reasoning, proving and decision-making, and

applying and connecting. The following values and attitudes are to be honed as

well: accuracy, creativity, objectivity, perseverance, and productivity. The use of

appropriate tools is needed in teaching mathematics is recognized. These include:

manipulative objects, measuring devices, calculators and computers, smartphones

and tablet PCs, and the Internet.

Context is defined as a locale, situation or set of conditions of Filipino

learners that may influence their study and use of mathematics to develop critical
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thinking and problem solving skills. Contexts refer to beliefs, environment,

language and culture that include traditions and practices, and learner’s prior

knowledge and experiences. The mathematics curriculum allows for students to

learn by asking relevant questions and discovering new ideas. Discovery and

Inquiry-based learning support the idea that students learn when they make use of

personal experiences to discover facts, relationships and concepts.

According to Salandanan (2012), the challenge for teachers and their

students to “dream big” is perhaps greatest in mathematics education. In the first

half of the 20th Century, curriculum development emphasized shop-and-yard

skills. Prompted by the idea of functionalism (education you can use), some

educators focused on identifying minimal competencies needed to perform

different jobs: dollars-and-cents math for clerking, feet-and-inches math for

carpentry, measuring-cups-and-spoons math for cooks and homemakers.

The changing needs of a changing world have made this restrictive view

not only obsolete but also dangerous. The student who knows no more than shop-

and-yard mathematics risks being left behind in a job market that increasingly

emphasizes technology and information systems, risks being left out of the

national and international discourses about economics, politics, science, and health

care, risks, in short, the handicap of mathematical illiteracy.

Students sitting quietly in rows, raising hands to answer questions, and

dutifully taking notes, are not descriptions of the perfect classroom. The world has

shifted from manufacturing to one that integrates technologies and cultures in a

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social setting. The mathematics classroom was changed through coaching. A

teacher can use grouping strategies and sentence frames to focus student

conversation and interaction around solving tasks and justifying reasoning.

Students learn not just to look at the answer but also to begin conversations with

reasoning as they make sense of the task at hand. A teacher guides students to

reference informational text and classmates as resources before requesting her

support. The teacher and students are collectively building a community of

learners who can challenge one another to make sense of problems. A teacher

encourages students to wonder about mathematics and use inquiry to learn.

According to Portman and Richardson (2007), learning skills and

remembering facts in mathematics are important but they are only the means to an

end. Facts and skills are not important in themselves. They are important when we

need them to solve a problem. Students will remember facts and skills easily when

they use them to solve real problems. As well as using mathematics to solve real-

life problems, students should also be taught about the different parts of

mathematics, and how they fit together. This is done by making mathematics a real

thing to them by bringing their abstract thought to reality.

Mathematics can be taught using a step-by-step approach to a topic but it is

important to show that many topics are linked. It is also important to show

students that mathematics is done all over the world. Boosting their interest in the

subject will help them to get to understand it better.

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Singleton (2013) states that excellence in mathematics education requires

equity, high expectations and strong support for all students. Students must learn

mathematics with understanding, actively building new knowledge from

experience and old knowledge. Effective mathematics teaching requires

understanding what students know and need to learn and then challenging and

supporting them to learn it well.

By examining a plan for a mathematics lesson that was developed by

following the kind of suggestions that are typically provided in the teacher’s guide

is where they begin. They found out that the lesson plan is very traditional. It calls

for the teacher to teach the textbook pages in the way that most teachers would

teach them.

Practice provides reinforcement of what has been learned in the

development part of the lesson and should not begin until the teacher is sure that

understanding of the concept or skill has been accomplished. If the students do not

yet understand, then more development is needed before the practice. The learning

must be constantly monitored by the teacher for him to be aware of who

understands and who does not, of when the teaching is being understood and when

it is not, of what needs to be retaught, and what needs to be taught differently.

According to Malaborbor et. al. (2002), geometry is an important branch

that has a lot of application in our lives. Whenever a person is measuring the size

or shape of anything, that person uses geometry. When determining the position of

something or someone, again it uses geometry. Engineers use geometry to build

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roads, buildings and bridges as well as machines. Geometry also has substantial

applications in air, land and sea travel. These are some ways geometry gets into

the daily lives of students.

The ancient people used geometry to build pyramids while explorers used

geometry to guide them to their journey to undiscovered lands. In the third

millennium, geometry still plays a great part in making our world a better place to

live in. The study of geometry is a meaningful exercise that will show us how to

develop ideas through reasoning rather than other conventional methods like

description and observation.

The word geometry comes from the Greek words geo which means earth

and metron which means to measure. Geometry is in fact, the study of shapes and

figures as well as their properties. In this subject, students came across points,

lines, planes and shapes.

Alano et. al. (2000) add that the study of geometry is an important part of

general education that the students receive in secondary education. It is in this

course that the students are trained to critically examine the logic of mathematical

arguments. No doubt, this would be the student’s first encounter with abstract

reasoning and rigorous proofs. As such, it is expected that there ia a certain degree

of discomfort on the part of the student especially so when he is asked to do

proofs. Unfortunately, there are no hard and fast rules that one could give relative

to proof construction. Constructing a proof is very similar to the work of an artist.

Individual shades and colors create a wonderful piece of art that humans
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appreciate. Likewise in proof construction, it is often see isolated bits and pieces

of information that themselves do not mean much. However, combining them in

some ingenious way may result into statement that is so profound that would make

even tamest mathematician jump with joy.

The main objective in teaching geometry is to help the students acquire

necessary mathematical process and skills namely, constructing drawing, models

and diagrams, organizing data, formulating reasonable conjectures, formulating

generalizations, making use of precise language and notation, formulating

deductive conclusions and organizing logical proofs, recognizing valid and invalid

arguments, deriving formulas, applying formulas and computing, measuring,

applying concepts and skills acquired to related situations, and developing

awareness of form, arrangement, and design in objects and structures.

Constructivist Theory. There are different theories in education. The

researchers cited concepts about constructivist theory only since it is the main

focus of this study.

According to Chiarlott et. al. (2007), constructivist theory involves an

environment structured by the teachers with input from students. Students are the

one who control their own behavior and constructs meaning from experiences

embedded in the learning environment. They are also viewed as a thinker with

emerging theories about the world. They provide interpretative construction of

concepts and skills that the teacher builds on in subsequent lessons.

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Students pose questions rather than responding to them and establish

internal reward system based on satisfaction derived from understanding and

appreciating experiences. On the other hand, the teacher guides and facilitates

learning. The teacher creates the environment with few if any correct answer but

expects students to challenge, deconstruct of meaning, from experience as primary

learning principle.

The basic lesson plan was designed but students’ voice plays an important

role in determining the course of the lesson. It is expected to have a divergent not

identical, response from learners. The kind of assessment in constructivist

classroom is usually qualitative and may involve teacher observations of students

at work, portfolios, or exhibitions may be assessed by a rubric, but unique

responses or interpretations must be incorporated. The use of authentic assessment

is encouraged.

Lefrancois (2000) adds that constructivist theory is the view that the learner

should be an active participant in the teaching/learning process. The learners are

responsible for discovering and constructing information for themselves. The

constructivist theory is a general term for student-centered approaches to teaching

such as discovery-oriented approaches, reciprocal learning or cooperative

instruction -so called because of their assumption that learners should build

(construct) knowledge for themselves. Constructivist approaches to instruction are

highly student rather than teacher-centered. Discovery and cooperative approaches

to teaching are good examples of constructivist approach.

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Theories such as Piaget's emphasize that learning is for more than simple

process of moving items or information from out there into the child. The view

that the role of teachers is to organize and impart ready-made and digestible

information and that the role of students is to ingest this information was one quite

prevalent. In fact, this view still underlies much of what many teachers do. A

second view, reflecting Piaget's theory emphasizes that meaning learning and

development result from a highly active process in which learners construct

knowledge. This view, labelled constructivism, is apparent in discovery- oriented

and cooperative approaches to teaching. One of its main tenets is that knowledge

is not so much given to as constructed by learners. It reflects Piaget's belief that

through continued interaction with the social and physical world, children build up

(construct) a representation and an understanding of the world and invent a set of

rules that permit them to deal with it.

Constructivist theory does not imply that teachers need to do nothing but to

facilitate learning that the learning/learners should assume complete responsibility

for acquiring and organizing information. Moreover, constructivism does imply

that teachers need to be keenly aware of the learner's capabilities. Teachers neither

teach students to ask questions in schools nor allow students to ask questions, but

simply require them to answer our question, although asking question is

challenging and important part of thinking and learning, especially if students are

continually encouraged to ask more probing, more appropriate, and more effective
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questions. By asking their own questions, students acquire more consciousness of

and control over their thinking.

According to Allyn and Baycon(2000), constructivist theory has multiple

roots in the psychology and philosophy of this century. There is no single

constructivist theory of instruction. Constructivism is only one of the labels used

to describe these efforts. Theorist who writes in the emerging constructivist

tradition often contrasts their ideas with the epistemological assumptions of the

objectivist tradition. Objectivism is the view that knowledge of the world comes

about through an individual's experience of it. As experience, grows broader and

deeper, knowledge is represented in the individual's mind as an ever-closer

approximation of how the world really is. In a sense, then, knowledge is thought to

exist independently of learners and learning consists of that knowledge from

outside within the learner.

In contrast to the objectivist view, constructivist theory rest on the

assumption that knowledge is constructed by learners as they attempt to make

sense of their experience. Learners, therefore, are not empty vessels waiting to be

filled, but rather active organisms seeking meaning. Regardless of what is being

learned, constructive process operate and learners from elaborate and test

candidate mental structures so that they must be constructed a new in order to

make sense of the new information. This should sound much like the

developmental and revision of mental models.

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According to Gray (2002), constructivist teacher and a constructivist

classroom exhibit a number of discernable qualities markedly different from a

traditional or direct instruction classroom. A constructivist teacher is able to

flexibly and creatively incorporate on going experiences in the classroom into the

negotiation and construction of lessons with small groups and individuals. The

environment is democratic, the activities are interactive and student-centered, and

students are empowered by a teacher who operates as a facilitator/ consultant.

Constructivist classrooms are structured so that learners are immersed in

experiences within which they may engage in meaning-making inquiry, action,

imagination, invention, interaction, hypothesizing and personal reflection.

Teachers need to recognize how people use their own experiences, prior

knowledge and perceptions, as well as their physical and interpersonal

environments to construct knowledge and meaning. The goal is produce a

democratic classroom environment that provides meaningful learning experiences

for autonomous learners.

This perspective of learning presents an alternative view of what is

regarded as knowledge, suggesting that there may be ways of interpreting or

understanding the world. No longer is the teacher is seen an expert, who knows the

answers to the questions she or he has constructed, while the students are asked to

identify their teacher's construction rather than to construct their own meanings. In

a constructivist classroom, student are encouraged to use prior experiences to help

them form and reform interpretations. Gray's characteristics of constructivist

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classroom are as follows: the learners are actively involved, the environment is

democratic the activities are interactive and student-centered, and the teacher

facilitates a process of learning in which students are encouraged to be responsible

and autonomous.

According to Agno (2010), the constructivist theory supports reflective

action to instruction. This theory holds that individuals construct meaning and

understanding through their prior knowledge and apply this knowledge to current

situations. The constructivist approach to teaching involves teacher and students

constructing meaning out of information. Teachers and learners have been exposed

to through active participation and interaction. The constructivist approach to

reflection provides insights on how teachers make decisions and why they make

such decisions. Likewise, it provides a framework on how the teachers can

construct their classrooms. Teachers using the constructivist framework provide

students with the opportunity to investigate concepts and create an environment in

which students can actively investigate new content. It is further suggested that

teachers provides activities that will encourage students to actively seek

knowledge and understanding by using prior understandings to help them

comprehend new materials. Virtually, the development of new insights requires on

their own practice employ a constructivist perspective.

This theory emerged when educators observed that the students were

learning in isolation and had no background skills and information. This trend

resulted in the inability of the students to apply their learned skills to real-life
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situations. Constructivist theory is a recent development in creating or constructing

new knowledge. It is a selective view of learning that emphasizes four key

concepts. Learners construct their own understanding rather than have it delivered

or transmitted to them, new learning depends on prior understanding, learning is

enhanced by social interaction, and authentic learning tasks promote meaningful

learning.

Basic constructivist principles involves: learners construct their own unique

representations of knowledge. This knowledge is represented as networks

structured around powerful ideas. Learners make sense of new information by

relating to prior knowledge. New learning results in restructuring of existing

knowledge or a change in the learner’s understanding of key concept.

According to Fosnot (2001), constructivist theory is defined by reference to

four principles: learning in an important way depends on what we already know,

new ideas occur as we adapt and change our old ideas, learning involves inventing

ideas rather than mechanically accumulating facts and meaningful learning occurs

through rethinking old ideas and coming to new conclusions about new ideas

which conflict with our old ideas. A productive, constructivist classroom, then,

consist of learner- centered, active instruction. In such, a constructivist classroom,

the teachers provide student with experiences that allow them to hypothesize,

predict, manipulate objects, pose questions, research, investigate, imagine, and

invent. The teacher's role is to facilitate this process. He also recommends that a

constructivist approach be used to create learners who are autonomous, inquisitive

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thinkers who question, investigate and reason. A constructivist approach frees

teachers to make decisions that will enhance and enrich students' development in

these areas.

Learning occurs by an active construction of meaning, rather than by the

passive recipience. This explains that when learners encountered an experience or

situation that conflict with our current way of thinking, a state of disequilibrium or

imbalance is created. It must then be altered to the thinking to restore equilibrium

or balance. To do this, making sense of the new information by associating it with

what is already known, that is, by attempting to assimilate it into the existing

knowledge. When unable to do this, accommodate the new information to the

information/ old way of thinking by reconstructuring our present knowledge to

higher level of thinking.

Activities in Mathematics that Utilize Constructivist Theory. The

possible outcome of this study are activities in mathematics that utilize

constructivist theory. The researchers gathered researches about the activities that

can help on making their output.

According to Meeceet. al. (2014), constructivist teaching is a psychological

and philosophical perspective contending that individuals form or construct much

what they learn and understand through individual and social activity. Learners

arrive at meaning by selecting information and combining it with what they

already know. Scholars debate how much of this is dependent on individual

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activity and how much depends on social interactions, but the point is that learning

always results from the unique contributions of learners.

Constructivist teaching had focused more on the cognitive side of learning

and achievement and has not directly addressed student motivation. In addition, a

great deal of the work on constructivist teaching has been guided by the use of

new and powerful technologies to improve instruction. These reform efforts has

been based in elementary, middle, and high schools and have been focused on

literacy, mathematics, science and social studies. Although an important principle

of most of these constructivist efforts is that instruction must be deeply embedded

in disciplinary content. There have been attempts to summarize some general

design principles to guide instructional reform.

Constructivist teaching involves authentic tasks and problems. Learning

involves creating, applying, and extending knowledge. It involves inquiry,

problem solving, exploration, and active forms of learning. Technologies facilitate

learning by helping students make associations with prior knowledge to reach new

understandings. It involves creating communities of learning in the classroom.

Students learn through social interactions, discourse and self-reflection. It also

involves emphasizing growth and knowledge and conceptual understanding of

concepts and skills. Multiple assessments are used to track changes in students’

knowledge and understanding over time.

According to Williamson (2010),manipulatives allow interaction. The key

to success is practice. Building plenty of opportunities for the learner to apply the
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concepts you are presenting must be undertaken. The content should include

assessment activities to measure learning, along with identifying tasks,

sequencing, and practice skills. One method of development is to build the

instructional materials with the end results in mind. This is by taking consideration

the following: the knowledge or understanding you want the learner to develop

and the process on how the learning will be evidenced. The materials should

identify the learning performance standards as these performances guide the

design of the activities.

When developing content, provide contextualizing elements (collaboration,

role play, case studies) that permit for multiple and varied perspectives.

Contextualizing also helps link ideas to prior knowledge. Learners bring

experience that is unique to their cultural and ethnic backgrounds. In addition,

motivation and decision making should be built in to the materials being

developed. Develop the materials so that the instructor is not built into the process.

This permits the greatest flexibility and encourages the development of materials

that are focused on learner needs.

Once there is a general plan in mind, developing and gathering the

materials for your instruction can be done. The use of materials that engage the

learner in interpersonal activities must be considered for those interpersonal

domains. Instructional and assessment activities should draw upon the following

elements, depending upon the goals and objectives of the course: peer-sharing,

group activities, interpersonal interactions, team games, questionnaires, surveys,

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and activities which require gathering input from others, cooperative learning,

leadership activities and peer activities such as counseling and tutoring.

Research Literature

The pertinent studies are presented in this part of the study. This is to give

more information about the present topic with the help of additional different ideas

from other researches which also tackled the same nature of study.

In the study of Talaoc (2000), dealt with developmental program for

secondary mathematics which involved four criteria set like strategies employed in

the making up of the lesson where based on the theory of constructivism lesson

where activity- oriented activities and useful games used were encouraged through

interactions abstraction exercises were based on common experiences and

examples and made use of practical application. The result of the pilot-testing and

evaluation of the programmed instruction materials made by mathematics experts

gave credence to the viability and practicability learning activities within the

cognitive levels of the students, where in the incorporation of the useful games in

mathematics came to be acceptable as instructional techniques for the second year

mathematics.

In the research it was recommended that the programmed instruction

material which included the use of the game be tried out in the teaching of other

mathematics subjects. Teacher should also introduce programmed instruction

material to students’ activities that will enhance students’ interest to mathematics

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lessons. Teacher should also attend seminars that will enhance teachers’ skills

about programmed instruction materials.

In the study of Ryan et. al. (2000), present findings that a constructivist

learning environments can be a promising instructional approach provided that the

students have the opportunity to restructure their own preconceptions and

elaborate existing concepts and support the development of intrinsic motivational

tendencies via the experience of challenge, even in regular classrooms. The results

thus supplement the existing body of research on instructional quality, which has

thus far focused mainly on structural elements of classroom organization. The

results revealed an increase in students’ abilities towards the number strand,

increased numerical reasoning, and concurrent engagement when using numerical

diagrams to add two numbers.

It was recommended that teacher must apply constructivist learning

that it can be a promising instructional approach. It is also recommended that

teacher must develop supplementary materials that enhance instructional quality.

The researcher recommended that teacher should elaborate more their skills and

ability of using manipulatives that will them for more effective teaching process.

On the study conducted by Catacutan (2000), he suggested that the teachers

have responsibility to make learning an active, investigative, adventurous, social

and useful as possible. They can do this by analysing learning experiences of the

students respond with their interest when they are given the opportunities to make

free choices subject become appealing to student if they are given opportunity to
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manipulate and construct things, observe and investigate. Furthermore when using

instructional material strategies within the given lesson effective teacher discuss

each strategies well thoroughly. The quality of their instruction is an evidence of

the amount of learning occurs to all students, regardless of their intellectual ability.

The researcher recommended that teacher should prepare different activities

that will give students the opportunity to explore, to investigate, and to interact

with other. It was also recommended that teacher must use instructional materials

that will enhance students’ interaction and cooperation to the learning process of

the students.

In the study of Sharp et. al. (2002), find that approaches that are aligned

with constructivist teaching such as modular approach use various representations,

and engagement. Such approaches promote deeper levels of conceptual

understanding and applicability in mathematics students. They also find out that

manipulative can also provide students with opportunities to connect ideas to

previous ideas through concrete images, thus creating a basis for long-lasting

understanding of meaning. Algebra tiles can increase students’ mental imagery,

resulting in an easier acquisition of learning, as also reported in the study

examining a relatively small sample size.

The researcher recommended that teacher should provide students with

multiple of exercises that will improve students’ conceptual understanding. It was

also recommended that algebra tile should be used by the teacher in teaching

mathematics where it increases students’ acquisition of learning. Researcher also

 26

recommended that teacher must develop different manipulatives that will help

students to have a concrete image, and to have long – lasting understanding of

meaning.

The study of Dutadoet. al. (2005), he found that the students who were

taught using practical works which has similar features to constructivist theory,

had shown more interest in the study of geometry, since the students are the one to

manipulate and visualize object used in learning. And based from the results of the

pre-test and post-test they come up with a very good result. Students will learn

more if the teacher let the students discover the learning for themselves.

Further, through the implication of practical work in teaching mathematics,

the students will perform better because they are the ones who discover learning

by means of manipulating real objects and through the different activities done by

the students. And this is a great help to the teacher for they will not encounter

much problems regarding the students understanding of concepts, principles and

skills in mathematics.

It is recommended that teachers should be encouraged to adopt the practical

work approach which is effective for the student’s construction of knowledge

especially with the aid of the prepared instructional material. Teachers should also

discover different supplementary materials that will enhance the students’ interest

and allows student to manipulate and explore to it.

From the research done by Grouws and Cebulla (2002), they made

recommendations to improve student achievement in mathematics with direct

 27

application for teachers of mathematics. Giving students both opportunity to

discover and invent new knowledge and an opportunity to practice what they have

learned, improves mathematics achievement. Balance is needed between the time

they devote to inventing and discovering new ideas. They also found out that the

student learn and understand better the lessons if there are interactive activities

that allow students to make their own understanding.

The researcher recommended that teacher must also allow students to build

new knowledge based on their intuitive knowledge and informal procedures

through activities. Teacher should concentrate on providing appropriate problem-

rich situations teachers must encourage students to find their own solution method

and give them opportunities to share and compare their solution method and

answer. Teacher should also prepare activities that will allow students to interact

and communicate with other.

In a study involving two eighth grade classes in Belgium, Vlassis (2002)

examined students of low ability levels from areas of low socio-economic status in

order to determine the effects of the implementation of constructivism approach in

the study of solving equations. A convenient sample of teachers and students was

utilized in the study with observations of 16 sessions using the materials given by

the researcher. After interviewing students following an eight month lapse in

usage of the approach, results revealed retained learning as indicated by higher

performance, mental images, and long-term memory and understanding. Students

could more easily understand the solving of an equation with two unknown
 28

members, provide clarification as to the role of the equal sign, and explain each

step of the process involved in solving an equation.

In the study the researcher found out that iconic representations relate to

imagery in the form of pictures and provide students with the tools needed to

move beyond the concrete stage. They also found out that with the use of iconic

representations, students are able to represent concrete materials in pictorial form,

which indicates a transition in understanding of the true meaning of the

mathematical concept.

The researcher recommended to use iconic and symbolic representations in

teaching lessons in mathematics which are effective for students’

conceptualization. It was also recommended to adopt constructivism approach that

promotes students independent construction of knowledge.

Ebreo (2004) found out that instructional materials and activities were

found useful in providing knowledge and instruction to the learners. The

researcher said that the instructional materials and activities used in teaching

promote interest, increase retention of learning, attention, imagination and provide

concrete situation from which students can draw and understand concrete

concepts. Good result of the students’ performance and determined by the proper

use of instructional materials, thus it will make every subject easy to understand

and it makes the learning more realistic and more accurate.

It was recommended that teacher should consider student`s interest that

would help to choose more effective instructional materials and activities to be

 29

use. Teacher must promote student increase of learning retention, and provide

concrete situation for students. It was also recommended that teacher should

improves facilitation of correct mathematical language, justification of ideas, and

sharing ideas with others for more concrete learning.

The study of Mareike Kunter et al (2004), revealed that the learning of

procedural knowledge can increase with the use of constructivist teaching

approaches. The use of this teaching approach which promote conceptual

understanding, equipped the students with foundational knowledge, promote

students’ abilities and achievement related to procedural knowledge. In other

words, a student develops other formulas and theorems through a thorough

understanding of underlying concepts. Students perform higher on exams, thus

exhibiting procedural knowledge, when learning from constructivist teaching

approaches, representations, and engagement in the classroom. The study also

revealed a significantly higher performance for students using such manipulative

models as integer chips, pattern blocks, and fraction strips on an exam measuring

algebraic and proportional reasoning.

It was recommended that teacher adopt constructivism approach in

classroom situation where it promotes students’ abilities and conceptual

understanding of underlying concepts. It was also recommended that teacher must

use manipulative models like integer chips, pattern blocks, and fraction strips that

will enhance students’ conceptualization.

 30

Aken (2004) found that in order to improve mathematical teaching and

learning in the classroom, there should be a collaborative effort between the

students and the teacher or students and the teacher active participation in

formation of knowledge. She further stressed that children should not be asked to

do something they don’t understand. Children are allowed to solve problems in

their own way and then explain to the teacher and their classmates how they

obtained their answer. These make them feel that what they are doing is important

and worthwhile. The study revealed that collaborative learning approach helps the

students formulate ideas and develop appropriate reasons for such thoughts. Such

activity allows the students to make connections, build upon others’ ideas, and

realize their current level of understanding concerning a mathematics topic

The researcher recommended that high school mathematics teachers use

simple drills, exercises and other hand approach. Various teaching and learning

strategies or approaches should be matched and used with specific difficulties of

learning Mathematics teacher should also prepare different class activities that will

engage student to an effective learning process.

On the study of Aguirre et. al. (2005), the study also showed the problems

observed by students like mastery of the teachers of many methods as reflected in

terms of resourcefulness of the teachers creating and making instructional

materials. Sometimes problems were continuously seeking to adopt innovation

most suitable for the student learning, training for audio-visual materials, provide

educational program for all types of learners (bright, average, and below
 31

average),providing seminars or training to resident biology teachers and taking

corrective actions right away when something goes wrong with the modern day

instructional equipment materials and tools.

The researchers recommended that teachers attend seminar or training

about developing instructional material in which help teacher to more improve

their instructional materials. It was also recommended that teachers should

continuously seek to adopt innovation for student learning. Teacher must also

integrate modern day instructional materials and tools to attract students’ interest

for better learning.

The study of Arellano et. al. (2003), revealed that although students have

varying age, sex, and economic status future geometry teacher should see to it that

student be given evaluative measures like quizzes, exercises and achievement test

as those will improve the performance level of the students in geometry. There is

also a need to redirect students to more comprehensive activities that will enable

them to learn more of the subjects.

It was recommended that teachers must be encouraged to provide more

varied drills and exercises in areas considered difficult by the students. He also

recommended that text and reference book should be made sufficient enough to

meet students' demand.

On the study of Abarquez et. al. (2009), results revealed that majority of the

teacher-respondents said that all the intelligence namely verbal-linguistic, logical

mathematical, visual spatial, musical, bodily-kinesthetic, naturalistic,

 32

intrapersonal, and interpersonal intelligences were usually developed in teaching

mathematics.

It was also evident that the teachers use various activities that develop the

logical - mathematics, intrapersonal, and interpersonal intelligences of the students

in a great extent. On the other hand, activities that develop verbal- linguistic,

visual- spatial, bodily- kinesthetic and naturalistic intelligences were assessed in a

moderate extent, while activities used to develop the musical intelligence was

assessed to some extent. It was also very evident that those activities that develop

the multiple intelligences were moderately preferred by students. The

enhancement activities provided are intended to strengthen the development of

multiple intelligences of the students in the teaching of mathematics.

The researchers recommended that the proposed enhancement activities to

strengthen the multiple intelligences of the students can be tried by the teachers.

They also encouraged the teachers to provide more activities that are appealing

and interesting to the students socially to develop their musical intelligence.

The study of Incong et. al. (2012), revealed that the use of vocabulary

activities in teaching Geometry to Level 9-BM 205 students of De La Salle Lipa –

Integrated School from the Saint Brother Jaime Hilario Learning Community

enhanced the confidence of the low – performing students of the class, which was

very evident in their participation in class activities and in their ability to use the

words in written and oral tasks. The results of the study also revealed that

vocabulary building activities increased the level of confidence of the students and
 33

give benefits such as more retention, ease, mastery, clarity, and deeper

comprehension of the lesson.

The researchers recommended that the integration of vocabulary building

activities is found to be effective in enhancing students’ confidence and

performance in class. It is proposed that the geometry teachers adopt the use of

vocabulary building activities in their instruction. They also recommended that

seminars and workshops be conducted for teachers and pre-service teachers to

enhance their classroom strategies in teaching Geometry.

On the study of De Castro et. al. (2012) the result from the students’

responses to the Know- Want to Know worksheet revealed that the students look

forward to know more about the topics. Likewise, it was depicted that students

show greater interest to learn more about the topic at hand. Since they were

already given idea of what the topic is all about, they just consider learning the

topic which their teacher will be discussing as their same end. It was revealed that

most of the students were able to give right example to each given mathematical

term and its definition.

Moreover, the students were more active to relate the topic to the real life,

making such mathematical abstractions concrete and pragmatic. It also been

identified that the incorporation of the writing strategies in each phase of the

teaching-learning process enables both the teacher and the students to collaborate

and exchange ideas that enhance students’ learning. It also revealed that the
 34

students had a deeper and more meaningful learning and understanding of the

mathematical concepts and ideas.

The researchers recommended that teachers use writing strategies in

teaching Geometry, especially in the topics under the Postulates and Theorems on

Parallel Lines and Transversal and Polygons. Also, students use writing strategies

as a part of their learning style that can help them analyze concepts better and even

helps them synthesize new ideas from what they have learned.

The research of Cabungcal et. al. (2014), revealed that, after administering

the survey questionnaires, implementing the activities and conducting interviews,

the students acquire knowledge best through hands-on activities. Thus, they learn

better easily when movement is involved. It was also revealed that students are

very enthusiastic when they are involved in activities mostly if it requires a lot of

participation from them. The results revealed that Group dynamics such as Group

Heads, Pass the Paper, Board Work mini Completion and Tic-Tac-Toe (Boys vs.

Girls) are some effective instructional activities in which encouraging participation

and responsibility among diverse students.

The researchers recommended that teachers take into account their

students’ learning styles and multiple intelligences since it has significant in the

learning process of the students. Teachers must be tolerant and creative enough in

exploring new ideas to come up with effective instructional activities that would

sustain interest and maintain high level of students’ participation in learning

Mathematics.
 35

Synthesis

Mathematics is one subject that pervades life at any age, in any

circumstance. Thus, its value goes beyond the classroom and the school.

Mathematics as a school subject, therefore, must be learned comprehensively and

with much depth (K to 12 Curriculum Guide for Mathematics, 2012). Facts and

skills are not important in themselves. They are important when we need them to

solve a problem. Students will remember facts and skills easily when they use

them to solve real problems. As well as using mathematics to solve real-life

problems, students should also be taught about the different parts of mathematics,

and how they fit together. This is done by making mathematics a real thing to

them by bringing their abstract thought to reality (Portman and Richardson, 2007).

The mathematics classroom was changed t0 coaching. A teacher can use

grouping strategies and sentence frames to focus student conversation and

interaction around solving tasks and justifying reasoning. Students learn not just to

look at the answer but also to begin conversations with reasoning as they make

sense of the task at hand. A teacher guides students to reference informational text

and classmates as resources before requesting her support (Salandanan, 2012).

Students must learn mathematics with understanding, actively building new

knowledge from experience and old knowledge. Effective mathematics teaching

requires understanding what students know and need to learn and then challenging

and supporting them to learn it well (Singleton, 2013).

 36

Geometry is an important branch that has a lot of application in our lives.

Whenever a person is measuring the size or shape of anything, that person uses

geometry (Malaborbor, 2002). The study of geometry is an important part of

general education that the students receive in secondary education. It is in this

course that the students are trained to critically examine the logic of mathematical

arguments. No doubt, this would be the student’s first encounter with abstract

reasoning and rigorous proofs (Alano, 2000).

Constructivist theory involves an environment structured by the teachers

with input from students. Students are the one who control their own behavior and

constructs meaning from experiences embedded in the learning environment

(Chiarlott et al, 2007). Constructivist theory is the view that the learner should be

an active participant in the teaching/learning process. The learners are responsible

for discovering and constructing information for themselves (Lefrancois, 2000).

Constructivist theory rest on the assumption that knowledge is constructed by

learners as they attempt to make sense of their experience. Learners, therefore, are

not empty vessels waiting to be filled, but rather active organisms seeking

meaning (Allyn and Baycon, 2000).

Constructivist classrooms are structured so that learners are immersed in

experiences within which they may engage in meaning-making inquiry, action,

imagination, invention, interaction, hypothesizing, and personal reflection.

Teachers need to recognize how people use their own experiences, prior

knowledge and perceptions, as well as their physical and interpersonal

 37

environments to construct knowledge and meaning (Gray, 2002). Teachers

provide activities that will encourage students to actively seek knowledge and

understanding by using prior understandings to help them comprehend new

materials. Virtually, the development of new insights requires on their own

practice employ a constructivist perspective (Agno, 2010). In such, a constructivist

classroom, the teachers provide student with experiences that allow them to

hypothesize, predict, manipulate objects, pose questions, research, investigate,

imagine, and invent. The teacher's role is to facilitate this process. He also

recommends that a constructivist approach be used to create learners who are

autonomous, inquisitive thinkers who question, investigate and reason (Fosnot,

2001).

Constructivist teaching involves authentic tasks and problems. Learning

involves creating, applying, and extending knowledge. It involves inquiry,

problem solving, exploration and active forms of learning. Technologies facilitate

learning by helping students make associations with prior knowledge to reach new

understandings. It involves creating communities of learning in the classroom.

Students learn through social interactions, discourse and self-reflection. It also

involves emphasizing growth and knowledge and conceptual understanding of

concepts and skills (Meece, 2014).Manipulatives allow interaction. The key to

success is practice. Building plenty of opportunities for the learner to apply the

concepts you are presenting must be undertaken. The content should include

assessment activities to measure learning, along with identifying tasks,

 38

sequencing, and practice skills. One method of development is to build the

instructional materials with the end results in mind (Williamson, 2010).

The present study has similarity and differences with other studies. The

study of Talaoc presented different topics and exercises in secondary mathematics

which are based on the theory of constructivism which is also the same with this

study. His study it also recommended to use programmed instructional material

which include the use of game activities in teaching other mathematics subjects

that is similar to the nature and present study’s output which are activities utilizing

constructivist theory.

The study of Ryan et. al. which presents findings that a constructivist

learning environments can be a promising instructional approach provided that the

students have the opportunity to restructure their own preconceptions and

elaborate existing concepts and support the development of intrinsic motivational

tendencies via the experience of challenge, even in regular classrooms. They are

the same in nature. They only differ in the outputs and how the study is being

done.

The study of Mareike Kunteret et. al. revealed that the learning of

procedural knowledge can increase with the use of constructivist teaching

approaches. The use of these teaching approaches which promote conceptual

understanding, equipped the students with foundational knowledge, promote

students’ abilities and achievement related to procedural knowledge is the same

with this study since they both used constructivist teaching approaches. The study
 39

of Aken which found out that there should be a collaborative effort between the

students and the teacher or students and the teacher active participation in

formation of knowledge has a similarity with this study. All deals on the

improvement of the teaching/learning process. These studies may differ in the

methods and process they had undergone but their aim was the same.

The study of Sharp J et. al. revealed that manipulatives can also provide

students with opportunities to connect ideas to previous ideas through concrete

images, thus creating a basis for long-lasting understanding of meaning. They both

tackle the use of manipulatives which the students use to enhance their skills

through their own discovery. This can be classified under the constructivist

learning theory which is the main topic of this study.

The study of Aguirre et. al. shows the problem encountered by the students

like mastery of the teachers of many methods as reflected in terms of

resourcefulness of the teachers creating and making instructional materials. His

study also aimed to seek innovation most suitable for the students’ learning which

is the same aim of the study. On the other hand, the study of Aguirre and present

differ in the method the study is being done. The present study focused only in the

lessons in Geometry while the other study presented mathematics as a whole.

The study of Arellano is similar to the present study in the way research

was conducted. The study of Arellano recommended that future Geometry

teachers must be encouraged to provide more varied drills, activities and exercises

in areas considered difficult by the students in Geometry which the present study’s
 40

output was being focused and both study dealt with lessons in Geometry. In

addition, the study of Abarquez which focused on the activities that develop

students’ intelligences which revealed in their study were being developed in

teaching mathematics. The study of Abarquez is similar to the proponents’ study

in presenting activities in teaching mathematics and the researchers also

recommended that teachers to provide more activities that are appealing and

interesting to the students socially to develop their musical intelligence which is

the output of this study. Abarquez study focused on the multiple intelligence of the

students which is different from this study which focused on the application of

constructivist theory in teaching Geometry. Moreover, the study of De castro et.

al. presented the Know-Want to Know worksheet which was revealed in the study

as helpful in teaching mathematics. This is similar to the output of the present

study about activities while the studies differed on how the study was conducted.

The study of Incong et. al. presented the use of vocabulary activities in

teaching Geometry to Level 9-BM 205 students of De La Salle Lipa – Integrated

School which is similar to the present study in a way that the study both utilized

the lessons in teaching Geometry. While the studies differed in the school the

study has been conducted and the method used in the study.

Conceptual Framework

The aim of every social institution is to provide proof to its legitimacy to

justify society’s continued support. To determine the effects of this program,

undertaking an assessment must be conducted.

 41

The school is an agent of change. In an ever changing society, it has a great

role in helping the students to be globally competitive. As time changes, the kind

of learners also changes. This implies the need to improve the teaching strategies

of the teachers. This made us to come up to this study, to know the different

features of constructivist theory and its applicability as used in the learning

process.

The flow of this study is shown in the paradigm illustrated in the next page.

The paradigm is composed of three parts: the features of constructivist theory and

the learning competencies in geometry from grade7 to grade 10 as the input, the

administration of the questionnaire as the process to be undertaken and the

activities utilizing constructivist theory which serves as the output.

The input includes geometry in the K-12 curriculum, the features of

constructivist theory the learning competencies that is evidently rated by the

respondents and lastly the learning competencies in Grade 7 to Grade 10

Geometry rated by the respondents based on the applicability of constructivist

theory in developing these competencies. The process includes the distribution of

questionnaire to the respondents. Evaluating the results of the answers from the

questionnaire, the output is the activities in Geometry utilizing constructivist

theory. This is based on the lowest in rank in the features of constructivist theory

and the lowest in rank learning competency in Geometry.

 42

INPUT PROCESS OUTPUT

Activities in
Geometry utilizing
Constructivist
Theory

 Geometry in
K-12
Curriculum
 Constructivist Questionnaire
Theory
 Learning
competencies
from Grade 7
to Grade 10
Figure 1

Figure 1
Research Paradigm of Constructivist Theory in Teaching the Area of Geometry in
K-12 Mathematics Among Secondary Students of Batangas
State University – Integrated School
 43

Definition of Terms

The following terms are used in the study and are defined conceptually and

operationally.

Constructivist Theory. It is a view of learning based on the belief that

knowledge is not a thing that can simply be given by a teacher at the front of the

room to students in their desks (Senese et. al. 2006). In this study, it refers to the

theory that the teachers utilize in teaching K-12 mathematics.

Activities in Mathematics. Educational procedures used to improve

students’ knowledge, abilities and skills, to monitor their assimilation of

information and to contribute to overall development (Pagliaro, 2013). In this

study, this is the prepared output of the researcher after analysing the gathered

data.

Teaching Mathematics. The act of providing/imparting knowledge, insight

and skills about different concepts in mathematics. It is not merely giving and

presenting the topics/principles. It involves great understanding through practice

(Sotto, 2013). In this study, it refers to the basis of the study in which the

constructivist theory is applied.

 44

Chapter III

RESEARCH METHOD AND PROCEDURE

This chapter presents the research design used in the study, subjects of the

study, the data gathering instrument, data gathering procedures and statistical

treatment of data.

Research Design

The study used the descriptive method of research using census of tangibles

and documentary analysis to be able to determine the distinct features of

constructivist theory and the extent of using constructivist theory to develop the

learning competencies of students in Geometry. From the survey, learning

activities utilizing constructivist theory were the expected output to improve the

teaching of Geometry.

According to Aaker (2000), the descriptive method of research is a method

which involves range from the survey which describes the status quo, the

correlation study which investigates the relationship between variables, and the

developmental study which seeks to determine changes over time.

Subjects of the Study

The respondents of the study were the secondary teachers handling

Mathematics in Batangas State University- Integrated School. No sampling was

used in the study because all the teachers handling the subject were requested to be

part of this study. This group of respondents answered the questionnaire on

 45

constructivist theory and learning competencies in Geometry from Grade 7 to

Grade 10.

Data Gathering Instruments

To gather data for the study, a research instrument was drafted, validated

and administered. Responses were scored.

Construction of the Questionnaire. Inputs gained from different reading

materials served as guides in the development and construction of the research

instrument. The first part of the questionnaire included the characteristics of

constructivist theory utilized in Mathematics. The second part of the questionnaire

pertained to the learning competencies in Geometry from Grade 7 to Grade 10.

The first draft of the questionnaire was presented to the adviser who went through

each item against the statement of the problem. Suggestions, corrections and

modifications were incorporated in revising the second draft. And the second draft

was presented to the adviser for further suggestions and improvement. After

revisions, the final draft was submitted to the adviser for approval. The researcher

was advised to prepare copies for validation.

Validation of the Questionnaire. After constructing the questionnaire, the

proponents submitted it to their adviser and research instructor. Researchers

solicited the expertise of the mathematics teachers to check the validity of the

researcher made questionnaire. The researcher made questionnaire was validated

by three mathematics teachers. It was validated to ensure that the researcher made

questionnaire measures what is really intended to measure. Suggestions,

 46

corrections, and modifications of the experts were summarized and incorporated to

the final draft of the researcher made questionnaire. After incorporating the

comments and suggestions, the final draft was checked by the adviser. After the

approval of the adviser, the questionnaire was ready for administration.

Administration of the Questionnaire. The questionnaire asked for the

permission of the principal to conduct the study about constructivist theory in

teaching the area of geometry in K-12 Mathematics. After the approval of the

principal, the copies of the validated questionnaire were reproduced and

distributed to the secondary teachers handling Mathematics. Before gathering the

data, the researchers read the directions to the respondents and then asked if there

were any clarifications and problems from the respondents. Finally, the results

were gathered.

Scoring of the Respondents. In the assessment and evaluation of the

respondents, the 5-point Likert scale was used with 5 as the highest and 1 as the

lowest. Each option was given a verbal description.

Option Scale Verbal Description

5 4.50 - 5.00
4 3.50 - 4.49
3 2.50 - 3.49
2 1.50 - 2.49
1 1.00 - 1.49
Evident/Applied to Very Great Extent
Evident/Applied Great Extent
Evident/Applied Moderate Extent
Evident/Applied Least Extent
Not Evident/ Not Applied

Data Gathering Procedure

Prior to the distribution of the questionnaire, a permit to conduct this study

was secured by the researchers’ adviser. After that, a letter of request that was
 47

addressed to the principal of Batangas State University-Integrated School was

made and sent to their office so as to gain permission to conduct the study.

After the approval, the researchers again went to the principal to present the

letter for the distribution of the questionnaire to the secondary teachers handling

Mathematics. Then, the principal gave the researchers the schedule of the

administration of the questionnaire.

Statistical Treatment of Data

The following statistical tools were used in the study.

Frequency Distribution/Percentage Ranking. This was used to determine

the result of the respondents’ responses with regard to the characteristics of

constructivist theory utilized in mathematics and to the learning competencies in

Geometry from Grade 7 to Grade 10 utilizing constructivist theory.

Weighted Mean. This was used to describe the extent of the application of

constructivist theory in developing the learning competencies in Geometry from

Grade 7 to Grade 10.

 48

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of the

data resulted from the responses of the teachers of Batangas State University-

Integrated School.

1. Distinct Features of Constructivist Theory in Teaching Mathematics.

To supplement the results and to fill the gaps left in the questionnaire, the

qualitative approach was used. This kind of technique looks more likely to give

more substance and to reveal detailed information. Qualitative research is

concerned with trying to achieve a clear understanding of the problem under

review in a more complex way than in the generalized way that is the outcome of

questionnaires. This methodology is used to get information about how people

think, feel, and act, and what they know. This section of the research was

conducted through research. The information collected was presented and

summarized for more detailed interpretation.

According to Lesch (2014), another quality of a constructivist class is its

interactive nature. Authentic student-student and student-teacher dialogue is very

important in a constructivist classroom. They state that constructivists distinguish

didactic talk, when participants report experiences but no new understanding

occurs, from real talk where careful listening creates an environment within which

emerging ideas can grow. Perhaps this defines the difference between teacher talk

in a direct instruction classroom and purposeful talk by students in a student-

 49

centered constructivist classroom where meaningful discussion occurs and

meaning emerges. They explained that in real talk, domination is absent, while

reciprocity, cooperation, and collaborative involvement are prominent.

Consequently, constructivist activities in the classroom that focus on speaking and

listening promote not only constructivist thought but also important connections

between teachers and students.

According to Bryd and Burden (2013), a constructivist classroom is a

democratic classroom. The attitudes, values, and beliefs of teacher, specifically

those related to the belief of student as constructor of knowledge, make it possible

to create a democratic environment. A democratic classroom is self-regulating.

Rather than overtly controlling the students, a constructivist teacher structures the

classroom so that students and teachers can share in control of their environment.

Students are directly involved in all matters that occur in the classroom that affect

their being there as learners and as people. However, changing any one aspect of a

classroom is not possible without simultaneously changing who has power and

control over knowledge. Indeed, since the student empowerment and autonomy

are major goals in constructivist learning and teaching, changing the power

structure in the classroom is a desired course of action.

According to Noonan (2013), constructivism is a meta-concept. It is not just

another way of knowing, but a way of thinking about knowing. It is a theory of

communication and suggests that each listener or reader will potentially use the

content and process of the communication in different ways. There are numerous
 50

constructivist perspectives, and the common thread that unites them is that

learning is an active process, unique to the individual, and consists of constructing

conceptual relationships and meaning from information and experiences already in

the learner's repertoire. 

Constructivist learning features different principles. The learner uses

sensory input and does something with it, ultimately making meaning of

it. Learning consists of both constructing meaning and constructing systems of

meaning. Learning is layered. Learning occurs in the mind. Physical activity may

be necessary, but is not sufficient alone. Learning involves language. Learning is a

social activity. Learning is contextual. Facts are not isolated from the situations

and environments in which they are relevant.  Knowledge is necessary for

learning. It is the basis of structure and meaning-making. The more a student

knows, the more he can learn. Learning takes time; it is not spontaneous. Learners

go over information, ponder them, and use them, practice, experiment. Motivation

is a necessary component, because it causes the learner's sensory apparatus to be

activated. Relevance, curiosity, fun, accomplishment, achievement, external

rewards and other motivators facilitate ease of learning. 

According to Gillete and Grant (2006), in a traditional classroom, an

invisible and imposing, at times, impenetrable, barrier between student and teacher

exists through power and practice. In a constructivist classroom, by contrast, the

teacher and the student share responsibility and decision making and demonstrate

mutual respect. The democratic and interactive process of a constructivist

 51

classroom allows students to be active and autonomous learners. Using

constructivist strategies, teachers are more effective. They are able to promote

communication and create flexibility so that the needs of all students can be met.

The learning relationship in a constructivist classroom is a student-centered

classroom. The student-centeredness of a constructivist classroom is clearly

apparent in a reader response approach.

In summary, distinct features of constructivist theory in teaching

mathematics encompasses the primary role of teaching is not to lecture, explain, or

otherwise attempt to transfer mathematical knowledge, but to create situations for

students that will foster their making the necessary mental constructions.

Using the constructivist theory in teaching mathematics, gives the learner a

democratic and interactive environment between his classmates and his teacher in

which learning would take place.

A constructivist teacher structures the classrooms that the learners and

teachers can share in control of their environment. The teacher serves as the

facilitator of the learning process. The teacher’s main role is to guide the learners

by asking questions that will lead them to develop their own conclusions on the

subject. There is an authentic learner-learner and learner-teacher dialogue which is

very important in a constructivist classroom and allows emerging idea to grow.

A constructivist classroom has different characteristics as follows: the topic

begins from whole then expanded into parts, arousing the students’ queries and

interest, make use of materials such as primary sources or manipulative materials,

 52

the teaching-learning process is interaction (the teacher interacts with the learners

building on what the learners already know), knowledge is dynamic (changes with

the experiences), students works in groups, allows the learners to be active and

autonomous learners, learner-centered classroom, the learners are actively

involved, the environment is democratic, learners are engaged in meaning-making

inquiry, action, imagination, invention, interaction, hypothesizing and personal

reflection, the teacher and learner share responsibility, decision-making and

demonstrate mutual respect, domination is absent while reciprocity, cooperation

and collaborative involvement are prominent and promote not only constructivist

thought but also important connections between teachers and learners.

2. Extent of Applying Constructivist Theory in Teaching Geometry

Extent of utilization of constructivist learning theory refers to how those

characteristics or features of constructivist theory have been utilized in the

teaching and learning the area of Geometry in K-12 curriculum.

It can be gleaned from the table that first in rank among those

characteristics is encouraging learners to be actively involved with a weighted

mean of 4.80 and evidently utilized to a very great extent. This shows that in

developing the learning competencies in geometry, the teacher considers the active

participation of the learners in the teaching-learning process. Through the active

participation, the students are able to manage the responsibility for discovering

and constructing new learning by themselves. This supported by Catacutan (2000),

that learning experiences of the students respond with their interest when they are
 53

Table 1
Characteristics of Constructivist Theory
Characteristics of Constructivist Theory Weighted Mean Verbal Interpretation Rank
Encourage learners to be actively involved. 4.80 Evident to a very great extent 1

Apply democracy in teaching-learning process. 4.60 Evident to a very great extent 2.5
Facilitate a process of learning in which students are encouraged to be
responsible and autonomous. 4.20 Evident to a great extent 7.5

Encourage students to reflect on experiences and predict future

outcomes. 4.20 Evident to a great extent 7.5

Value the pursuit of learner’s questions and interests. 4.40 Evident to a great extent 5
Use manipulative materials. 3.40 Evident to a moderate extent 14
Follow a process to guide learner in constructing their own meaning of
concepts and contents. 3.80 Evident to a great extent 11.5

Support learning by collaborative construction of knowledge through

social negotiation. 4.40 Evident to a great extent 5

Provide activities that are interactive and learner centered. 4.00 Evident to a great extent 9.5
Ask students to elaborate their response. 4.40 Evident to a great extent 5
Provide multiple representations of reality. 3.80 Evident to a great extent 11.5
Present authentic tasks (contextualizing rather than abstracting
instruction). 3.60 Evident to a great extent 13

Look for student’s alternative conception and designing lesson to

address misconception. 4.00 Evident to a great extent 9.5

Include learner’s work, observation and point of view as well as task,

projects and tests in the assessment. 4.60 Evident to a very great extent 2.5

Composite Mean 4.10 Evident to a great extent

given the opportunities to make free choices and the subject becomes appealing to

student if they are given the opportunity to manipulate and construct things,

observe, and investigate at their own.

Applying democracy in teaching-learning process and including learner’s

work, observation and point of view as well as tasks, projects, and tests in the

assessment were also evidently utilized to a very great extent, both ranked 2.50

and with a weighted mean of 4.60. This shows that the geometry teachers provide

conducive democratic environment where the teacher facilitates the process of

learning in which students are encourage to express their own ideas by relating to
 54

the previous learning experience. This is supported by Ryan et al (2000) that a

constructivist learning environment can be a promising instructional approach

provided that the students have the opportunity to restructure their own

preconceptions and elaborate existing concepts and support the development of

intrinsic motivational tendencies via the experience of challenge, even in regular

classrooms.

Fifth in rank in the characteristics of constructivist learning theory that

evidently utilized are: valuing the pursuit of learner’s question and interest,

supporting learning by collaborative construction of knowledge through social

negotiation, and asking student to elaborate their responses. All of these have a

computed weighted mean of 4.40 and were utilized to a great extent. This means

that in developing the learning competencies in geometry, the teachers give

importance to students’ ideas and works. The teachers also allow students to

generate previous learning experiences and it leads to the development of the

interest in the subject. This further implies that in developing learning

competencies in geometry, the teachers provide activities that allow students for

collaborative construction of knowledge. This is also supported by Grouws and

Cebulla (2002) that the student learn and understand better the lessons if there are

interactive and collaborative activities that allow students to make their own

understanding.

Facilitate a process of learning in which students are encouraged to be

responsible and autonomous and encourage students to reflect on experiences and

 55

predict future outcomes gained a rank of 7.5 with a mean of 4.20 and a verbal

interpretation of evident to a great extent. Respondents assessed that students are

encouraged to construct their own learning based from their past experiences.

Additionally, teachers believe that learners are responsible for discovering and

constructing information for themselves. This is supported by the study of Talaoc

(2000).

Provide activities that are interactive and learner centred and look for

student’s alternative conception and designing lesson to address misconception

with a mean of 4.00 and a verbal interpretation of evident to a great extent both

ranked 9.50. This denotes that teachers teach students how to think, solve

problems, evaluate evidence, analyse arguments, generate hypothesis and all those

learning skills essential to mastering material in the discipline. This is supported

by Grouws and Cebulla (2002) that the student learn and understand better the

lessons if there are interactive activities that allow students to make their own

understanding.

Ranked 11.5 in the characteristics of constructivist learning theory with a

mean of 3.80 and a verbal interpretation of evident to a great extent were follow a

process to guide learner in constructing their own meaning of concepts and

contents and provide multiple representations of reality. This indicates that

teachers consider that knowledge is constructed by learners as they attempts to

make sense of their experiences. Therefore, learners are not empty vessels waiting
 56

to be filled, but rather active organisms seeking meaning. This is also supported by

the study of Catacutan (2000).

In 13th rank, present authentic tasks (contextualizing rather than abstracting

instruction) had a computed mean of 3.60 and a verbal interpretation of evident to

a great extent was. This points to teachers who emphasize that authentic learning

tasks promote meaningful learning. Teachers believe that these kinds of tasks

allow learners to develop their knowledge skills and to sustain their interests

towards the subject. This is supported by the study of Talaoc (2000).

Using manipulative materials was in the 14 th rank with a weighted mean of

3.40 which is evidently utilized to a moderate extent. This might be because of

limited availability of instructional materials. Teachers find difficulty in producing

and preparing instructional materials. But despite of the situation, teachers exert

efforts in providing manipulative materials since it greatly contributes in

developing learning competencies in geometry. Since geometry by nature is

abstract, developing learning competencies will be difficult without the aid of

manipulative materials. This is also supported by Ryan (2000) who said that using

manipulatives in class discussion will help teachers for more effective teaching

process.

A composite mean was of 4.10 with a verbal interpretation of evident to a

great extent which denotes that the characteristics of constructivist theory are

known, understood, and utilized by the secondary mathematics teachers of

Batangas State University- Integrated School.

 57

3. Application of Constructivist Theory in Developing the Learning

Competencies of Students in Geometry

The respondents were asked to determine the extent of applying

constructivist theory in developing the learning competencies of students in

geometry. Table 2 presents the respondents’ assessment of the extent of applying

constructivist theory with respect to the learning competencies of Grade 7 to

Grade 10 geometry.

From the table, it can be seen that first in rank among the learning

competencies where constructivist theory is applied in a very great extent is

constructing plane figures like triangles and quadrilaterals with a weighted mean

of 5.00, which is interpreted as applied to a very great extent. This revealed that

teachers believe that learners can easily learn concepts by connecting their

previous experiences to present experiences. Teachers can provide activities that

connect students’ past learning about figures and new learning about concepts in

constructing figures like triangles and quadrilaterals.

The item deriving relationships of geometric figures using measurements and by

inductive reasoning ranked second with a weighted mean of 4.80 and a verbal

interpretation of applied to a very great extent. This implies that teachers apply

Table 2
Learning Competencies in Geometry
Learning Competencies in Geometry Weighted Mean Verbal Interpretation Rank
Represent point, line and plane using concrete and pictorial models. 4.00 Applied to a great extent 20
Illustrate subsets of a line. 4.20 Applied to a great extent 11.5
Classify the different kinds of angles. 4.60 Applied to a very great extent 3.5
Determine the relationship between the hypothesis and the conclusion
3.80 Applied to a great extent 26.5
of an if-then statement.
 58

Transform a statement into an equivalent if-then statement. 3.80 Applied to a great extent 26.5

Determine the inverse, converse, and contrapositive of an if-then

statement. 3.80 Applied to a great extent 26.5

Illustrate the equivalences of: (a) the statement and its contrapositive;
and (b) the converse and inverse of a statement. 3.80 Applied to a great extent 26.5

Write a proof (both direct and indirect). 3.80 Applied to a great extent 26.5
Describe a mathematical system. 3.80 Applied to a great extent 26.5
Prove properties of parallel lines cut by transversal. 3.80 Applied to a great extent 26.5
Describe a proportion. 4.20 Applied to a great extent 11.5
Apply the fundamental theorems of proportionality to solve problems
involving proportions. 4.60 Applied to a very great extent 3.5

Derive relationships of geometric figures using measurements and by

inductive reasoning. 4.80 Applied to a very great extent 2

Construct plane figures like triangles and quadrilaterals. 5.00 Applied to a very great extent 1
Illustrate triangle congruence. 3.20 Applied to a moderate extent 37
Solve corresponding parts of congruent triangles. 4.20 Applied to a great extent 11.5
Apply triangle congruence to construct perpendicular lines and angle
bisectors. 4.20 Applied to a great extent 11.5

Illustrate and apply theorems on triangle inequalities. 4.20 Applied to a great extent 11.5
Prove inequalities in a triangle. 3.80 Applied to a great extent 26.5
Prove the conditions for similarity of triangles. 3.40 Applied to a moderate extent 34.5
Apply the theorems to show that given triangles are similar. 3.60 Applied to a great extent 32
Solve problems that involve triangle similarity and right triangles. 3.20 Applied to a moderate extent 37
Determine the conditions that guarantee a quadrilateral a
parallelogram. 3.40 Applied to a moderate extent 34.5

Prove theorems and solve problems involving parallelogram,

trapezoids and kites. 3.20 Applied to a moderate extent 37

Illustrate polygons: (a) convexity; (b) angles; and (c) sides. 4.20 Applied to a great extent 11.5
Derive inductively the relationship of exterior and interior angles of a
convex polygon. 4.20 Applied to a great extent 11.5

Solve problems involving sides and angles of a polygon. 4.20 Applied to a great extent 11.5
Continuation of Table 2
Learning Competencies in Geometry Weighted Mean Verbal Interpretation Rank
Illustrate a circle and the terms related to it. 4.40 Applied to a great extent 5
Derive inductively the relations among chords, arcs, central angles,
and inscribed angles. 4.20 Applied to a great extent 11.5

Prove theorems related to chords, arcs, central angles, and inscribed

angles. 3.60 Applied to a great extent 32

Illustrate secants, tangents, segments, and sectors of a circle. 4.20 Applied to a great extent 11.5
Prove theorems on secants, tangents, and segments. 3.60 Applied to a great extent 32
Solve problems on circles. 4.20 Applied to a great extent 11.5
Derive the distance formula. 4.00 Applied to a great extent 20
Illustrate the center-radius form of the equation of a circle. 4.20 Applied to a great extent 11.5
Determine the center and radius of a circle given its equation and vice
versa. 4.00 Applied to a great extent 20

Graph a circle and other geometric figures on the coordinate plane. 4.00 Applied to a great extent 20
Solve problems involving geometric figures on the coordinate plane. 4.00 Applied to a great extent 20
Composite Mean 4.00 Applied to a great extent
 59

constructivist theory to a very great extent by setting an environment that

encourages learners to reflect on their experiences and predict future outcomes.

Classifying different kind of triangles, illustrating a circle and the terms

related to it, and applying the fundamental theorems of proportionality to solve

problems involving proportions were the learning competencies which ranked 3.5

with a mean of 4.60 and applied to a very great extent. This revealed that teachers

can also provide interactive and learner-centered activities for the development of

these competencies. Teachers act as facilitators of the class in the teaching

learning process. Likewise, this also revealed that teachers follow a process to

guide learners in constructing their own meaning of concepts and contents.

The item represent point, line and plane using concrete and pictorial models

ranked 20 with a mean value of 4.00. This implied that teachers moderately apply

constructivist theory and find some difficulty in fully utilizing students’ own

construction of learning. Likewise, the item derive the distance formula has the

same rank and mean. This showed that teachers find it hard to act as a facilitator

since deriving distance formula needed to use higher thinking.

The item the center and radius of a circle given its equation and vice versa

which is also ranked 20 and has also a mean of 4.00. This revealed that teachers

moderately find it hard to provide activities that are interactive and learner

centered. In same way around the item graph a circle and other geometric figures

on the coordinate plane also has the same mean and rank. This implied that
 60

teachers sometimes find difficulty to support learning by collaborative

construction of knowledge through social negotiation.

Finally, in the item solve problems involving geometric figures on the

coordinate plane obtained a mean of 4.00 and rank of 20 and interpreted as applied

to a great extent. This showed that teachers moderately provide multiple

representations of reality and also in including learner’s work, observation, and

point of view as well as task, projects, and tests in the assessment.

Prove the conditions for similarity of triangles, determine the conditions

that guarantee a quadrilateral a parallelogram, illustrate triangle congruence, solve

problems that involve triangle similarity and right triangles, and prove theorems

and solve problems involving parallelogram, trapezoids and kites are the items that

have the lowest ranks. The learning competencies prove the conditions for

similarity of triangles and determine the conditions that guarantee a quadrilateral a

parallelogram both gained a mean of 3.40. Teachers encounter difficulties in

encouraging learners to be actively involved in the learning process and in

arousing and maintaining their interest. Teachers also meet problems in providing

interpretative construction of concepts and skills during the development of these

competencies. Lastly, the competencies illustrate triangle congruence, solve

problems that involve triangle similarity and right triangles, and prove theorems

and solve problems involving parallelogram, trapezoids and kites having the

lowest mean of 3.20 were interpreted as applied to a moderate extent. This

revealed that teachers experience complications in providing activities that are

 61

interactive and learner centered to develop these competencies. Similarly, learners

will not be able to easily construct their own knowledge since the teacher find

problems in using manipulative materials and in presenting authentic tasks during

the teaching learning competencies.

The learning competencies in Geometry from Grade 7 to Grade 10 gained a

weighted mean of 4.00 as perceived by the respondents. Teachers apply

constructivist theory on a great extent and believe that learners can develop their

learning competencies in geometry through constructing their own learning based

on their experiences.

The results of the present study are supported by Aguirre, et. Al. (2005) that

showed the problems observed by students like mastery of the teachers of many

methods as reflected in terms of resourcefulness of the teachers creating and

making instructional materials that can help in more effective teaching concepts in

geometry like lessons about triangles, quadrilaterals and proving theorems.

This is also supported Vlassis (2002), where he also found out that iconic

representations, students are able to represent concrete materials in pictorial form,

which indicates a transition in understanding of the true meaning of the

mathematical concept of relationships of geometric figures through measurements

and by inductive reasoning.

4. Activities Utilizing Constructivist Theory that Enhance the Learning

Competencies in Geometry
 62

Constructivism is one of the most used theories today. It says that people

construct their own understanding and knowledge of the world by experiencing

things and reflecting on those experiences. In education, the constructivist theory

features active, challenging, authentic, and multidisciplinary learning. The

learning in this approach is based on the preferred learning style of the learners.

Because of this, they build their own ideas from their prior knowledge and

experiences. This theory helps students to develop process, skills, and attitudes in

learning. Geometry, as an area of mathematics that deals with different figures and

concepts can be learned easier with the application of constructivist theory. As

learners are given the chance to manipulate different figures and tools they are also

given the chance to discover and conceptualize facts about it. With this, one of the

most important missions of teachers is to facilitate the class, guide the students,

and provide learning activities that will help the students build their own

knowledge.

As each learner possesses individual learning style it entails the application

of variety of activities to ensure that the need and interest of the learners are met.

Engaging students to these kinds of activities would make their learning more

meaningful and productive. These activities will help the teachers in engaging

their lesson, making it more creative and more fun.

This will help teachers in creating a more inclusive, affective, and effective

instruction that promotes understanding and appreciation among students. It will

also help them create a classroom where learners experience a sense of belonging,
 63

personal and intellectual improvement- helping teachers achieve more diversified

instructional techniques. The activities that enhance the learning competencies in

Geometry with the utilization of the constructivist theory may help in fulfilling

these goals.

The study revealed that learners performed better in the classroom where

they are allowed to construct their own learning through the activities given by the

teacher. In view of the findings, the researchers developed activities which are

engaging and manipulative to support the use of constructivist theory utilized to

enhance the learning competencies in geometry.

The activities presented in the study are child-centred and cooperative

activities that contributes in achieving progress learning. These activities are

designed for a constructivist classroom that will catch the interests of the learners

and will enhance their abilities. Moreover, these activities allow active and deep

learning and provide opportunities for learners to develop skills into context and

construct own learning.

 64

PROPOSED
ACTIVITIES
 65

I. General Objectives

Everyone is born unique. Each learner has their own way of constructing

their own understanding and learning as the Constructivist Theory contends.

Nevertheless, all students will come to school with different sets of learning style

which the educators needs to address and the exposure of students to different

kinds of activities that develop their skills in constructing their own understanding

is of a necessity.

The eight lowest learning competencies in geometry and the least utilized

characteristic of the constructivist theory in teaching geometry that were

determined from the result of the conducted survey where considered in

determining these activities. These materials are based on the K-12 Mathematics

Learners’ Module and Geometry Workbook by E.A. Lopez.

The proposed activities utilizing constructivist theory intended to enhance

the learning competencies in geometry and give some aid to educators in making a

creative and productive learning for the students. These also provide students the

opportunity to socialize, to interact, to be actively involved and to learn

mathematics in various ways which will promote their holistic development.

 66

Activity 1

Find Your Partner!

TOPIC: Triangle Congruency

Objectives:

 To develop the collaborative construction of knowledge through social

negotiation

 To illustrate triangle congruency in more enjoyable way

Materials Needed:

 Set of attribute blocks in each group

 Pencil and protractor

 Congruence Worksheet

Procedure:

Divide the class into groups with 10 members. Each group will receive 10

pieces of attribute blocks. The blocks are to be distributed so that one attribute

block piece is given to each member. At the count of three, the student will find

his/her partner who is holding the same shape as what he/ she is holding. The

students will name their attribute blocks as ABC and they will measure the angles

and sides of their triangle attribute block then match it to other. The students will
 67

record the measure of the sides and angle to their congruence worksheet and

answer the questions that follow.

Congruence Worksheet

Group No.__________

Fill in the table with the needed data and answer the questions that follow.

Measure of Side Measure of Angle

AB BC CA A B C

My triangle

My classmate’s
triangle

Questions:

1. What is the measure of the corresponding side of the two congruent

triangle? How about the corresponding angle?

2. What can you say about the size and shape of the two attribute blocks?

3. When can you say that the two triangles are congruent?
 68

Activity 2

When can you say “Triangle Inequalities”?

TOPIC:Triangle Inequalities

Objectives:

 To develop student’s alternative response and point of views as well as

contextualization

 To prove inequalities in a triangle

Materials Needed:

 Geo strips

 Worksheet

Procedure:

Each student has three pieces of geo strips in each set. The space between

each hole will indicate its measures in centimeter. With each set of geo strips the

students will try to form triangle LMN. And they will write their findings on the

table and responses to the ponder questions.

 69

Worksheet

Name:

Compare Compare Compare

Set of Geo strips
(l + m) and n (m + n) and l (l + n) and m

l+ <,>, l+n <,>,= m

l m n n m+n <,>,= l
m =

1. 3 3 7

2. 3 3 5

3. 4 6 10

4. 4 6 9

5. 5 5 10

Questions:

1. Compare the sum of l and m to n.

2. Compare the sum of m and n to l.

3. Compare the sum of l and n to m.

4. How can the sum of any two sides of a triangle compare to the third side?
 70

Activity 3

Are we the same?

TOPIC: Similar Triangle

Objectives:

 To make student develop alternative conception and to address

misconception about similarity of triangles

 To prove the conditions for similarity of triangles

Materials Needed:

 Triangle Pattern chips

 Ruler and protractor

 Activity Worksheet

Procedure:

Each student will have a pair of similar triangle pattern chips. The

students will name the two triangle as ∆ ABC and∆ LMN . They will measure the

sides and angles of their triangle pattern chips and record it in the activity

worksheet. After that, students will fill up the table with the needed data and then

answer the questions. After, they will compare their work with others.
 71

Measure of the
Measure of the corresponding
Are they corresponding angles of Are they
sides of the triangles
proportion? the triangles proportion?
∆ ABC ∆ LMN ∆ ABC ∆ LMN

a l A L

B m B M

C n C N
Worksheet

Name:

Questions:

1. Take any ratio of the two sides of ∆ ABC and the ratio of the corresponding

sides of∆ LMN , are they proportion?

2. What can you say about the measures of the corresponding angles of the

two triangles?

3. Are the two chips similar?

4. How can you state the similarity of two triangles?

 72

Activity 4

Prove that we’re similar! Can you?

TOPIC: Similar Triangle Theorems

Objectives:

 To develop student’s critical thinking and reasoning

 To apply the theorems to show that given triangles are similar

Materials Needed:

 Geo strips

 Worksheet

 Protractor

Procedure:

The class will be divided into three groups. Each group will be given geo

strips that will be used to create the triangles shown in their worksheet. Then, the

students will answer the questions in their worksheet.

 73

Worksheet

Group No. 1

Direction: Using geo strips make triangles base from the figures below. Answer

the questions that follow.

R
L

E
D A M

Questions:

1. Measure the corresponding angles. What do you observe?

2. Compare the ratios of the corresponding sides. What do you observe?
3. Can we say that the two triangles are similar? Why?
 74

Worksheet

Group No. 2

Direction: Using geo strips make triangles base from the figures below. Answer

the questions that follow.

B
A
Questions: E
1. Measure the corresponding N angles. What do you observe?
2. Compare the ratios of the corresponding sides. What do you observe?
3. Can we say that the two triangles are similar? Why?
 75

Worksheet

Group No. 3

Direction: Using geo strips make triangles base from the figures below. Answer
the questions that follow.

K
o N

Questions:

1. Measure the corresponding angles. What do you observe?

2. Compare the ratios of the corresponding sides. What do you observe?
3. Can we say that the two triangles are similar? Why?
 76

Activity 5

Right Triangle

TOPIC: Solving Problems involving Right Triangles

Objectives:

 To develop the students’ multiple representations of reality and reflection

on experiences

 To improve the skills of the students in solving problems involving right

triangles

Materials Needed:

 Pythagorean Triangle

 Question Bowl

Procedure:

Divide the class in three groups. The teacher will provide the questions in

the question bowl. Each group will pick a question from the bowl and

collaboratively solve it with the use of the Pythagorean Triangle. The group will

represent the right triangle described by the problem using Pythagorean Triangle.

Each leader of the group will assign a reporter to explain in the how they solved

the problem.
 77

Questions:

 A man travels 5 km east and then 12 km south. How far is he from the

starting point?

 A ladder 5 meters long is placed against a wall at a base 1 meter away.

What is the height reached by the ladder?

 How short is a diagonal path across vacant lot 30 meters than the path along

its two adjacent sides?

 78

Activity 6

What’s your measure?

TOPIC: Parallel Lines Cut by Transversal

Objectives:

 To develop the skills of the students to work collaboratively

 To prove properties of parallel lines cut by transversal in more enjoyable

way

Materials Needed:

 Masking Tape as manipulative

 Protractor

 Worksheet

Procedure:

Have students (can be in group) use masking tape to construct on the floor a

large model of parallel lines and a transversal. And number each angle like the

figure in the worksheet. Each of the students must have their protractor with them

as they stand. Then have them stand on pairs to various angles such as

corresponding, alternative interior, alternative exterior and supplementary. The

students which are on the model will measure the angle from where he/she is

standing. And then they will record it on the worksheet. Then, they will answer the

questions that follow.

 79

Worksheet

Group No.

Label your model on the floor like the figure below. And record the needed data

on the table and answer the question that follow.

1 2
3 4
5 6
7 8
Corresponding Angles:
m∠ 1=¿ m∠ 3=¿ m∠2=¿ m∠ 4=¿
m∠ 5=¿ m∠ 7=¿ m∠ 6=¿ m∠ 8=¿
Alternative Interior Angles:
m∠ 3=¿ m∠ 4=¿
m∠ 6=¿ m∠ 5=¿
Supplementary Angles:

Question:

1. What can you say about the pair of corresponding angles, alternative

interior, alternative exterior, and supplementary angles?

2. Compare the measure of ∠ 1and ∠ 5 ? ∠3and∠ 7? ∠ 2and∠ 6?, and ∠ 4 and

∠ 8?
 80

3. If two parallel lines are cut by a transversal, what is true about their

corresponding angle?

4. Compare the measure of the alternate interior angles,∠ 3and ∠ 6 ,∠ 4 and∠ 5

5. If two parallel lines are cut by transversal, what is true about their alternate

interior angles?

6. Compare the measure of the supplementary angles.

7. What is true about supplementary angles? When two parallel lines are cut

by transversal?
 81

Activity 7

This must be a parallelogram!

TOPIC: Conditions for a Quadrilateral to be a Parallelogram

Objective/s:

 To develop collaborative construction of knowledge through social

negotiation

 To understand the conditions for a quadrilateral to be a parallelogram

Materials Needed:

 Geo board and protractor for each group

 Group clue cards

Procedure:

Divide the class into 3 groups. Each group will receive seven clue cards.

The cards are to be distributed so each member has at least one. Each member of

the group may read their clue to the rest of the member. They may not show their

card, only read it aloud as many times as necessary. If a team member has a

question they must check it with the group first. If the group agrees that everyone

has the same question, then they may raise their hands and the teacher will come.

Group clue cards #1 How long is line segment BA, AS, EA,
 82

and AT in units? Record it.

On the geo board construct rectangle Measure the angle B, E, S, and T then
BEST. record it.

Count the units of line segment BE, ST, Are the opposite angles of rectangle
ES and BT then record it in the worksheet. BEST congruent?

Did rectangle BEST has a pair of

Draw its diagonals, then label the
opposite sides that are both parallel and
intersection with "A".
congruent?

Count the units of each side the square in

Group clue cards #2
the geo board. Record it.

Measure the angles M, N, O and P. Then

On the geo board construct square.
record.

Label the square in the geo board as Are the opposite angles of quadrilateral
MNOP MNOP congruent?

Did square MNOP has a pair of opposite

Draw its diagonals and label its
sides that are both parallel and
intersection with "A"
congruent?

Count the units of MA, AO, NA and AP.

Record it.
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How long is QE, ES, RE, and ET in units?

Group clue cards #3
Record it.

On the geo board construct a rhombus Measure the angle Q, R, S, and T then
named QRST. record it.

Draw its diagonals, then label the Are the opposite angles of QRST
intersection with "E". congruent?

Did quadrilateral QRST has a pair of

Count the units of QR, ST, RS and QT
opposite sides that are both parallel and
then record it in the worksheet
congruent?
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Activity 8

Drag me around!

TOPIC: Angle form by two Secants

Objectives:

 To develop students’ skills in following a process to come up in their own

construction of meaning of concepts and contents

 To learn more about proving theorems on secants, tangents and segment

Materials Needed:

 Geo-Gebra

 Worksheet

Procedure:

The students will use Geo-gebra to create the figure in the worksheet. Each

student can use the tools in geo-gebra like create circle, line segment, tangent and

secant. Then students will observe the facts about secant, tangents and segment.

And they will answer the questions.

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Worksheet

Name:

Direction: Create each figure on the geo-gebra and answer the questions base on

your observation.

B a. Using geo-gebra, what is the measure of ∠

BAC?
1.
b. What is your observation about the
A . measure of ∠ BAC in connection to measure
of arc BC?

C c. What is the measure of the angle formed by

two secants intersecting in circle?

2. Q a. Using geo-gebra, what is the measure of ∠

QPR?
S .
P b. What is your observation about the
T measure of ∠ QPR in connection to measure
R
of arc QR and ST?

c. What is the measure of the angle formed by

two secants intersecting outside the circle?
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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusions and

recommendations of this study on constructivist theory in teaching geometry of

secondary math teachers of Batangas State University- Integrated School.

Summary

This study determined the extent of application and utilization of

constructivist theory in teaching geometry.

Specifically, this study sought answers to the following questions:

1. What are the distinct features of constructivist theory?

2. How evident do teachers utilize constructivist theory in teaching

Geometry?

3. To what extent is the constructivist theory applied by teachers to

develop the learning competencies of students in Geometry?

4. From the analysis of the study, what activities utilizing constructivist

theory may be prepared to enhance the learning competencies in Geometry?

The study used the descriptive method of research using census of tangibles

and documentary analysis to be able to determine the distinct features of

constructivist theory and the extent of application and utilization of constructivist

theory to develop the learning competencies of students in Geometry. The

respondents of the study were the secondary math teachers of Batangas State
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University-Integrated School. Frequency, ranking and mean were the statistical

measures used in the analysis.

Findings

After the data were tabulated, statistically treated, analysed, and interpreted,

the following findings emerged.

1. Distinct Features of Constructivist Theory in Teaching Mathematics.

In the constructivist learning theory, knowledge is constructed individually

by every learner. Students do not accumulate all the knowledge that are presented

to them. In this learning, individuals’ prior knowledge, capabilities, and learning

environment are very important. The teachers’ role is to guide and help the

students in connecting their prior knowledge to the new information and concepts

they are learning. Students play active roles in the learning process since they are

the center of the teaching-learning process. Students are actively involved in

learning and constructing knowledge through hands-on activities. An appropriate

teaching and learning environment should be created in order to encourage

students to be active participants inside the classroom. Moreover, the interactive

and democratic learning environment helps the learners to assimilate new

information and to construct their own knowledge. Thus, it is important that

proper learning materials are prepared and used for a meaningful learning to occur

and for students to be actively involved in the learning process.

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2. Extent of Utilizing Constructivist Theory in Teaching Geometry

The item encourage learners to be actively involved gained a highest mean

of 4.8. Second in rank with a mean of 4.6 interpreted as to the evident to a great

extent were the items apply democracy in teaching-learning process and include

learner’s work, observation and point of view as well as task, projects and tests in

the assessment. Lowest in rank with a mean 3.4 and a verbal interpretation of

evident to a moderate extent was use manipulative materials.

To sum up, characteristics of constructivist theory obtained a mean of 4.1

as perceived by the respondents. Teachers utilize constructivist theory to a great

extent because they believe that this allows students to achieve progress learning.

3. Extent of Applying of Constructivist Theory in Developing the Learning

Competencies of Students in Geometry

The study looked into the extent of utilization of constructivist theory of the

respondents in teaching geometry. The respondents cited that they applied to a

very great extent in constructing plane figures like triangles and quadrilaterals,

weighted a mean of 5; deriving relationships of geometric figures using

measurements and by inductive reasoning, weighted a mean of 4.8; classifying the

different kinds of angles and applying the fundamental theorems of proportionality

to solve problems involving proportions, both weighted a mean of 4.6. The

respondents applied the constructivist theory to a moderate extent in illustrating

triangle congruence, solving problems that involve triangle similarity and right
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triangles, and proving theorems and solving problems involving parallelogram,

trapezoids and kites, weighted a mean of 3.2.

The learning competencies in Geometry from Grade 7 to Grade 10 gained a

weighted mean of 4 as perceived by the respondents. Teachers apply constructivist

theory on a great extent.

4. Activities Utilizing Constructivist Theory in Teaching Geometry

The study revealed that learners perform better in the classroom when they

are allowed to construct their own learning through the activities given by the

teacher. The researcher-developed activities are engaging and manipulative in

order to support the use of the constructivist theory to enhance the learning

competencies in geometry.

Conclusions

As shown from the results of the study, the following conclusions were

drawn.

1. The distinct features of constructivist theory make the learners construct

their own knowledge based on previous learning and cooperative learning is

applied through group activities.

2. Constructivist learning theory is evident to a great extent in teaching

geometry.

3. The respondents apply the constructivist theory in developing the

learning competencies of students in geometry to a great extent.

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4. The activities have been prepared to develop learning competencies of

students in geometry.

Recommendations

From the conclusions, the researchers arrived at the following

recommendations.

1. It is strongly recommended that the activities prepared by the researchers

that utilize the use of constructivist theory in teaching geometry be used.

2. The teachers should make additional activities utilizing constructivist

theory to achieve progress learning.

3. Similar studies can be conducted using respondents from other schools.