LEARNING STRATEGIES OF GRADE 11

CHAPTER I

THE PROBLEM

INTRODUCTION

General mathematics is one of the core subjects taken by all strands. It provides

understanding including solving rational, exponential and logarithmic functions, and can

be applied in a real life situation. General mathematics in Grade 11 learners is for

accessible teaching, and the goal of the K-12 program is to achieve the improvement of

the students’ performance in the said subject. [CITATION Aoa16 \t \l 2057 ]General

mathematics in K-12 curriculum provides various problems in order for the students to

gain insight and deeper analysis. The learning strategies in teaching mathematics in

grade 11 students require both teacher and students to work effectively. It is very

important for science and engineering students in preparing in tertiary education.

In applying knowledge,individuals must use complex learning strategies in able to

guide learners to invent and discover new mathematics perspective and in help the

learners to acquire confident attitudes and abilities in mathematics. The mathematical

skills is need to learn of the students in basic computations and know how to use the

numbers and analyze the rational problems, exponential problems, and logical solutions

in different learning strategies in ways to solved problems.[ CITATION Jam03 \l 2057 ]

It is also one of the basic capacities to perform mathematical operations and to

apply mathematical kowledge in solving various situations. However, students find the

subject less enjoyable and lose interest in the subject causing them to have difficulties

in solving mathematical problems. According to the Department Education Republic Act

LEARNING STRATEGIES OF GRADE 11 2

No. 051,S.(2017). If the students is unmotivated they are less interest in general

mathematics and scared of mathematics. To overcome this problem the teachers must

have a joyful mathematics’ learning is needed. General Mathematics teachers is need

to develop ideas to motivate students in interesting General mathematics, such as

solving problems, games , activities, and hands on activities. If the learners are

interested in general mathematics they improved students’ motivation, creativity,

independence and initiative to solved various problem situations.

According toPiosang (2019), he reported four levels of assessment, which

include school tracks, classroom-based assessment, college readiness assessment ,

and career assessment. The implementation of K-12 curriculum must have better

assessment that must be implemented in curricular programs in schools. Implementing

a new curriculum is a challenge for the learners for preparedness in tertiary education.

The specific objective of this reasearch is to explore the use of metacognitive strategies

by grade 11 mathematics learners and their teachers. Previous illusion of general

mathematics account almost 90% of people says that general mathematics is hard and

few see general mathematics is easy. This is the reason why many of people are

scared in the said subject.[ CITATION Mar17 \l 1033 ].

Statements of the Problem

This study determined the different learning strategies of Grade 11 students in

General Mathematics in Notre Dame Of The Dadiangas University.

LEARNING STRATEGIES OF GRADE 11 3

Specifically, this study Answers the following questions:

1. What are the different learning strategies to be utilized by the grade 11

students to have an effective learning process?

2. How the learning strategies affect the learning procedure?

3. Why the grade 11 students develop an effective learning strategies

towards efficacy of the learning process?

Scope of Delimitation

This study will determined the the profiles of the students in terms of strands and

Is the learning strategies of Grade 11 learners effective in terms of problem solving

skills The study will be conducted in Notre Dame of Dadiangas University. Selected

grade 11 learners will be the respondents of this study. Questionnaires, survey forms

and anova will be given to selected grade 11 learners on the first semester in 2020. If

the respondent rejected our survey that will be respected.

Significance of the Study

This study analyzed the different learning strategies of Grade 11 learners in

General Mathematics. The significance of the study is to know the different learning

strategies of Grade 11 students in regards to understanding General Mathematics,

because we all know that every person has its own ways on how they can better

comprehend mathematics and by that way we will learn from them and we can apply it

also in ourselves.This study is beneficial to:

LEARNING STRATEGIES OF GRADE 11 4

To the society,This study will help society to produce more capable learner in

General Mathematics that contribute and by that they can contribute in their own little

ways.

To the teachers,This study will help teachers to lessen their stress with the help

of learning strategies in General Mathematics.

To the students, This study will help the students to know the different learning

strategies in General Mathematics and apply them, and by that they will improve their

grade outcomes in General Mathematics.

For the future researchers,This study will be added to the basis of knowledge for

future researchers for their future studies in relation to the General Mathematics.

Definition of Terms

To give the readers, a clearer understanding of frequently used terms, they are

defined conceptually and operationally.

Strategies. Are considered a key aspect for learners and also a planned for

accademic performance. It is also uses for teachers on how they able to guide or teach

their students.[ CITATION Gri19 \l 1033 ].

Problem Solving Skills. Problem solving skills is the center of discipline

because without problem solving skills there is no Mathematics. Problem solving skills

helps us to think critically and analyze logically about new situations, it also helps the

learners to access educational and economic opportunities and also in problem solving
LEARNING STRATEGIES OF GRADE 11 5

process and problem solving strategies to equips students for life beyond school.

[ CITATION Jac20 \l 1033 ].

Metacognitive Strategies. It helps the students plan, monitor and evaluate

mathematical concepts and skills.

Cognitive Strategies. It helps the students interact with the information to be

learned, changing or organizing it either mentally or physically. (Elaborating Prior
Knowledge, Taking Notes, Grouping, Making Inferences, Using Images).

Social/Affective Strategies. It helps students interact with others to assist

learning, or use attitudes and feelings to help their learning. (Questioning for
Clarification, Cooperating, Self-talk).

Quarterly Assessement. It includes the periodical exams, exhibits, portfolio,

practical test, and major skill test.

Hyphothesis

This study will know the difference of the learning strategies of the students from

each strand and how they apply these in general mathematics.

 LEARNING STRATEGIES OF GRADE 11 6

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides the readers information from different journals, newspapers,

publications as well as books and other resources which will provide additional facts to

this study. This study includes a review of literature and other related studies and

sources in determining the different learning strategies of grade 11 learners in General

Mathematics from Notre Dame of Dadiangas University.

Students’ The usage and

comprehension of QUESTIONNAIRE effectiveness of

General Mathematics SURVEY FORMS learning strategies of

and application in grade 11 students inthe

ANNOVA
various real-life different strands.

situations.

Figure 1

Conceptual Paradigm

General Mathematics
LEARNING STRATEGIES OF GRADE 11 7

General mathematics is the art of solving problems, this subject can help the

students in acquiring the basic computational skills of different learning strategies in

problem solving. The goal of Department of Education is to have a successful teaching

and learning of learners towards General Mathematics. In applying the different learning

strategies, students must improve their mathematical skills. Their teachers stand for

their mentors and guide the students in understanding General Mathematics.

[ CITATION Leo19 \l 1033 ].

General Mathematics is one of the important subjects in Science and

Engineering students in pursuing their study and preparedness for tertiary education.

Many students struggle in General Mathematics and cannot attaindeeper

understanding. Some students find it boring and very hard to assimilate. Many students

question why they should learn General Mathematics and how can it be useful in the

near future. While a lot of students find General Mathematics difficult, most of them also

find the subject boring and less interesting. When the students do not show any

interestin General Mathematics, they will least likely focus in the subject which can

possibly lead to the students dropping out of class. According to Ryan(1995) If the

students lack motivation, it can create a big problem in the future.(Mohd Zin et al, 2013).

In solving Mathematics, we should consider both our level of thinking and skills in order

to solve problems. Critical thinking skills help us to process and produce answers to

certain problems. Being logical suites in some circumstances and being creative will

help us process ideas for solving problems. (Bawas et al, 2017).

The purpose of the study is to extend and improve the skills of the learners in

mathematical way. Skills are taught through the use of solved problems.General
LEARNING STRATEGIES OF GRADE 11 8

Mathematics is important to make a career choice. There are chapter problems that can

apply to a various career in solving problem skills. [ CITATION Nor06 \l 1033 ].

Profiles of students in terms of Sex and Strand

Science, Technology, Engineering, and Mathematics

The term STEM education refers toteaching and learning in fields os science,

technology,engineering and mathematics. In common in STEM Strand is mathematics,

natural sciences, engineering, and computer information sciences but also social

behavior as phsycology, economics, sociology, and political sciences. The STEM

education is beneficial to the economy, teachers, and institutes to develop learners and

preparedness for tertiary education in cosing there course. STEM is very useful for the

future career and technology to improve skills, intellectual, lives, and society. STEM

can icrease effectiveness and influence student in their future career that they want to

pursue in the future. Students attitude towards in Science,technology, engineering, and

mathematics. Learners attitudes in STEM has a strong determination of a students

choice for future career. Enrolling in STEM is a choice of a student in pursuing their

course or grouped by strands. STEM courses and subjects developed learners to

generate meaningful learning through knowledge, concept and skills of the student.

Stem courses and programs provide better understanding of scientific and engineering

work. The behind of this study is to enhance the learning and improve the learning

attitudes and to increase continuity in learning. [ CITATION Kuo11 \l 1033 ]

Science
LEARNING STRATEGIES OF GRADE 11 9

Attitudes of learners focused on exploring towards in science in order to

understand the concept and and interest of the learners in learning science. The

learners attitude towards in science was influenced by emotions and interest. If the

students is less interest they will find it boring. This imply the negative effect attitudes of

learners towards in science. According to [CITATION Geo08 \l 1033 ] students able to

practice and understand the science knowledge in school but learned to understand the

utility of science in their lives, their interest in science may rise. Positive attitudes

towards science can motivate the learners interest in science education and science

related career.[ CITATION Kuo11 \l 1033 ]

Technology

Students attitude towards technology is popular in Generation Z, It is the popular

subject. Male learners are positive attitudes towards in technology. Learners prefer new

technologies is interesting. It is beneficial to the society especially in medical treatment,

and living environmental issues.[ CITATION Kuo11 \l 1033 ]

Engineering

Studies in engineering present controversial results are as low. It is the main reason of

STEM learners quit or change of strand due to decrease of interest in science. STEM

students who chose Engineering for tertiary education, there is a postive effect the

students will enjoy the study of science and mathematics and contribution in society.

[ CITATION Kuo11 \l 1033 ]

Mathematics
LEARNING STRATEGIES OF GRADE 11 10

Attitudes to mathematics, learners has a similar viewpoint as attitudes towards

science. Mathematics usually found to be less popular subject and learners negative

effect towards mathematics. Learners mentioned that Mathematics is advantage in

some ways. It helps us to solve in a various situation and can be applied to a real life

situation.[ CITATION Kuo11 \l 1033 ].

Accountancy, Business, and Management

Accountancy, business, and management is where the learners study basic

accounting, fundamentals management, marketing, economics, entrepreneurship, and

other business related area. ABM strand curriculum provides learners to familiar with

work simulation, and apply competencies of specialization in authentic work

environment. In a work immersion this is where the learners to do a certain tasks in the

office. This allow to the respondents to observe the knowledge ,skills, and attitude

towards in a task or situation. Work immersion this is the learners enhance their skills

work ethics of ABM students. Work immersion is not only to apply the training but also

experience social interaction in work development. ABM posseses needed knowledge,

skills, and attitude in their assigned duties.

Humanities and Social Sciences

Humanities and Social sciences, also known as HUMSS, is one of the main

strands in the K-12 curriculum provided for senior high school students. This strand is
LEARNING STRATEGIES OF GRADE 11 11

intended for students who aim to pursue education, journalism, communication arts,

liberal arts and other fields related to social sciences in tertiary education.

The Different Learning Strategies in Mathematics

There are different learning strategies in mathematics. Learning strategies are a

procedure that is applied in orderto accomplish something. Learning with strategies will

produce accomplished learnings. There are various learning techniques of the current

study focuses on three of these strategies: memorization,elaboration and awareness

strategies. These strategic groups are considered essential components of self-

regulated learning and has provided evidence that people often have a faulty mental

model of how they learn and remember,making them prone to both misassessing and

mismanaging their own learnings. It is not enough to master the computations, but

rather to develop meta-cognitive skills, such as control and elaboration. We all know we

have different learning strategies in general mathematics and how can we comprehend

it. Strategies help the learner organize his or her thought in order to plan, set goals and

monitor progress, make adjustments and assess the learning process and the

outcomes. Learning can be dull, uninviting and repititive in some domains.

(John AC Hattie, 2016). Few student have selected the memorization approach

as their primary method of learning math. Students usually chose for a mix of learning

methods, instead the choice of learning method combinations was highly correlated with

the achievment of the students in mathematics. Students who preffered control

strategiesthose who decided for memorization strategies.[ CITATION Qim19 \l 1033 ]

LEARNING STRATEGIES OF GRADE 11 12

There are also other learning strategies in mathematics we have oral work. Oral

work is done both orally and mentally without the aid of pen and paper. It occupies a

special place in mathematics and life. Mathematics is science of figures and written

work. In teaching mathematics, oral work plays a big part. It keeps the mind alert and

helps in the development of the habit of accuracy and speed. It trains students in

solving day to day problems in life, develops speed in problem solving and helps

maintaining discipline to the class.[ CITATION Pap06 \l 1033 ]. We have also the Drill

and exercises occupy a central role in mathematics. Drill work is based on the principles

of psychology, such as “learning by doing” and Law of Exercise. Drills play a prominent

role in learning because they provide a convenient and relatively efficient tool for fast

memorization of information and automation. These provide an opportunity of self-

learning and improvement. Speed and accuracy in Mathematics cannot be achieved

without drill work. [ CITATION Pap06 \l 1033 ].

Homework plays a vital role in school especially when teachers get very short

time to cover the heavy load of the curriculum. So under the circumstances, it is not only

important but also essential to give homework to students. Homework in Mathematics

may consist of problems based on facts taught in the classroom. Students may be

asked to learn certain principles, definitions, facts, draw graphs, charts and tables.

Giving homework means creating in the children a study environment at home.

Homework promotes the habit of self-study in students, self-confidence, self-reliance

and a sense of responsibility. [ CITATION Pap06 \l 1033 ].

LEARNING STRATEGIES OF GRADE 11 13

The Significant Relationship between the Learning Strategies of Grade 11

Students and in their Score Outcomes in Quarterly Assessment

The significant relationship between the learning strategies of grade 11 students

and in their score outcomes in Quarterly Assessment is teachers must know the

learning strategy that students apply in General Mathematics and also be used in

solving problems. Learning strategies of Grade 11 students must be placed at the

center of the teaching and learning process, educators need to change on how they

perceived and interact with the learners and able to learn and can contribute to their

own education. According to Department of Education that implemented ‘No Child Left

Behind’ policy in order to help other children that has lack of education, and in order to

address the needs of all Learners regarding in their status. Some students in a

classroom perform great while others left behind. Teachers should know their students

learning styles and needs, they can select alternative strategies or adapt those

suggested to deliver the ideas clearly. Teaching and learning strategies can conclude a

group activity and individual activities to adapt in different abilities, skills, learning rates,

and styles to allow the students participate and to achieve the success.[ CITATION

Rue18 \l 1033 ]. The relationship between the learning strategies of Grade 11 Learners

towards in Score Outcomes in Quarterly assessments, if the students got excellent or

average score in quarterly assessment the learning strategies that the student used is

effective that will be based in Quarterly Assessment. In quarterly assessment students

may able to adapt the learning strategies and it will not be difficult to use in solving

problems. Quarterly Assessment includes periodical exams, exhibits, portfolio, practical

test, and major skill test. Chess is also a problem solving game, in the game general
LEARNING STRATEGIES OF GRADE 11 14

problem solving strategies having stored memories and the best moves associated with

each in long term memory. People who have not encountered problems are identified

and problem solving operators. Hence, mathematical problem solving skills can be

taught. The study says that example is more effective and efficient way to learn solve

problem by still practicing the problem solving. Minimal instructional guidance in

mathematics leads to minimal learning.[ CITATION Joh10 \l 1033 ]. The learners should

improve their problem solving skills to solve the problem he encounters. According to

David Kolb’s theories cited by Hassan Altun’ there are different learning styles that can

be apply by learners in problem solving. (1)Problem Solving Confidence. It expresses

indivual sides of their belief and confidence will find effectively in faces with a

problimatic situation.(2) Converging Leraning Style. Problem solving, descision making,

and systematic planning is the main feature of this learning style. Learners make

systematic planning when solving a problem. They are suited for STEM( Science,

technology,engineering, and mathematics).[ CITATION Has18 \l 1033 ].

Mathematical skills must know of the students in different learning strategies not

only in basic computations but also, how to use the number and analyze complicated

problems, to solve a certain problem student know how to estimate the different ways to

solved a problem. According to the PISA(Programme for International Student

Assessment) indicates “ ML was defined as the capacity to identify, understand, and

engage in mathematics as well as to make well founded judgements about the role that

mathematics plays in an individuals current and future life,in his social life as a

constructive and reflective citizens”. The main focus of this study is to contribute to

success in mathematics, students must choose efficiency strategy to solved a various

LEARNING STRATEGIES OF GRADE 11 15

problems. By this research we can identify those students who use the different learning

strategies in solving problems.[ CITATION Nog16 \l 1033 ].

References
LEARNING STRATEGIES OF GRADE 11 16

al, J. B. (2017). Problem solving skills of senior highschool student in general

mathematics. 27.

Altun', H. (2018). Examining the problem solving skills . 1-4.

Boddie, K. (n.d.). study. Retrieved february 9, 2020, from rational function:

https://study.com/academy/lesson//rational-function-definition-equation-examples.html

Cangelosi, J. S. (2003). Teaching mathematics in secondary and middle school: an

interactive approach. new jersey: Merril prentice hall.

Garvida, M. D. (2016). General Mathematics . Mandaluyong city: Books Atbp.Publishing

Corp.

Grace O. Aoanan, M. L. (2016). General Mathematics for Senior Highschool Students.

Quezon City: C&E Publishing, Inc.

Griese, B. (2019). International journal of STEM Education. Refining questionnaire

based assessment of STEM students' learning strategies , 1.

Jacob Klerlein, S. H. (n.d.). Generation Ready. Retrieved March 5, 2020, from

generationready.com: https://www.generationready.com/mathematics-as-a-complex-

problem-solving-activity

John AC Hattie, G. M. (2016). learning strategies: a synthesis and conceptual model. 2.

John Sweller, R. C. (2010). Teaching General problem solving skills . 1-2.

Katigbak, K. (2018). k-12 Academic track series: HUMSS. Blog.Edukasyon.ph , 1-5.

LEARNING STRATEGIES OF GRADE 11 17

Kuo-Hung Tseng, C.-C. C.-J.-p. (2011). Attitudes towards

science,technology,engineering, and mathematics(STEM). 1-13.

Licanto, R. (2018). Academia. Retrieved March 8, 2020, from Academia.com:

https://www.academia.edu/39046295/peer_assisted_learning_strategies_academic_ach

ievment_Grade11

Limpoco, M. A. (2017). General Mathematics solutions for real life situation.

Lopez-Mariano, N. D. (2006). Nelson Mathematics . 1.

Magen-Nagar, N. (2016). The Effects of learning strategies on mathematical literacy: a

comparison between lower and higher achieving contrast. International Journal of

Research in Educational and Science , 2-3.

Mamolo, L. A. (2019). Analysis of senior highschool students'. Universal journal of

educational research , 1-2.

Mohd Zin Mokhtar, R. a. (2013). Motivation and performance in learning calculus

through problem based learning. International journal of Asian Social Science , 1.

Papola. (2006). Teaching Mathematics . 1-3.

Piosang, M. a. (2019). Analysis of senior highschool students' competency in general

mathematics. visayas state university, philippines: Leo A. Mamolo.

Qimeng Lui, X. D. (2019). the role of memorization in students self reported

mathematics learning. 1.

Staple, E. (n.d.). exponential functions. Retrieved february 8, 2020, from purplemath:

https://www.purplemath.com/modules/expofcns.htm
LEARNING STRATEGIES OF GRADE 11 18

Yakman, G. (2008). STEM Education. 1-3.

CHAPTER III

METHODOLOGY

This chapter presents the description of the research design selection, locale of

the study, respondents of the study, research instrument, general procedure,source of

data and method of data analysis.

Research Design

This research is a quantitative study. A quantitative study collects detail and

factual information to describe an existing situation. It defines as systematic

investigation by gathering data and performing statistical, mathematical, or

computational techniques. This study is quantitative because the researchers will be

gathering data by giving questionnaires and it will be tallied. Quantitative analysis of the

study will know the different learning strategies, level of problem solving skills of grade

11 learners in General Mathematics and the effectiveness of learning strategies in

solving problems in General Mathematics.

Research locale

The study will be conducted at Notre Dame of Dadiangas University. This place

was selected for knowing the efficiency of the said study among Grade 11 students.
 LEARNING STRATEGIES OF GRADE 11 19

This study develops the spiritual, intellectual, social, aesthetic and physical abilities of

its students through instruction and practice. NDDU offers academic strands including

STEM, HUMSS, and ABM.

The Learning Strategies of Grade 11 Students

of General Mathematics

Variables of the Research

Study
Method Quantitative

Statement of the Respondents of the Study

Problem
Students of Grade

11 learners in Notre
Learning strategies in
Research Locale
General Mathematics

Notre Dame of

Profiles of Dadiangas

students in Data Gathering Techniques

sex and and Analysis Procedures
strand Observation

The different Questionnaire

learning sSurvey Forms

strategies in Statistical Analysis

General Mean

Percentage

Frequency Count
LEARNING STRATEGIES OF GRADE 11 20

Weighted Mean

Improving the skills of Grade 11

Respondents of the Study learners by using the different

learning strategies in General
The respondents of the study are the grade 11 learners from Notre Dame of
Mathematics
Dadiangas University. The researchers will select 5 students from two sections each

strand, through simple random sampling. If the respondents reject our study it will be

respected. They will supply the needed information for the survey that responds to the

research.

Research Instruments

The instrument used to collect data was the questionnaire for the survey and

interview guide. The researchers obtained information regarding the different learning

strategies of grade 11 learners in general mathematics through questionnaires that

were given to the learners. The researchers also obtained in-depth information through

interview of grade 11 about the different skills that they apply to their selves.

General Procedure

The study provides questionnaires in different strands. The researchers will

provide a letter of request to the advisers in different strands to allow the researchers to

conduct the study in different rooms and strands. Researchers will gather the datafrom

the questionnaires, by gathering the data, the researchers will compile the percentages

to know the difference of levels in different strands.

Source of Data
LEARNING STRATEGIES OF GRADE 11 21

In this study, the data was obtained through the result of the interviews and

survey conducted from the respondents. In different strands and section the selected

students will served as the source of data about the numbers of applying learning

strategies and other personal information. The researchers used likert scale to obtained

as source of data that determined the prevalence and intensity level of grade 11

learners in general mathematics.

Method of Quantitative Analysis

The data that will collect from the field was analysed. Statistically percentage was

used in answering research questions. Statistical analysis was used to summarise and

describe quantitative data and graphs or tables were used to visualise present raw data.

It is therefore, which is “significance” was accepted.