CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter focuses on books, studies, articles, and online published books that were
examined by the researchers in an effort to acquire deeper insights to the major concepts stated in
the question: 6. Is there a significant relationship between mismatched teaching-learning
styles in Senior High School mathematics curriculum and student’s academic performance? This
chapter is parted into __ sections namely:

2.1 Related Literature

“Mathematics is the science that deals with the logic of shape, quantity and arrangement”
(Hom, 2013). Mathematics can be seen everywhere, as it comprises of the usage of mobile
devices, computers, art, architecture (both ancient and modern), money, engineering, and even
sports. Mathematics is the building block of people’s daily lives. The basics of Mathematics is
therefore necessary to be discussed during the school years of a person.
The discovery of Mathematics has been prominent since the beginning of recorded
history in particular to every civilized society and was already been practiced since the earliest
cultures. The necessity of math emerged in accordance to the wants of society. The more
complex a society, the more complex the mathematical needs (Hom, 2013).
In recent years, various educators and organizations have debated concerning students
must develop 21st century skills to be effective post-education (Gravemeijer, Stephan, Julie, Lin,
and Ohtani, 2017). A discussion of series of studies evaluated by Voogt and Pareja (2010)
demonstrates that researches have similar set lists of skills: critical thinking and problem solving,
collaboration across networks, agility and adaptability, initiative and entrepreneurialism,
effective communication, accessing and analyzing information, and curiosity and imagination
(Wagner, 2014). Other authors include Information and Communication Technology literacy
(Gravemeijer, Stephan, Julie, Lin, and Ohtani, 2017). ------
In the article of Bosman and Schulze (2018), Mathematics is a required subject and also a
key to achieve economic development specially in developing countries. Philippines as one of
the developing countries, has adopt to the K to 12 Curriculum or the Republic Act No. 10533
known as "Enhanced Basic Education Act of 2013" as prescribed in the law (R.A. 10533).
Moreover, K to 12 has an additional 2-year program in high school known as Senior High
School course. In terms of their subject, regardless of what track they may proceed to take upon,
these students shall take two (2) core subject in Mathematics namely; General Mathematics and
Probability and Statistics in Grade 11 as a first year in Senior High School. According to
Jaudinez (2019), Senior High School Mathematics teaching is now equipped towards a learner-
centered approach that is contextualized and is just appropriate to the Philippine setting. It also
provides focus to learners who want to take a Mathematics related course in the future and it also
gives motivation for learners to apply in their course or track.
Middle school students perceived math with cautious mind nowadays, often associated
with anxiety and typically in a less-than-complete confidence (Allen and Schnell, 2016). There
are various perception that can affect students' performance. There are people who view
Mathematics as a system of rules to follow and formulas to apply and there are also students who
conceptualize Mathematics whom can see paths to an answer and calculate it quickly (Allen and
Schnell, 2016). When students be able to realize that math is a powerful tool for reading the
world, teenagers might finally be able to succumb their fixed mindsets, compromised
relationship with math, and the perpetuation of math myths, hence affecting their school and
career future for the rest of their lives. Learners’ performance is highly dependent on how
positive or negative a students’ perception is in a subject (Shaikh and Daudpota, 2019). The
outcome from the study of Tang, Voon, and Julaihi (2009) showed that students’ perception has
a significant contribution concerning on students’ performance in Mathematics subject. Study of
Bramlett and Herron (2009) centers on the notion that a student’s attitude affects his/her
performance, interest, and pursuit of a major and/or career in mathematics. Numerous factors
such as attitude, interest, motives, cognitive structure, expectations, teachers’ teaching
methodology can be used to measured students’ perception (Shaikh and Daudpota, 2019). A
student who perceived positively can learn the subject in most efficient way in contrast to a
student who has negative perception with regards to a subject. Thereby the custom of negative
attitude towards learning subjects is ought to be changed to achieve favourable outcomes
(Zulkarnain, Saim and Abd Talib, 2011). In particular to Mathematics, this subject needs a lot of
analyzing and thinking and is therefore unattainable with a negative attitude. As claimed by
Quek (2006 as cited by Shaikh and Daudpota 2019), those students who possess positive attitude
are merely the once who can think in a creative approach and be active in the learning process.
The study further discussed that positive attitude motivates student to participate in a group study
and conversation which add up to the development of communication skills of the person.
Alongside with positive attitude, the interest in the subject should also be developed towards
students (Shaikh and Daudpota, 2019). A study conducted by Heinze, Reiss and Rudolph (2005
as cited by Shaikh and Daudpota, 2019) scrutinized the dissimilarity between general interest in
Mathematics and an interest to participate in the Mathematical activities, the students thereof
exceed the level of simple calculations and algorithms. Bakar, Kamarudin and Tan discovered on
2009 that students with utmost interest towards a subject can enhance performance level in a
subject. Students will also be more engage to a certain subject thus gaining an in-dept
understanding in that matter. In addition to the studies, Mutodi and Ngirande (2014) also
concluded that the prevalent of myths about the mathematics among students can also trigger
students’ negative perception towards the subject, which leads to poor performance in class and
poor mathematics results.
There is no such thing as perfect curriculum and mathematics subject is not an exception
Jaudinez (2019). Either way, teachers are geared and prepared with some teaching styles to
address a certain problem. In 2019, a study conducted by Juadinez set an example situation.
According to the results, one of these situations is the lack of mathematic tools suggested for
teaching in Probability and Statistics spreadsheet programs such as Excel which has an
equivalent importance to as calculator in terms of computations and should be included in Senior
High School. Same goes with the computer algebra in STEM. However, the intervention that
they do is that they apply some alternatives which is the use of traditional manual computation
with the aid of a calculator. They also encountered learners who have a poor foundation of the
basic skills in this subject particularly in problem solving. According to Borah (2015), there are
two types of learners in the classroom, the fast learner and the slow learner. The fast learners
were given an enhanced teaching while the slow learners are given a remediation and they also
have a peer tutoring. Also, in the study of Botes and Miji (2010), a Mathematics teacher that
observe a teaching style that deliberately considered a visual learning might provide learners
with a visual dictionary to be able to show and illustrate the different mathematical concepts in
English and even in their own language. Likewise, a teacher may provide aid for the learners to
easily understand the visual learning through the use of appropriate mathematical software,
which provides the learners a easy way to better understand the concept of mathematics
(Bansilal, 2015). Though as stated in the past study that was mentioned before, this may only
apply if they have enough equipment for the students.
On the other side, learners have their own way of coping up to the subject which is
addressed as the learning style of the learners. These learning style must be considerate in the
classroom due to the fact that it has a diverse learning style preference. In the study of Shahrill,
Mahalle, Matzin, Hamid and Mundia (2013), they illustrated this diverse learning preferences by
examining the low and high achievers in mathematics in Brunei which conveys that high
achievers make use of auditory learning style more significantly than the low achievers.
Moreover, the low achievers used the read and write style that includes the use of textbook for
reading and taking notes more effectively with the additional use of memory strategies. In
addition, there are two distinct mathematics learning styles that have been identified and
classified in the study of Hall (2017). These are “inchworm” or “grasshopper", "quantitative" or
"qualitative" and the other one is sequential or holistic. The inchworm prefers to follow a rule or
the procedure, fails to have an overview, tends to see topics in isolation. Sequential prefers
controlled exploration, may redesign or simplify the problem, tends to have holistic overview,
and has the habit to link topics. It is beneficial for mathematics teachers to be familiar with these
two distinct learning styles in order to use the appropriate teaching strategies to match the needs
of the learners.
Deep processing was accepted as an excellent choice in study strategies for one to
achieve high performance in solving mathematical problems. Considering that mathematical
problem solving involved a structured structure for people to understand different topics, in-
depth analysis was to be used, since deep learning is understood to be the method in which one
should search for definitions to understand the concept being analyzed and be able to relate it to
other interactions. (Penger, Tekavcic, and Dimovski, 2008). According to Magno (2009) using
students from the Philippines provided a different perspective for learning deep and surface
strategies. In his study, he found that there are equal opportunities to use deep and surface
strategies when it comes to capacity and metacognition. Many western analysts ' analysis rely on
the strength of the deep strategy and less on the strategy of the ground. However, they see
surface strategies as functional in their learning for students in the Philippines. This result
challenges existing models on the implications of using deep and surface strategy.
 The relations among school ability, self-efficacy, learning approach, and metacognition
were examined in a path model. Questionnaires measuring these constructs were administered to
194 Filipino college students. Path analysis was used to determine the effects of school ability on
self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning
approach on metacognition. In previous studies, deep approach but not surface approach to
learning facilitates performance as outcome variable. However, a different pattern emerged in the
results of the present study. When school ability was used as a predictor, surface approach
increased, and deep approach decreased as outcomes. When they were used as predictors
together with self-efficacy, both increased the use of metacognition. Surface approach among
Asians is seen as a useful approach to learning that is facilitated by prior school ability, and
results to awareness of one's learning. Further implications on surface and deep approach to
learning are discussed. Ong, Liao, and Alimon (2009) even mentioned that there were times
when problems arose when people jumped immediately to find solutions to the problems simply
because they did not identify the elements needed in the problem properly first.
This study tested the Cognitive Load Theory by investigating the relationship between
problem solving and learning strategies when language (Filipino or English) and number of
operations in math word problem solving tests (single or multiple) are varied. There were 275
grade five students who answered four sets of math tests (Single-Filipino, Single-English,
Multiple-Filipino, and Multiple-English). They also answered the Revised-MSLQ every after
each set of math test was answered. Using the Two-way Analysis of Variance, the mean scores
for problem solving was significantly higher when the word problem is in Filipino as compared
to English. No significant difference was found between single and multiple-operation on
mathematics problem solving scores. This indicates that cognitive load occurs in language where
problems written in Filipino are easier tasks. Further analysis also showed that the relationship
between problem solving and learning strategies were significant when the language used in the
math problems was in the students’ first language (Filipino) regardless of the number of
operations involved. Furthermore, it was found that the relationship between problem solving
and learning strategies was strongest when math tests were written in Filipino involving single
operation. These results showed that Cognitive Load Theory can occur not only in performance
tasks but in language and use of learning strategies. In Scheiter, Gerjets, Vollmann, and
Catrambone (2009) study, students with more favorable characteristics, such as the use of
cognitive and metacognitive strategies, were able to correct more problems.
Against the background of an adaptation of Cognitive Load Theory to learner-controlled
settings, the researchers investigated the impact of learner characteristics on information
utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based
on the data of 79 students, five clusters of students were identified according to their learner
characteristics by means of a cluster analysis. Further analyses showed that learners with more
favorable characteristics (i.e., higher prior knowledge, more complex epistemological beliefs,
more positive attitudes towards mathematics, better cognitive and metacognitive strategy use)
tended to show a more adaptive example utilization behavior, reported less cognitive load, and
solved more problems correctly than learners with less favorable characteristics.
Math teachers have a great contribution as well as unique opportunity to convert the
perception of students towards math in a more positive way. Teaching style of a teacher also
does partake a vital role in developing the interest and positive attitude among students towards
the subject (Shaikh and Daudpota, 2019). Sheik and Mahmood (2014) described teaching style
as a multidimensional phenomenon that clarified how a teacher presented knowledge, interacted
with students, handled teaching activities, supervised teaching and socialized with students.
Analysis conducted by Etuk, Afangideh, and Uya, (2013), suggested that if student perceived the
teacher’s subject negatively due to his/her teaching methodology, in that case, negative attitude
towards the subject will forge. There should be a harmonious communication and cooperation
among students and teacher/s during learning process. A study created by Tambunan (2018)
stated that the role of teachers significantly influenced students’ interest and their mathematics
achievement. Teacher’s role as a motivator was deemed as the delivery of learning goal and
learning comfort. Poor performance in mathematics appears to be caused by teachers lacking the
knowledge and skills to clearly explain concepts and a shortage of textbooks on mathematics that
focus on prescribed curricula (Siyepu, 2013). One of the key findings from decades of research
on academic efficacy is that educators play the most important role in the learning process for
students (Rivkin et al., 2005; Hanushek, 2011). Despite the evidence available on the impact of
different styles of teaching on academic performance, educational authorities in many countries
advocate a greater use of these modern practices to the detriment of more traditional methods
(Capps et al., 2012). In order to maximize students’ potential, Khandaghi and Farasatb (2011)
recommend using some new teaching styles or approaches that take into account students '
interest and diversity.
The fore and foremost purpose of the teachers is to teach students at any level, to give the
best they have and to improve their best to the best of the best that can possibly make a
significant change to the country. Delivering these kind of knowledge to the students requires
teachers to observe and use appropriate methods and style in teaching. These methods and style
should correspond acccording to the learners objectives and desired outcomes. Cited with the
same author, their study also pointed out a teaching style which is the traditional method where
teachers do not give any activities that triggers boredom to the learners and could result to lack
of learnings to the lesson. This method was more on memorizing and theoretical that doesn't
engage in application of knowledge (Tebabal and Kahssay, 2011). Moreover, in the study of
Brindley (2015), stated that Student-centered method or approaches are more productive and
more engade due to the fact that they embrace the concept of discovery learning. In fact most
teachers today apply the student-centered method to develop interest, analytical research, critical
thinking and enjoyment of the learners.
Study led by Allen and Schnell (2016) had also a several suggestions with regards on
creating an efficient and effective way in teaching mathematics. There are four pillars that they
generated to invest mathematics identity of a student. The first one is, the students should work
in groups. Making use of roles and assigning group-worthy tasks is a brilliant way in order to
promote equity and assuring that limited number students do not dominate interaction. Second,
the students must keep math journals. Math journals is beneficial for which they can use this
every day in class. This journals can accommodate a lot of entries not only limited to warmups,
classwork, open-ended reflections, and homework. Third, the teachers must perceived
themselves as facilitators of classroom activities and co-learners with our students. This helps
students to correlate with their teachers. And the last one, the teachers must communicate with
high expectations for every student to develop the learnings in mathematics as well as to
contribute to the math learnings of others.
Dan Meyer (2009) also suggested that teachers must "be less helpful". The message
portrays that students must take responsibility for their own learnings and the learning of its co-
students. Allen and Schnell (2016) had also came up with some strategies to make this
pedagogical shift. First is to limit broadcast questioning. Making the habit of querying questions
to the whole class and eventually calling on one student among the first raised hands of math
teachers should be stopped because it delimits the privileges of the small group of students'
voices. As a better substitute to this, giving students a chance to write or talk to a partner before
anyone speaks publicly does quite well. The second strategy is to conceive routines that can
boost students to create ideas privately and share them in a small group before presenting
publicly. This strategy brings students to have “think-pair-share” in the midst of a class
discussion or using roles in groups rather than merely asking students to work together. This can
bring a huge impact because it ensures that every student has a way to take part in the collective
work. Third is to leverage formative assessment and self-assessment. In this method, every
students from each group or one student, representing each group must raise one hand indicating
the level of understanding of each group/ student has already been achieved and to determine to
what extent does a group or student is ready to move on with the topic. Using this scale, a fist
means "I/we need help" and the five fingers means "I/we can help another student/group". The
last strategy that Allen and Schnell (2016) suggested is to have students help set goals and write
target learnings. If the teacher only sets the goals for the class, math subject seems to feel like it
is being "done to students" rather than something that they voluntarily do. Asking students to
participate in goal setting alters the power dynamic and sends a strong message of confidence
and trust that teachers have in their students. Moreover, the job of a teacher is to create safe
spaces in the classrooms for students to freely express their ideas which they remain uncertain,
boost their experience to the power of making conjectures and verifying and refuting them, and
validating the process as well as the outcome of the product. This will be possible if restraining
judgement, keeping the flexibility in accordance of how students express their ideas, being
patient, and providing as many tools as possible are observed.
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