College of Teacher Education

MATH 18 – Course Syllabus

COURSE INFORMATION
1. Course Number : MATH 18
2. Course Name : Methods of Research in Mathematics
3. Course Description : The course aims to prepare students to undertake an undergraduate research
project. They will experience the process of identifying and addressing problems, issues and concerns on
Mathematics teaching and learning following sound research principles.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 5 hours per week
8. Program Educational Objectives (PEO) of BEED/BSED:
Three to five years after graduation, the BEED/BSED graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development, teaching
approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and training.
9. Student Outcomes (SO) of BEED/BSED and their links to PEO
PEO
Upon graduation, the BEED/BSED students are expected to:
A B C D
 SO a* Articulate the relation of education to larger historical, social, cultural and political

processes.
 SO b Facilitate learning using a wide range of teaching methodologies in various types of

environment.
 SO c Develop alternative teaching approaches for diverse learners. 
 SO d Apply skills in curriculum development, lesson planning, materials development,

instructional delivery and educational assessment.
 SO e Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.  
 SO f* Practice professional and ethical teaching standards to respond to the demands of the
 
community.
 SO g* Pursue life-long learning for personal and professional growth. 
 SO h Demonstrate in-depth understanding of the development of elementary/secondary

learners.
 SO I* Exhibit comprehensive knowledge of various learning areas in the elementary/secondary

curriculum.
 SO j Create and utilize materials appropriate to the secondary level to enhance teaching and

learning.
 SO k Design and implement assessment tools and procedures to measure elementary/secondary

learning outcomes.
10. Course Outcomes (CO) of MATH 18 and their links to SO
SO
Upon completion of the course, the BEED/BSED students are expected to:
a b c d e f g h i j K
 CO 1 Appreciate the importance of educational
researches and identify the types of research I E
E E
according to design, methods, characteristics
of a good research problems.
 CO 2 Determine the agenda of research, areas of
research, theory and the review of related
literature, conceptual framework and different I E
E E
sampling technique.It entails the data
collection method criteria or attributes, test
construction and processes in gathering data.
 CO 3 Select appropriate statistical techniques the primary
and secondary consideration .Produce and interpret the I E
E E
research report through collection, summary and
recommendation.
Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
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 College of Teacher Education
MATH 18 – Course Syllabus

E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

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 National Competency-Based Teacher Standards
Program Educational Objectives (PEO) (NCBTS)

Vision: By 2022, a Globally

recognized institution providing a
quality , affordable and open
education.
Mission: To provide a dynamic and
supportive academic environment
through the highest standards of
instruction, research and extension in
a non-sectarian institution committed
to democratizing access to education.
Domain 1: Social Regard for Learning
1. Demonstrate updated and deep
knowledge of the subject matter
Domain 2: Learning Environment
they teach.
UM Core 2. Apply a wide range of teaching Domain 3: Diversity of Learners
Values process skills particularly on lesson
Domain 4: Curriculum
planning, materials development,
approaches and ethical Domain 5: Planning, Assessing and
considerations. Reporting
3. Demonstrate ethical
Domain 6: Community Linkages
responsibility in the teaching
profession. Domain 7: Personal Growth and
4. Engage in continuing Professional Development
professional education and
training.

Program Intended Learning Outcomes (PILO)

Course Outcomes (CO)

1. Appreciate the importance of educational

a. Articulate the relationship of education to larger historical, social,
cultural and political processes;
b. Facilitate learning using a wide range of teaching methodologies in
various types of environment;
c. Develop alternative teaching approaches for diverse learners;
d. Apply skills in curriculum development, lesson planning, materials
development, instructional delivery and educational assessment;
e. Demonstrate basic and higher levels of thinking skills in planning,
assessing and reporting;
f. Practice professional and ethical teaching standards to respond to the
demands of the community;
g. Pursue life-long learning for personal and professional growth;
h. Demonstrate in-depth understanding of the development of
elementary/secondary learners;
i. Exhibit comprehensive knowledge of various learning areas in the
elementary/secondary curriculum;
j. Create and utilize materials appropriate to the elementary/secondary
level to enhance teaching and learning;
CO
k. Design and implement assessment tools and procedures to measure
elementary/secondary learning outcomes.
researches and identify the types of research
according to design, methods, characteristics
of a good research problems.
2. Determine the agenda of research, areas of
research, theory and the review of related
literature, conceptual framework and different
sampling technique.It entails the data
collection method criteria or attributes, test
construction and processes in gathering data.
3. Select appropriate statistical techniques the
CO and Assessment task alignment primary and secondary consideration .Produce
and interpret the research report through
collection, summary and recommendation.
Assessment Task
Theory-based Practice-based Assessment Coverage
Schedule

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 1.Appreciate the importance of Multiple Choice Essay and Oral First Exam Part 1: Chapter
educational researches and identify the Questions Recitation
types of research according to design,
methods, characteristics of a good
research problems.
2.Determine the agenda of research, areas Multiple Choice Jigsaw Expert Second Exam Part 2: Chapter
of research, theory and the review of Questions
related literature, conceptual framework
and different sampling technique.It entails
the data collection method criteria or Multiple Choice Group Reporting Third Exam Part:Chapter
attributes, test construction and processes
Questions
in gathering data.
3. Select appropriate statistical techniques Multiple Choice Action Research Fourth Exam Part 3: Chapter
the primary and secondary consideration. Questions Project
Produce and interpret the research report
through collection, summary and
recommendation.

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice Questions
Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details

Schedule
First Exam Part 1: Chapter Multiple Choice You are expected to appreciate the importance of educational researches
Questions and identify the types of research according to design, methods,
(50% of the exam) characteristics of a good research problems. It deals with distinctive ways
that can give your insights in dealing various researches. You will have a
short quiz every end of the lesson, a long quiz every Friday. Assessment for
this period of the course is a periodical examination.
Second Part 2: Chapter Multiple Choice You are expected to determine the agenda of research, areas of research,
Exam Questions theory and the review of related literature, conceptual framework and
(70% of the exam) different sampling technique.It entails the data collection method criteria or
attributes, test construction and processes in gathering data. In this section
you are expected to ellaborate the methods of research.You will have a

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 short quiz every end of the lesson, and a long quiz every Friday. Assessment
for this period of the course is a periodical examination.
Third Exam Part 3: Chapter Multiple Choice You are expected to select appropriate statistical techniques the primary
and Fourth Questions and secondary consideration.In this matter you are expected to identidy
Exam (75% of the exam) and compute statistical tools that appropriate to the given study. You will
have a short quiz every end of the lesson, a group activity in the middle of
the week and a long quiz every Friday. Assessment for this period of the
course is a periodical examination.
Assessment Task Details (Practice/Performance-based)
Assessment Coverage Assessment Task Details
Schedule
First Exam Part 1: Chapter Essay  In this task, you are required to appreciate the importance of educational researches.
(30% of the exam)  You will be graded according to the following criteria (see rubric attached) for essay:
Oral Recitation 1. Focus/Main Point(60 points)
(20% of the exam) 2. Organization and Format (10 points)
3. Language use and Styles: sentence structure, word choice (20 points)
4. Conventions: Grammar, Spelling, Punctuation (10 points)
 You are expected to elaborate the types of research according to design, methods,
characteristics of a good research problems through oral recitation in which you can
develop your speaking skills and engage in a communication using acceptable and
meaningful communicative strategies.
 You will be graded according to the following criteria (see rubric attached) for Oral
Recitation:
1. Mastery of Reciting (30 points)
2. Unlocking of Difficulty through context (20 points)
3. Correctness of Thought (50 points)
Second Exam Part 2: Chapter JIGSAW Expert (30%  In this task you are required identify the agenda of research, areas of research, theory and
of the exam) the review of related literature, conceptual framework and different sampling technique.
 The members of the class are organized into five groups then reaarranged in new groups to
share their learning.The students are then reorganized into “expert” groups containing one
member from each jigsaw group. The members of the expert group work together to learn
or to gain ideas, then return to their “jigsaw” groups to share their learning.In this way, the
work of the expert gropus is quickly disseminated throughout the class, which each person
taking responsibility for answering the give question.The purpose of this task is to improve
students’ teamwork and communication skills.

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  You will be graded according to the following criteria (see rubric attached for JIGSAW
Expert):
1. Commitment to Goals(50 points)
2. Research and Communication (30 points)
3. Leadership and Teamwork(20 points)
Third Exam Part 3: Chapter Group Reporting  The purpose of this task is for you to determine the data collection method criteria or
(30%) attributes, test construction and processes in gathering data.
 In this task the students will group into five in which they will be assign a topic to be discuss
in the class.Each group must choose a leader to manage the group. The leader will assign
each member a particular task and they will present it through power point presentation.
 The purpose of this tasks to generate ideas, re-stimulate student interest, measure student
understanding and improve communication skills.
 You will be graded according to the following criteria for (see rubric attached) group
reporting:
1. Mastery of the topic (50 points)
2. Delivery and Presenatation of the topic(30 points)
3. Group Collaboration (20 points)
Fourth Exam Action Research  The purpose of this task is for you to produce and interpret the research report through
Project (100% of the collection, summary and recommendation.
exam)  This assessment task is designed for you to provide teachers with the knowledge and skills to
integrate action research as a teaching and problem solving methodology, as well as
teaching students to use action research to achieve learning outcomes.
 You will be graded according to the following criteria for (see rubric attached):
1. Accurateness which involves the three steps:PLANNING, ACTION, and RESULTS(70 points)
2. Uniqueness: a change-oriented approach (30 points)

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11. COURSE OUTLINE AND TIME FRAME

TIME FRAME TOPICS FOR FIRST EXAMINATION TLA Required Readings

Week 1 to  Classroom orientation (University TEXTBOOK
Week 3 Policies; PEOs, SOs, Cos; Core values; a. Calmorin, L. (2008)
and G-Factor) Methods of research and
thesis writing. Rex book store
 Importance of Educational Researches  Lecture
 Types of Research according to Purpose and
Methods:
a. historical Research SUGGESTED REFERENCES
b. Descriptive Research  Oral recitation
c. Experimental Research
a. Bondoc, V. (2014). Action
d. Ex-post Facto Research or Casuals –
research made easy. Lorimar
Comparative Methods
Publishing Inc
e. Qualitative Research Methods
f. Alternative Research Methods  Essay

 Characteristics of a good research problems b. Sampa,E. (2012) Steps in College

a. Sources Research Writing
b. Characteristics
c. Skills for discovering and identifying a
problem  Quiz
d. Statement of the problem limiting and
defining the problem Writing the Title
of the Investigation
e. Writing the Specific Question
f. Characteristics of a good Hypothesis;
functions and types.
g. Assumptions
h. Scope and Limitations
i. Definition of Terms
j. The variables

Week 4 to  .Agenda of Research / identifying areas of TEXTBOOK

Week 5 research / researchable areas a. Calmorin, L. (2008)
a.1.) Linguistics  Lecture Methods of research and
a.2.) Etymology thesis writing. Rex book store
a.3.) Morphology
a.4.) Phonology
a.5.) Semantics  Library Reading
SUGGESTED REFERENCES
 Theory and the review of related literature.
Functions of theory, review of related
literature & studies a. Bondoc, V. (2014). Action
 The theoretical / conceptual framework, research made easy. Lorimar
definition, arrangement, summary  JIGSAW Expert Publishing Inc
 d. Sampling Techniques, Sampling Size,
Sampling Strategies
- Random b. Sampa,E. (2012) Steps in College
- Lottery Research Writing
- Stratified
- Cluster  Quiz
- Non – random

TOPICS FOR THIRD EXAMINATION

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 Week 6  Data Collection method criteria or attributes: TEXTBOOK
- Instrument
To - Reliability  Lecture a. Calmorin, L. (2008)
- Validity Methods of research and
- Sensitively thesis writing. Rex book store
Week 7
- Feasibility
• Test Construction  Library Reading
- Content Validity
SUGGESTED REFERENCES
- Pre – survey
- TOS
a. Bondoc, V. (2014). Action
- Validation of Report  Group Reporting research made easy. Lorimar
• Methods Data Collection
Publishing Inc
- Observation  Quiz
- Question
b. Sampa,E. (2012) Steps in College
- Objectives Method
Research Writing

Week 8  Selecting Appropriate Statistical Techniques  Lecture TEXTBOOK

Primary & Secondary Consideration
to - Mean  Library Readin a. Calmorin, L. (2008)
- T – test Methods of research and
Week 9 - F – test  Quiz thesis writing. Rex book
- Chi – square store
- Person Product Moment Correlation
 Interpreting the data collection, summary and  Action Research SUGGESTED REFERENCES
recommendation Output
 • Writing defending the research report
Parts of the Research reports a. Bondoc, V. (2014). Action
• Writing the Research Report research made easy. Lorimar
I. Introduction and Problem Publishing Inc

b. Sampa,E. (2012) Steps in College

Research Writing

12. TEXTBOOK
b. Calmorin, L. (2008) Methods of research and thesis writing. Rex book store

SUGGESTED REFERENCES
a. Bondoc, V. (2014). Action research made easy. Lorimar Publishing Inc.
b. Sampa,E. (2012) Steps in College Research Writing
13. COURSE EVALUATION

Assessment Methods
Weights
EXAMINATIONS

A. Exam 1 – 3 30%
14. Policies and guidelines
B. Final Exam
- MCQ and Performance-based 30%

CLASS PARTICIPATIONS

C. Quizzes 10%

D. Research 15%

E. Oral recitation 10%

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F. Assignments 5%

Total 100%
a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
e. Base-20 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

Prepared by: Reviewed by:

FATIMA A. ULI, LPT JOYCE B. HERNANDO,MAED.

Faculty BSED, Program Head

JEANIL
YN TACADENA,MAEE
BEED, Program Head
References reviewed by:

LEONIDA I. JARA, MAED.

AVP – LIC Librarian

Recommending approval: Approved by:

LIEZEL V. CHAN, PhD.

Dean of College EUGENIO S. GUHAO JR., DM
SVP for Academics Planning and Service

CELSO L. TAGADIAD, PhD.

School Director, UM Panabo