Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Learning basic concept in mathematics is very important. The study of

Alfeld (2009) Opined that a person understood Mathematics when they could

explain basic mathematical properties in other simpler form of concept; could

connect logically among facts, and could recognize the relation between a new

concept with previous concepts. In other words, the purpose of teaching and

learning is to promote understanding (Sabri, 2008). The use of different

strategies in teaching mathematics is one of the promising innovations to

improve teaching and to create a meaningful learning experience for students.

Teachers believe that utilization of instructional worktext could be one

effective means of addressing the difficulty since it enhances knowledge, thinking

skills, problem-solving abilities of all students, as well as incorporate recent

advances in disciplinary content (Nicoll, 2008). Another study conducted by May-

as (2007) emphasized that the developed instructional materials for interactive

learning are useful and beneficial for the improvement of the students’ critical

thinking skills. Bruce (2007) concluded that the use of workbooks/worktexts is

beneficial, resulting in not only higher scores but also an increase in power of

self-direction which helps in retention, skill in fundamental processes, reasoning

ability and solving problems. As to the performance rating, a teacher should

endeavor to lift up his performance as well as the students’ mathematical

1
achievement. As cited by Patan (2010), teaching activities that include the

different use strategies and active learning materials are associated with

mathematical achievement.

However, the issue of lower than expected mathematics achievement is a

persistent worry to education leaders and policy makers. In Jose Sanvictores Sr.

National High School between 2013 and 2016, there has been no significant

change in NAT result. To this result, the researcher found out that the students

are experiencing difficulty in mathematics subjects, particularly in Mathematics

seven as usually reflected in their scores. With this problem, the researcher

sought to find out if the use of worktext in teaching mathematics enhances the

academic performance of the students in grade seven mathematics.

The result of the study served a significant role in the field of teaching

especially in mathematics seven. This can be a basis for uplifting the

mathematics teacher’s performance in teaching mathematics and to improve the

students’ academic performance in their mathematics courses.

Theoretical/Conceptual Framework

This study was anchored to the theory of Fred Simmons Keller. The theory

was first described by Fred Keller in Good Bye Teacher - Journal of Applied

Behavior Analysis (1968) and gave his name to the Keller Plan, also known

as Personalized System of Instruction (PSI) an individually paced, mastery-

oriented teaching method that had a significant impact on high school-level

mathematics education system. PSI combines mastery learning with principles of

reinforcement learning theory.

2
 This study was also anchored on the theory of Vygotsky (1978), on the

Zone of Proximal Development as the area where the most sensitive instruction

or guidance should be given-allowing the child to develop skills they will then use

on their own-developing mental functions.

This study was also guided by law in the Philippine Education- Republic

Act No. 10533, an Act Enhancing the Philippine Basic Education System by

strengthening its curriculum, and increasing the number of years for basic

education, appropriating funds therefore and for other purposes. The production

and development of locally produced teaching materials shall be encouraged,

and approval of these materials shall devolve to the regional and division

education units.

Rionda (2016), a teacher training expert at College of Education -

University of the Philippines, stated that in developing instructional materials

whether for general or specific purposes, the material writers need to follow a

system of material design. This system presented a plan for designing,

developing, trying out and evaluating new sets of materials. Learning is

conscious knowledge of language rules, which is derived from formal instruction.

Learning strategies are specifications taken by the learner to make learning

easier, faster, more enjoyable, more self-directed and more translatable to new

situations, which is the core concern of this material.

The schematic diagram of the study was presented on the succeeding

page. As shown in the figure, the left box contained the independent variables

which included the use of Worktext in teaching Math 7 and Lecture method. Also

3
the Mathematical Level of the students was also considered which were

categorized, namely above average, average and below average. The right box

was the targeted effect of using the Work text and lecture method determined the

academic achievement of the students in the selected topics in mathematics 7

and was considered to be the dependent variable of the study. The box below

contained the Covariate which was administered before the execution of the two

methods

Teaching Strategies: Academic

Achievement
 Work Text
 Lecture Method
 Mathematical
Level

Pretest

4
 Figure 1. Schematic Diagram of the Study

Statement of the Problem

In this study, the researcher aimed to determine the effectiveness in using

a Worktext to the academic achievement of Grade 7 Mathematics. Specifically,

it sought to answer the following questions:

1. What is the pretest and posttest mean score of the students?

2. Is there a significant difference on the students’ achievement in

Mathematics Seven when taught using worktext and without using worktext as

teaching approaches?

3. Is there a significant difference on the students’ achievement in

Mathematics Seven when taught using the two teaching approaches and when

grouped according to their Mathematical Level?

4. Is there a significant interaction effect on the students’ achievement

when they were exposed using the two teaching approaches and when grouped

according to their mathematical level?

Hypotheses

The following hypotheses were tested at 0.05 level of significance:

Ho1: There is no significant difference on the students’ achievement in

Mathematics Seven when taught using work text and without using work

text as teaching approaches.

5
Ho2: There is no significant difference on the students’ achievement in

Mathematics Seven when taught using the two teaching approaches and

when grouped according to their Mathematical Level.

Ho3: There is no significant interaction effect on the students’ achievement when

they were exposed using the two teaching approaches and when grouped

according to their mathematical level.

Significance of the Study

It is the hope of the researcher that study was deemed significant to the

following groups of people:

School Heads. They could refer to the result of this study in empowering

their Mathematics teachers to what strategies/learning tools that the classroom

teacher can apply.

Teachers. This will encourage them to redesign their teaching strategies

in order to facilitate maximum learning effectiveness. This will guide them to be

flexible in their strategies of teaching to suit to the level of learning among

students.

Students. This will provide them opportunities in experiencing varied

learning strategies to develop their full potentials as students. Students will

hopefully be able to master the needed skills and competencies in mathematics

especially in Math 7.

Future Researchers. The result of this study will provide an avenue for

the conduct of similar researcher in other fields of education.

6
Scope and Limitation of the Study

This study focused on determining the learning effectiveness of the two

teaching strategies (worktext and lecture Methods) in the conduct of mathematics

instruction.

The respondents of the study were the 1 st year high school students of

Jose Sanvictores Sr. National High School who took grade seven mathematics

during the academic year 2017-2018. Thus, the researcher strongly believed that

the use of worktext would eventually help students to understand and to

construct solutions using the principle of Mathematical Induction. The study was

undertaken for the Academic Year 2017- 2018.

Definition of Terms

Key terms in the study were defined, either conceptually or operationally,

in order to facilitate easy understanding of the terminologies

Academic Achievement. It refers to the scores that will obtain by the

students in the Posttest to be administered.

Instructional Materials. They refer to the learning materials for both

students and teachers

Mathematical Ability. It refers to the Mathematics Final Grade of the

respondents. This is categorized as above average, average and below average.

Work text – a validated self-constructed instructional materials comprising

both instruction and practice on proving using the principle of Mathematical

Induction. This contains 4 major parts, namely: objectives, discussions,

examples with solutions and exercises with solutions.

7
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows selected literature and related studies which served as

background information on which this study intended to investigate.

Related Literature

Foreign

8
 The objective of democratic education is the optimum development of the

individual. To meet this end, it is imperative that greater attention should be given

to the needs of individual learners – thus the demand for individual instruction.

Individual instruction is backed by the philosophy that every child is unique.

People develop at different rates. Development is relatively orderly, and

development takes place gradually. (Woolfolk, 2013) One technique to

individualize instruction is to use modularized instruction, where individual

differences of students in their capacities to learn are taken into account.

Individualized instruction develops critical thinking. Students are encouraged to

question, criticize and argue their point of view. It also develops one’s self-

concept by recognizing the desirability of individual differences. The basis for this

approach is the fact that every student is unique with his potentials, abilities,

interests, and needs. Thus, no two students can learn the same concepts at the

same rate in the same manner.

Azar (2013) that MWT approach as a method of teaching mathematics is

the starting point and foundation for the development of all critical thinking skills.

MWT provides information about problem solving accompanied by numerous and

varied practice opportunities ranging from simple to complex manipulation of

formula. The instructional material is a modular worktext since exercises were

presented with a varying level of difficulty after the discussion of mathematical

concepts. It isn’t just basic mathematics focused but is integrated into higher

mathematics to enhance the students’ concepts on selected topics in Grade

Eight Mathematics so that learning is not confined to only one discipline.

9
 Lloyd and Keller (2010) noted that when an instruction is broken down into

small units from complex tasks, the learning becomes more accessible because

teachers will tailor lessons to the individual need of the student. Also, the learning

becomes accessible because the teacher was able to interpret errors, give

correction feedback, select examples to illustrate concepts, and explain new

ideas in several ways. Therefore students can achieve more at mathematical

problem solving. It would be presumptuous to say that at-risk students are not

successful at problem-solving because students lack conceptual knowledge. In

many cases, students are familiar with the mathematical vocabulary but may

need assistance with the mathematical process. Likewise, students may not

know mathematical strategies and reading techniques that can be used in solving

mathematical word problems. Under these circumstances, students have a

difficult time with the problem-solving process because of the inability to relate

and transfer relevant knowledge (Smith, 2012).

According to Kelly (2014), the most prevalent factors that facilitate

heighten classroom interaction is the material availability and adequacy of

educational materials, which would be effective, suitable and adaptable to the

nature or the kind of students the teacher handles without prejudice. Mixed ability

classes hamper when these materials are inadequate and scarce, impediments

to classroom interaction among students result and learning process. The

literature is related to the present study for it uses customized worktext suited for

different levels of high school students in Grade Eight Mathematics. Providing the

students adequate educational material is also the ultimate goal of this study.

10
Castaniares (2014) in her study “Development, Validation and Acceptability of

Worktext in Advanced Algebra” aimed to evaluate the effectiveness of modular

instruction given to the experimental and controlled group. The experimental

method of research was utilized using randomized pretest and posttest design.

According to Bautista (2015), a pretest is a criterion reference test for knowledge

and is given before the lesson. She used the group pretest-posttest experimental

design. The first two groups were given before the utilization of the module, and

afterwards the posttest, while the control group was taught in a traditional method

of teaching without a module.

Knowing that students have difficulties with problem solving due to

learning barriers, educators will need to take several steps to address their

needs. One of those steps could be helping students use reading strategies in a

mathematical classroom using worktext or workbook. Educators cannot help

students to transfer knowledge just lecturing alone. At risk, students must take an

active role in their learning. To accomplish this, educators in the field of

mathematics need to use lessons that incorporate word problems, in which

students would have the opportunity to explore, question, discuss and discover

(Chamot&O”Malley, 2015). Mathematics and reading teachers will need to look

at teaching strategies that mat assist at-risk students in their learning process.

Aggabao (2014) made a study aimed at developing individualized self-

instructional modules on selected topics in Basic mathematics for instructional

use at the Teachers College at Isabela State University. After making use of the

experimental method, concluded that instructional materials used at the college

11
for Basic Mathematics are inadequate and are not designed for self-instruction;

that instruction through self-Effectiveness of Modular Instruction in Word

Problem Solving of BEED Students DOI: 10.9790/5728-1205075965

www.iosrjournals.org 62 | Page instructional materials is as effective as the

prevailing teaching method of instruction; and students, as well as, teachers

generally have a positive attitude toward the use of individualized, self-

instructional materials as a mode of instruction in Basic Mathematics.

The study of Madriaga (2004), “Effects of Modular Instruction in Teaching

Physics” revealed that the use of modules gives the teacher more time to deal

with the students on a one-on-one basis. She found out that the performance

was better on the experimental group exposed to modular instruction. Lacdao

(2014) in his thesis “A Comparative Study of the Effects of Modular Instruction

and Lecture Discussion Method on the Achievement of Grade VI Pupils in

Mathematics” mentioned that the experimental group in his study who were

taught using the instructional modules, performed better than the control group

who were taught using the traditional method of teaching. The study of Cavero –

Delgado (2016), “Effects of the Use of Computers, Integrated to an Instructional

Module on Functions of the Attitudes towards Mathematics and the Achievement

in Functions at Precalculus of College Students” proves that the averages of the

students in the end of the study increased significantly in the experimental group.

The traditional treatment of the education of precalculus to university students

compared with that one where the technology is used, as an instructional module

on functions integrated into the computer, showed in the statistical analysis,

12
significant results that allow us to conclude that this one is an effective tool.

Cappetta (2007) in his dissertation, “Reflective Abstraction and the Concept of

Limit: A Quasi-Experimental Study to Improve Student Performance in College

Calculus by Promoting Reflective Abstraction through Individual, Peer, Instructor

and Curriculum Initiates”, the pretest-posttest scores showed that the students in

the experimental group scored significantly higher than the students in the

traditional section on a posttest of limits. The study of Rizaldo, et al. (2007)

“Comparative Effects of Modular and Traditional Methods in Teaching Analytic

Geometry,” concluded that students performed better and mastered the subject

matter using the modular method of teaching.

In the study of mathematics, students often struggle to comprehend and

solve mathematical word problems. According to the State of Mathematics

Achievement: NAEP’s 2003 Assessment of the Nation and Trial Assessment of

the States (NRC), about half of the student populations were graduating from

high school with little of the mathematics understanding required by today high-

tech occupations (2003). Graduating twelfth graders appeared to have an

understanding of mathematics that does not extend much beyond simple

problem solving with whole numbers. In recent years, there has been a

substantial amount of attention directed to improving the academic achievement

in mathematics at-risk students. Addressing this problem has become an

important educational issue.

To battle against a student’s inability to solve mathematical word

problems, educators have studied at-risk students declining math test scores.

13
Although there are external variables that at risk, students face, internal variables

such as poor instructional approaches, no prior schooling, language barriers, and

reading and math difficulties, play important roles in the students mathematical

learning process while solving word problems (Bernardo, 2014). In hopes of

finding a solution to help students mathematical abilities increase, most research

educators examine the classroom strategies that can be used to help the

problem. Since 2003, there has been an overall gain across mathematics

achievement levels. NAEP’s findings showed that the percentages of eight

graders performing at or above basic, and or above proficiency level were both

higher in 2003 than in all previous assessment years. Embedded within a

theoretical framework of mathematical problem solving, topics were looked into

from a review of the literature: teaching at-risk students, factors that influence

students ability to comprehend and solve mathematical word problems, reading

strategies and math strategies and the need of second language learners and at-

risk students.

Local

By Philippine national policy, mathematics is taught in English. However,

many children from poor families have little knowledge of English, and it is

recommended that instruction begin “with an assumption of zero knowledge”

(Gonzales, 2014, p. 147). It is within this background that investigations on

student performance in the domain of word problems that form an integral part of

the Philippine mathematics curriculum (Department of Education Bureau of

Elementary Education, 2003). Word problems primarily serve as a means to

14
apply computational skills. The curriculum documents are quite explicit about

how children should solve word problems. Children should be able to state what

is asked and what is given, identify word clues, and specify the correct operation

to be used. For two-step problems, children are also asked for the hidden

question.

Filipino children find word problems difficult (Brawner et al., 2005), and the

language factor is identified as one of the “what-else-is-new” reasons for student

failure (Philippine Executive Report on the TIMSS, cited by Carteciano, 2015).

Multiple studies have shown that Filipino children find word problems in English

more difficult than those in Filipino (Bautista, Mitchelmore, & Mulligan, 2009;

Bautista & Mulligan, 2010). It is also well-known that word problems in English

are more difficult for children who are still in the process of learning English than

for native English speakers (Martiniello, 2011). The disadvantages of written

tests as a means of diagnosing children’s difficulties is well established (Ellerton&

Olson, 2012), especially when the language of the test is not the child’s first

language (Abedi, 2012). When children produce an error for short-answer

questions, one can only hypothesize about the reasons for the error. Similarly, it

is possible for students who do not have a firm grasp of the mathematical

concepts involved in the problem to give correct answers. Thus, individual

interviews are becoming increasingly utilized for mathematical assessments

(Goldin, 2013).

Related Studies

Foreign

15
 Marzano, Pickering, and Pollock (2011) noted that various aspects of

instructions might play a large role in student achievement in conjunction with

teaching methods. In congruence, the study of House (2010) on the relationship

between instructional activities and mathematics achievement of adolescents in

Japan found out that students tended to show higher mathematics achievement

when their teachers more frequently explained rules and definitions. Similarly,

students performed higher mathematics test scores when their teachers more

frequently solved an example related to the new topic.

The goal of teaching mathematic to be effective was that the students

were able to solve their problems as asserted by Pimta et al., (2011) As a matter

of fact, the experience in solving the problems of the subject is very important to

develop students’ thinking skills and help them gain more skills in solving the

problem in daily life. Problem-solving is considered as the heart of mathematics

learning because the skill is not only for learning the subject but it emphasizes on

developing thinking skill method as well. Students can apply their knowledge and

problem solving skills to be useful in daily life since the processes of solving the

mathematic problem are similar to the general problem-solving.

For students to acquire learning gains in mathematics, educators need to

study the different aspects that impede students from understanding and solving

mathematical word problems. Mathematical problem-solving is an important

attribute of a student’s mathematical development (Bernardo, 2014). In the

context of mathematics curriculum, a word problem requires that mathematical

skills, concepts or processes be used to arrive at the intended goal.

16
Disappointingly, most students do not master problem-solving skills. Research

shows that students face numerous factors while problem-solving. Various

studies have documented how difficulties associated with comprehending the

problem text are linked with corresponding difficulties in problem solution. The

factors are as follows: influence of general structure features of the problem,

semantic structure of the problem, and problem solving process. The influences

in general structure features include the average word length, number of

arithmetic operations, and number of sentences in the problem, average number

of words in each sentence and the frequency of nouns, verbs, and conjunctions

(Jerman & Raes, 2015). A general structure feature is referred to how a word

problem is formed.

The problem-solving process occurs in four stages: problem translation

and problem integration (student’s representation of the problem), solution

planning, and solution execution (specific strategies used in the problem). The

manner in which students interpret word problems depends on how well the word

problems presented. Research shows the other order and manner in which the

information is presented can make the problem more and less difficult to

comprehend. First it was shown subjects are most likely to miscomprehend a

problem and therefore commit a reversal error when the problem is presented in

an inconsistent language form. The essential problem solving requires students

to first acquire the meaning of the problem and the implication of the text. Next,

the student develops an appropriate representation of the problem. Finally, the

student links this representation to the best strategy for solving the problem.

17
 In mathematics, reading demands are high. The amount of required for

students in mathematical word problems can be overwhelming for low achieving,

at-risk students (Borasai, Seigi et al. 2004). While solving mathematical word

problems, students are required to view the written text as the set of small units

that become meaningful in combination with one another. The inability to perform

such task implies that students not only lack problem-solving skills but reading

skills as well. There has been an increasing consensus about reading success

and failure. Reviews by Hurford, Darroe, et al. (2004) have reported that the

presence or absence of phonemic awareness predicts reading proficiency, and

separates proficient readers from non-proficient readers.

Local

Gumanoy (2011) who purported that most of the students comprehend the

lessons especially the basic concepts thoroughly discussed by the teacher.In the

same vein, Carabbacan (2011 in Ayap,2010) asserted that the teacher in the

classroom is the central figure who provides the structure within which the

children can learn. In fact, the way the teacher presents an activity or concept,

strongly influences the way the learners react to it. An effective teacher utilizes a

variety of techniques and strategies to develop productive discipline and to

motivate learners.

Other researchers have pointed out; the teachers are the primary cause of

students’ failure in mathematics. Poor performance in mathematics can be traced

back to teachers’ failure to impart the necessary knowledge, skills, attitudes, and

values to students. According to Sin Son (2003 in Mateo,2011), the teacher is the

18
most critical factor in attaining quality education and the single most potent

element in the complete structure of an effective mathematical program.

Mateo (2011) in his study concluded that teaching strategies are not

correlated with mathematics achievement but further stated that good teaching

strategies resulted in more positive attitude and lesser anxiety towards math. In

the study of Ganal and Guiab (2014), Maurillo (1999) undertook a study on the

assessment of grade five pupils’ mastery of the basic mathematics skills in the

Division of Tacloban city. He revealed that the extent of mastery of the pupils in

the different mathematics skills was determined by the strategies, techniques,

approaches, evaluative measures, follow-up activities, and utilization of

instructional materials employed by teachers.

Barb and Quinn (1997) in the study of Limjap (2015) advocate the use of

multiple methods of problem solving including such intuitively based methods as

the guess-and-check method approximation. Problem solvers can use arithmetic

computation with figures and charts and logical reasoning, and not necessarily

algebraic equations in finding solutions. They believe that this strategy is more

meaningful to a learner who is beginning to use some form of reflective

abstraction, than rote application of algorithms usually found in textbooks.

Teachers who usually look for algebraic solutions should be convinced of the

value of developing the students’ problem-solving skills and refining their

strategies using intuition and logic. It should be noted that the ultimate goal of

this instructional method is to help learners build a good knowledge base in

solving word problems so they can achieve reflective abstraction in the process.

19
 One of the latest innovations in educational arena is Modular Instruction.

This innovation contains series of activities started with teaching instructions for

the learners, explanation, exercises, and generalizations.

A module is defined as a self-contained, independent unit of a planned

series of learning activities designed to help the student accomplished certain

well-defined objectives. The learner can proceed at this own rate and recycle if

necessary. It emphasized analysis and application of concepts and techniques

and gave the concrete style of concepts. It also provides active participation of

students in responding and a wait to meet areas of individual interest and helps

the teacher more individualized instruction in school and at home (Guido,2014).

Local

The use of self-instructional materials were particularly beneficial as a

strategy in introducing basic information to an entire class, freeing the lecture

discussion hours for more “discussions” and less “lecture”, an enrichment activity

for talented students; a strategy to make-up for a student who had been absent

and a strategy for a student in need of remedial lectures (Macarandang, 2009).

Moreover, Imperial (2006) presented that the teaching materials were just

as important as teaching techniques. This statement implied that teaching

materials and techniques went hand in hand in giving meaningful learning to the

students. Teachers were in the best position to make their instructional materials

because teacher-made learning materials came from professional judgments just

like books and other instructional materials. When the teacher was fully familiar

20
with the target learners, he could designed and select an appropriate learning

experience that was realistic to the learners.

Based on the study of Galanida (2005), instructional materials such as

work text are useful in teaching college basic Mathematics; furthermore

instructional materials with manipulative activities were helpful in developing

basic concepts of Mathematics.

Parallel to the study of Espinar and Ballad (2016) teaching tertiary

mathematics entails the use of instructional materials which lead to independent

learning. The study evaluated the content validity and level of acceptability of a

developed worktext in Basic Mathematics 2. It also found the significant

difference between the respondents’ evaluation. Likewise, the study found the

significant difference in the pretest and posttest performance between

experimental and the control group and the difference between the posttest of

the experimental and control groups. The study utilized the descriptive

comparative method in determining the validity and acceptability of the

developed worktext and the difference between the evaluation of

experts/teachers and the student respondents. A Quasi-experimental design was

also used to find out if the work text was effective in teaching the course

employing t-test for correlated samples and t-test for independent samples. The

result showed that the content validity and acceptability was very much valid and

very much acceptable. The difference in the post-test between the experimental

and the control groups was significant. It is concluded that the work text was

effective to be used in teaching the course.

21
Synthesis

The review included literature and studies, both local and foreign on the

two teaching approaches namely worktext and lecture which the researcher

wished to investigate on its effectiveness when applied to Mathematics seven.

The insight that the researcher learned from the different literature, studies and

theories cited in the study were very significant for the researcher in imparting

knowledge and concept to learners.

22
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methodology of the study. This includes the

research design, and the research instrument used in gathering the data. The

methodology also incorporates the ethical consideration of the study, followed by

procedures in gathering the data and the statistical tools used in treating such

data.

Research Design

This study used the pre-test and post-test noncomparative quasi-

experimental design to determine the implications of the strategies in teaching

mathematics to students’ academic performance in their mathematics subject.

This design is the same as the Classic Controlled Experimental Design except

that the respondents cannot be randomly assigned to either experimental or

control group, or the researcher cannot control which group will get the

treatment. In other words, participants do not all have the same chance of being

in the control or the experimental group, or of receiving or not receiving the

treatment.

23
Below is the design which involves one treatment group modeled.

Groups Pre-test Treatment Post-test

Using a Worktext O1 T1 O2

Lecture Method O1 O2

Research Locale

This study was conducted at Jose Sanvictores Sr. National School with

school ID of 304925 situated at La Purisima, Cagwait, Surigao del Sur.

Particularly, the researcher used to sections namely; Zara and De Ocampo. The

Jose Sanvictores NS has a total enrolment of 489 students as of S.Y. 2017-2018.

Sampling Procedure

The researcher conducted the study with the students from sections Zara

and De Ocampo as the respondents of the study because these two sections

were assigned to the researcher, hence, giving her the authority to conduct

experiment applying the identified two teaching strategies in the teaching of

mathematics seven.

A fishbowl technique was used to determine which sections are to be

assigned for lecture and using worktext.

For Mathematical ability, the researcher used the Mathematics final

grades of the students in their grade six report card that is reflected on their

school report card. To determine the mental ability of the students, the

researcher categorized it as follows (pattern from the study of Patan, 2010)

Mental Ability High School Math Final Grade

24
 Above Average 90-95%
Average 81-89%
Below Average 75-80%

Respondents of the Study

The respondents of this study were the Grade 7 students of Jose

Sanvictores Sr. National School, School Year 2017--2018.Below is the

distribution of respondents according to mental ability and methods of instruction.

Table 1. Distribution of the Subjects

Methods of Teaching Total no. of

Mental Ability Students
Using a Work text Lecture method
Above Average 8 8 16
Average 10 10 20
Below Average 12 12 24
Total 30 30 60

Research Instruments

The validated worktext of Gumanoy (2016) was used in this study. The

worktext contained the objectives, input: discussion on the different topics

covered from the period of the current study, examples, and exercises with the

solution. A letter was sent to Mr. Gumanoy to secure his approval for the use of

his instrument.

Data Gathering Procedure

A letter requesting permission was presented to the School Head of Jose

Sanvictores Sr. National School allowing the researcher to use the Grade 7

students as the research respondents. Upon grant of approval, the letter was

25
forwarded to the mathematics Coordinator of the said school. Arrangements

were then made by the researcher as to when the pretest, posttest would be

conducted.

The grade seven section Zara students were assigned to using the work

text and while Grade seven De Ocampo students were subjected to lecture

method.

The researcher provided each of the subjects a copy of the worktext to the

group who utilized the worktext. The subjects of this group were given a pre-test

for 40 minutes, a work text was studied for the whole grading period after the

topics discussed posttest were given.

Whereas for the group that was assigned to a lecture method, the same

pre-test was given for 40 minutes. After the pretest, discussion of the lesson

followed. Seat work and exercises were given after the discussion. These

processes were done for the whole grading period. Then a post-test was

administered after the lesson was tackled.

Statistical Treatment

After the data gathered, these were analyzed and interpreted accordingly.

To answer problem no. 1, the mean, standard deviation and one-way

analysis of covariance (ANCOVA) was used on the achievement of students

when taught using Work text and without using work text as Teaching Approach

To answer problem no. 2, the mean, standard deviation and one-way

analysis of covariance (ANCOVA) was used on the achievement of students

26
when taught using the two Teaching approaches and when grouped according to

their Mathematical Level.

And to answer problem no. 3, a two-way analysis of covariance was used

by the researcher for the interaction effect in the achievement of the students

when they are exposed using two teaching approaches and when grouped

according to their mathematical level.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

27
 This chapter presents analysis and interprets data gathered in the study.

The sequence of the discussion was based on how problems are stated in

chapter one.

Significant Difference in the Students’ Achievement in Grade Seven

Mathematics when taught using Worktext and without using Worktext as
Teaching Approaches

Achievement of students in the pre-test and post-test are presented in

table 1.

Table 1

Mean Scores and Standard Deviation Values of the Pre-test and Post-test

Type of Pretest Posttest

N SD N SD
Group Mean Mean
Experimenta
30 23.467 2.913 30 28.730 3.213
l Group
Control
30 24.190 2.739 30 24.970 4.839
Group
Overall 60 24.1075 2.826 60 30.966 4.026

The table shows that the control group obtained slightly higher mean than

that of the experiment group in the pretest. This result indicates that both groups

have acquired the knowledge in pre-requisite skills of the lesson before the

conduct of the study.

Furthermore, table 2 showed that the experimental group gained high

scores in the posttest with a mean value of 28.73 compared to the control group

having a mean value of only 24.97.

28
 During the conduct of the study, it was observed that students who were

taught using the worktext showed inclination upon receiving the worktext since

they were used the instructional material such as worktext as their primary tool in

the learning process. Moreover, the students in experimental group could study

the lessons in the worktext repeatedly and made them obtain a significant

increase in their mean score.

On the other hand, the students in the control group had a direct input

from the teacher in the discussion of the lesson in Grade Seven Mathematics.

The in-depth discussion given by the researcher led the group to obtain a

significant increase of their mean score. Thus students understand the lessons

given by the researcher.

The higher value of the standard deviation of the control group shows that

the scores of these students were scattered and not close to the mean compared

with the scores of those students in the experimental group. This implies that

students who were taught using a worktext really understand the concepts well.

This resulted in their higher mean score in the posttest.

The control group has a high standard deviation. It explains that the test

scores of the students in this group are not closed compared to the experimental

group. It further deduced that most of the students did not understand the

selected lesson in Grade Seven Mathematics which was discussed by the

teacher-researcher thoroughly.

To test if there is a significant difference in teaching approach used by the

teacher between the experimental and the control group, the One-Way Analysis

29
of Covariance (ANCOVA) was employed. Table 2 presents the summary of the

results.

Table 2

Summary of One –Way ANCOVA on the Achievement of Students in Grade

Seven Mathematics when taught using Worktext and Taught
Using without Worktext

Type III
Source of Mean
Sum of Df F-Value p-value
Variation Square
Squares
Covariate 21.13 1 21.13 3.310 0.037
Main Effect 93.17 1 93.17 14.598 0.000
Explained 49.31 2 24.655 3.863 0.000
Residual 344.67 54 6.382

It can be gleaned on from table 2 that the computed F-value is 14.598 at p

= 0.000, which is less than the set level of significance at α = 0.05. Thus, the null

hypothesis is rejected. This implies that there is a significant difference in the

achievement of students in Grade Seven Mathematics when taught using the two

teaching strategies. It further derived that the worktext helps the respondents in

solving problems using the principle of the mathematical concept.

The finding of this study is related to the study of Luarez (2017) that there

was a significant difference in the pre-post-test between the experimental and the

control group. The said study concluded that the worktext helped the students in

learning Pre-Calculus.

This result was supported by Aureada (2017) that a developed work text is

a valid instructional material providing student performance improvement in

Logic. However, this study negates the study of Salavaria (2014) that the

30
respondents were very satisfied with Statistics Work text. The students are more

satisfied with the Statistics Work text than the teachers and teachers were most

satisfied with the usability of the work text.

Significant Difference in the Students’ Achievement in Grade Seven

Mathematics when Taught using the two Teaching Approaches and when
Grouped according to their Mathematical Levels

Table 3 presents the comparison of the achievement of students with

different Mathematical ability levels. It is shown that the above average, average

and below average achieving students in the experimental group has a higher

score in the posttest than the above average, average and below average

achieving students in the control group. This result can be attributed to the other

factors that disturb the focus of the students like the time they spent in studying

the lessons since they also have other subjects to study.

Furthermore, average achieving students in the experimental group have

little increase in their test scores in the posttest which can be accounted for other

factors that affect while learning the lesson. The low achieving students both on

the experimental and control group showed a little increase in their scores than

the rest of the groups. This indicates that low achieving students have difficulty in

grasping the lesson in both teaching strategies.

Table 3

Mean and Standard Deviation of Students’ Achievement in Grade Seven

Mathematics when Grouped According to their Mathematical Ability

Pret-test Post-test
Group N
Mean s.d. Mean s.d.
Experimental

31
 Above Average 8 31.15 3.24 35.11 3.93
Average 10 24.34 1.88 27.86 3.93
Low 12 14.91 2.68 23.22 2.77
Control
Above Average 8 30.11 1.92 30.72 1.82
Average 10 26.39 2.55 27.33 3.56
Low 12 16.07 3.24 16..86 1.92

It can be gleaned from the table that the computed F-value was 6.122 and

a p-value of 0.028 which is significant at p-value of 0.05. Thus, the null

hypothesis is rejected. This implies that the students in the experimental group

with different ability levels and those students in the control group have the

significant difference in their achievement when taught using the two teaching

approaches.

Table 4

Summary Table of Two-Way ANCOVA on the Achievement of Students in

Grade Seven Mathematics when Taught Using Work
Text and Taught Without Worktext

Type III Sum Mean p-value

Source of Variation df F-Value
of Squares Square
Covariate 19.216 1 19.216 1.129 0.012
Factor A
104.120 1 104.120 6.122 0.028
(Mathematical Ability)
AxB 3.117 1 3.117 0.183 0.000
Explained 139.112 4 34.778 2.045 0.000
Residual 780.002 52 17.006

Significant Interaction Effect on the Students’ Achievement when they are

Exposed using two Teaching Approaches and when Grouped according to
their Mathematical level

As shown in Table 5, the F-value of 0.183 with p = 0.000 is lesser than the

significant level at 0.05. Thus, the null hypothesis is accepted, which states that

32
there is a significant interaction effect in the achievement of the students when

they are exposed using two teaching approaches and when grouped according

to their mathematical level. This implies that Mathematical Ability and the

teaching approaches interact if taken at the same time.

This finding further implies that the teaching approaches and

mathematical ability have a significant interaction effect on the achievement test

scores of the students. The result further implies that the teaching approaches

have interaction on the ability level of the result. Hence, whatever teaching

approach is applied by the subject teacher the average students could still get a

better result on the achievement test than the low average student. The parallel

result in the control group shows that average students performed better than the

low average student.

This result is negated with the findings of Lumaya (2004),Javar (2004) and

Francisco (1999) which indicated no significant interaction exist in the students’

achievement when they are grouped according to their mathematical ability and

the teaching strategies used.

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

33
 This chapter presents the summary of the study including the findings, the

conclusions based on the results, and the recommendations derived from the

findings of the study.

Summary

This study investigated the effectiveness of a worktext to the academic

achievement of Grade Seven Students in Mathematics Seven. This was

conducted in Jose Sanvictories Sr. National School, Cagwait, Surigao del Sur

during the school year 2017-2018. The Quasi-experimental method of research

was used. Thirty students were taught lessons in Mathematics Seven using a

worktext for the experimental group and another thirty students were taught using

a traditional method for the controlled group.

The study investigated the comparison of the achievement of students in

Mathematics Seven among those students who were taught using a worktext and

taught using a lecture method. It also compared the achievement of students in

Math Seven who are taught using the two teaching approaches and when

grouped according to their mathematical ability levels. It further examined the

interaction effect on the achievement of students when they were exposed using

the two approaches and when grouped according to their mathematical ability

levels.

The posttest results analyzed the students’ achievement the select topic in

Mathematics Seven. The two and One Way Analysis of Covariance (ANCOVA),

means and standard deviation were the statistical tools used to analyze the data.

34
Findings

From the analysis of data, the following was revealed:

There was a significant difference in the achievement of students in

Mathematics Seven when taught using worktext and without using work text as

teaching approaches.

There was a significant difference in the achievement of students in Grade

Mathematics when taught using the two teaching approaches and when grouped

according to their Mathematical Level.

There was a significant interaction effect in the achievement of the

students when they are exposed using two teaching approaches and when

grouped according to their mathematical level.

Conclusions

Based on the following findings, it could be asserted that:

Worktext method is an effective teaching approach and enhances

students’ capabilities in the understanding lesson in Grade Seven Mathematics.

Lecture method and the use of work text as a teaching approach are

effective for the different mathematical level of ability.

The above and average students of both experimental and control groups

perform better in Grade Seven Mathematics than those low achieving students in

both experimental and control group.

Recommendations

35
 In the light of the findings and conclusions, this study recommended the

following:

Using of work text in Grade Seven Mathematics subject is encouraged.

Studies on the use of a worktext may be conducted as an approach in

teaching other subjects areas to see if the students perform similarly.

More sections are encouraged to be included in the choice of respondents

for the future researcher to have another experimental study on using a work

text.

REFERENCES CITED

Abad, Flodelyn C. and Mama, Norjanah C (2007).’ “ Adequacy of Knowledge in

Mathematical Induction Among Third Year Students of the Integrated
Development School, Undergraduate Thesis, BSE Mathematics, College
of Education, MSU-IIT, Iligan City.

Abrencillo, E.R. (2008). “Integrating Revised Bloom's Taxonomy in

theDevelopment of Instructional Design for Science LearningActivitiesin
Selected Topics in Biology”, Unpublished Master's Thesis: Southern
Luzon State University, Lucban, Quezon.

Alfeld,P (2009). Understanding Mathematics, A study Guide. Available at:

http://www/math.utah.edu

36
Arnawa, I M. (2006). Meningkatkan Kemampuan Pembuktian Mahasiswadalam
Aljabar AbstrakmelaluiPembelajaranberdasarkanTeori APOS.Dissertation
at Post Graduate Studies at Indonesia University of Education.

Aureada, J., F (2014). The Effectiveness of a Work-Text in Logic for College

Students,
http://po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/432

Barnard, T. (2010), Why Are Proofs Difficult?.In the Mathematical Gazette.Vol

84, No. 501

Chow Ming Kong (2008). Mastery of Mathematical Induction among Junior

College Students Tampines Junior College, Singapore. The Mathematics
Educator, Vol.7, No.2, 37 - 54

Cusi, A., & Malara, N. A. (2009). Improving awareness about the meaning of the
principle of mathematical induction. PNA, 4(1), 15-22

Dubinsky, Ed (1986).Teaching mathematical induction I. The Journal of

Mathematical Behavior, Vol 5(3).

Espinar, Mae Joy T. and Ronato S (2016). Ballad Content Validity and
Acceptability of a Developed Worktext in Basic Mathematics 2.
International Conference on Research in Social Sciences, Humanities and
Education (SSHE-2016) Cebu (Philippines)
Galanida, Cesario (2005). Development and Validation of Instructional Materials
for Basic Mathematics. Trailblazer-Philippine Normal University-Agusan
Campus.

Gray, W.S. (2007). “The Teaching of Reading” Thirty-Sixth Yearbook: Part I. A

Second Report of the National Society for the Study of Education.
Bloomington: Public School Publishing Company.

Gumanoy, Razil M, (2016). Work text on Proving Using Mathematical Induction,

Surigao Del Sur State University-Main, Tandag City

Imperial, Elisa (2006). A Self Instructional Material Energy Giving Foods for
Second Year High School Students. MSU- Iligan Institute of Technology.
Iligan City

Macarandang, M. A (2009). Evaluation of a Proposed Set of Modules in

Principles and Methods of Teaching. E-International Scientific Research
Journal, 1

Mahavier,Ted W. et.al (2006). Quick-Start Guide to the Moore Method.

37
Patan, R. (2010). The Effects of Four Methods of Teaching on Achievement in
Basic Mathematics, Surigao del Sur State University, published
dissertation, Tandag City, Surigao del Sur.

Ron, G. & Dreyfus, T. (2004) The use of models in teaching proof by

mathematical induction, in Proceedings of the 28th Conference of the
International Group for the Psychology of Mathematics Education, 113-
120

Salavaria, F. (2014). Development and Validation of Work text in Statistics,

Graduate School Bataan Peninsula State University of Balanga, Bataan.

Sabri (2008). Prospective Secondary School Teachers’ Conceptions of

Mathematical Proof in Indonesia, Unpublished Thesis, Curtin University
of Technology, Perth.

Suazo-Azarcon, Maria Lady Sol (2009). Prototype Modules in Communication

Arts 1, Graduate School.\, Surigao del Sur Polytechnic State College.

APPENDIX A

Letter of Intent to the Superintendent

June 17, 2017

MARILOU B. DEDUMO, Ph.D., CESO V

Schools Division Superintendent
Division of Surigaodel Sur
Tandag City

Dear Dr. Dedumo:

Good day.

I am Maredy C. Melo, a secondary school teacher of Jose Sanvictores Sr. National

School. I am currently taking up Master of Education at Surigao del Sur State University-
Main Campus. I am now conducting my thesis entitled: “Effectiveness of Work Text in
Teaching Grade 7 Math”.

Based on my timetable, data gathering will be done on the first week of July 2017. In line
with this, I am formally asking for your permission regarding the participation of Grade 7
Zara and De-Ocampo students of Jose Sanvictores National School. I would like to
request for 15 meetings (1 hour each meeting) with the students for gathering the data.
These selected students will answer the pretest and posttest accordingly and to be
taught with two kinds of teaching methods. Rest assured that all data gathered will be
considered confidential.

38
Hoping for your favorable response. Thank you and more power.

Respectfully yours,

(Sgd.) MAREDY C. MELO

MAED (Cand.)

Noted:

(Sgd.) ROMEO A. PATAN, Ed.D.

Thesis Adviser

Approved:

(Sgd.) MARILOU B. DEDUMO, Ph.D., CESO V

Schools Division Superintendent

APPENDIX B

Letter of Intent to the School Head

June 17. 2017

EMELITO V. GALLEGOS, MST

Principal II
Jose Sanvictores Sr. National School

Dear Sir:

Good Day!

I am a bonafide student of Surigaodel Sur State University, Graduate Studies, taking

Master of Education, and I am conducting my thesis entitled: “Effectiveness of Work
Text in Teaching Grade 7 Math”.

With regards to a protocol which I deemed appropriate, I have already sent a letter to the
Schools Division Superintendent (attached) regarding the details on data gathering
which would involve your Grade 7 De-Ocampo students. I requested for 15 meetings
with the students to be taught using a lecture method. Pretest and posttest will be
administered accordingly to the said students. May I also request the assistance of their
class adviser.

Hoping for your kind consideration and support for the success of this study. Thank you
very much.

Respectfully yours,

(Sgd.) MAREDY C. MELO

MAED(Cand.)

39
Noted:

(Sgd.) ROMEO A. PATAN Ed.D.

Thesis Adviser

Approved:

(Sgd.) EMELITO V. GALLEGOS, MST

Principal II, Jose Sanvictores Sr. National School

APPENDIX C

Letter to the Respondents

June 17. 2017

Dear Respondents,

Good Day!

I am a bonafide student of Surigao del Sur State University, Graduate Studies,

taking Master of Education, and I am conducting my thesis entitled:
“Effectiveness of Work Text in Teaching Grade 7 Math”.

In this connection, I ask your support and cooperation by answering the

questionnaire containing conceptual questions on our selected topic in First
quarter. Please feel free to answer the test. Rest assured that all information
gathered will be held effective in this study.

Hoping for your kind consideration and support for the success of this study.
Thank you very much.

Respectfully yours,

(Sgd.) MAREDY C. MELO

MAED (Cand.)

Noted:

(Sgd.) ROMEO A. PATAN Ed.D.

40
 Thesis Adviser

APPENDIX D

Letter to the Parents/Guardian and Consent Form

June 17. 2017

Dear Mr/Mrs. ___________________,

Good Day!

I am a bonafide student of Surigao del Sur State University, Graduate Studies, taking
Master of Education, and I am conducting my thesis entitled: “Effectiveness of Work
Text in Teaching Math 7”.

In gathering the data, this will be involved by 30 Zara 7 students and 30 De-Ocampo
students of Jose Sanvictores Sr. National School. The involved students will be taught
lessons in sets, integers, rational number and scientific notation using two methods,
specifically a work text and lecture method.

In this connection, I am asking permission over the involvement of your child in the said
study as one of the respondents. Rest assured that all data gathered will be considered
confidential. Your signed consent will be a great help in the success of this study.

Hoping for your kind consideration and support for the success of this study.
Thank you very much.

Respectfully yours,

(Sgd.) MAREDY C. MELO

MAED (Cand.)

Noted:

(Sgd.) ROMEO A. PATAN, Ed.D.

Thesis Adviser

41
 APPENDIX E

PARENT’S/GUARDIAN CONSENT

(Please check appropriate box and detach perforated area to be returned to the
researcher as soon as signature is affixed. Thank you very much in advance for the
cooperation.)

I allow my daughter/son _________________ to be one of the respondents of the

study

I won’t allow my daughter/son _________________ to be one of the respondents

of the study

___________________________
(Name of Parents & Signature)

APPENDIX F

Permit to Utilized the Validated Work Text

June 27. 2017

42
RAZIL M. GUMANOY, Ph.D. (Cand.)
Asst. Professor I
Surigaodel Sur State University
Main Campus-TandagSurigaodel Sur

Dear Sir:

Good Day!
I am a bonafide student of Surigaodel Sur State University, Graduate Studies, taking
Master of Education and I am conducting my thesis entitled: “Effectiveness of Work Text
in Teaching Grade 7 Math”.

In view of this, may I ask your permission to utilize your validated work text for the
conduct and realization of this study.

Hoping for your kind consideration and support for the success of this study.
Thank you very much.

Respectfully yours,

(Sgd.) MAREDY C. MELO

MAED(Cand.)

Noted:

(Sgd.) ROMEO A. PATAN, Ed.D.

Thesis Adviser

Approved:

(Sgd.) RAZIL M. GUMANOY, Ph.D. (Cand.)

Assist. Professor I
Surigaodel Sur State University
Main Campus-TandagSurigaodel Sur

43
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

APPENDIX G
DAILY LESSON LOG
Subject: MATH 7 Teacher: MAREDY C. MELO Time: 7:30-8:30 & 8:30-9:30
Section : ZARA & DE-OCAMPO Quarter : FIRST GRADING
I.OBJECTIVES June 19-21, 2017
a. CONTENT STANDARD The learner demonstrates understanding of key concepts
of sets and real number system.
b. PERFORMANCE STANDARD The learner is able to intellectually formulate challenging
situations involving sets and real numbers, and solve
these in a variety of strategies.
c. Learning 1. Define sets.
Competencies/Objectives 2. Determine the elements of a set.
3. Describe sets.
II. CONTENT UNIT I: NUMBER SENSE
Lesson 1: Basic Concept of Sets, Kinds & Operations
of Sets
III. LEARNING RESOURCES
a. REFERENCES
b. Teacher’s Guide Pages Pages 2
c. Learner’s Materials Pages Pages 10-17
d. Other Learning Resources Work text on Lesson 1 ( Zara only)

IV. PROCEDURES Strategies: Knowledge Rating Chart and Exploratory

Activities
a. Reviewing previous or
presenting the lesson
Elicit student’s prior knowledge using spin off
Knowledge Rating Chart.
Knowledge Rating Chart Sets
Circle the number that represents your learning
experience on sets.
1. I’ve never heard of this before.
2. I’ve heard of this, but I’m not sure how it
works.
3. I know about this and how to use it.

Ask them to share their answers with a partner.

b. Establishing a purpose for  Establish the basic concept of sets by having the
the lesson students define and identify elements of a set.

c. Presenting examples/  Ask the students to form pairs. Conduct an oral

instances exercises and board work of the operations on
sets using the examples on the work text.
a. Union of sets

44
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

b. Intersection of sets
c. Complement of the sets
d. Cartesian product sets.

d. Discussing new Process student’s inputs by conducting a whole class

concepts/skill 1 (10 mins.)
e. Discussing new
concepts/skill 2
f. Developing mastery
(Formative Assessment)
g. Finding Practical application
of concepts and skills in daily
living.
h. Making
generalization/abstraction
discussion on different ways of describing sets.
Discuss using the following questions:
1. Are all equal sets, equivalent sets and vice versa?
2. How is subsets related to the universal sets?
3. Can we identify the number of subsets of a given
set?
4. What are the things we can do and we cannot do if
we don’t have a clear understanding of sets?
5. How does a professional or an ordinary person
use sets in his/her daily activities?
Solve the Worksheet number 1 on the Work text.
Performance Task:
Present word problem demonstrating relationship on sets
in real-life situations.
Check the student’s comprehension by asking them to
identify:
a. 3 important concepts that really interest them.
b. 2 questions they want to ask.
c. 1 idea that they need clarification

i. Evaluating Learning Let them answer the Practice and Application IX on

page 10..
j. Additional activities for Engage on online activity.
Application
VII - REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?

45
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

Subject: MATH 7 Teacher: MAREDY C. MELO Time: 7:30-8:30 & 8:30-9:30

Section : ZARA & DE-OCAMPO Quarter : FIRST GRADING
I.OBJECTIVES June 22-23 , 2017
a. CONTENT STANDARD The learner demonstrates understanding of key
concepts of sets and real number system.
b. PERFORMANCE The learner is able to intellectually formulate
STANDARD challenging situations involving sets and real numbers,
and solve these in a variety of strategies.
c. Learning a. Identifies real-life situations that make use of
Competencies/Objectives integers.
b. Describe the set of integer.
c. Compare integers with other numbers such as
whole numbers, fractions and decimals.

II. CONTENT UNIT I: NUMBER SENSE

III. LEARNING RESOURCES
a. REFERENCES
b. Teacher’s Guide Pages
c. Learner’s Materials Pages
d. Other Learning Resources
Lessons 2,3 & 4: INETEGERS
Pages 6
Pages 22-27
Work text on Lesson 2,3 & 4 ( Zara only)

IV. PROCEDURES Strategies: Frayer Model, Woksheets

a. Reviewing previous or Check the student’s prior knowledge on integers
presenting the lesson by asking them to accomplish the Frayer Model
below:
Spending and earning Stock market gains
money. and losses.

Rising and falling Gaining and losing

b. Establishing a purpose for
the lesson
temperature. yards in a football
game.
Ask the students to look for a partner and share
their inputs in the Frayer Model.
 Review the subsets of real numbers with
emphasis to integers using real life situations
using example 1 to 5 on the work text.
46
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

 Have the students compare integers using

whole numbers, fractions and decimals.
c. Presenting examples/  Use examples on Lesson 2 in the work text.
instances  Introduce the concepts on Integers.
(Use examples on Lesson 3 in the work text.)

d. Discussing new Process student’s inputs by conducting a whole class

concepts/skill 1 (10 mins.)
e. Discussing new
concepts/skill 2
f. Developing mastery
(Formative Assessment)
g. Finding Practical
application of concepts
and skills in daily living.
h. Making
generalization/abstraction
discussion on comparing integers using the number
line with different signs, both positive and both
negative
Discuss using the examples 1-5 on Lesson 3 using the
number line in comparing Integers.
Solve the Worksheet number 2,3 & 4 on the Work text.
Performance Task:Present word problem
demonstrating integers in real-life situations.
After establishing basic concepts of integers,
ask the students to review their Frayer Model
and make necessary revisions.

i. Evaluating Learning Let them answer the Practice and Application III
on page 22.
j. Additional activities for Engage on online activity.
Application
VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?

Subject: MATH 7 Teacher: MAREDY C. MELO Time: 7:30-8:30 & 8:30-9:30

Section : ZARA & DE-OCAMPO Quarter : FIRST GRADING
I.OBJECTIVES June 26 , 2017
a. CONTENT STANDARD The learner demonstrates understanding of key concepts
of sets and real number system.
b. PERFORMANCE STANDARD The learner is able to intellectually formulate challenging
situations involving sets and real numbers, and solve
these in a variety of strategies.
c. Learning a. Represents integers on the number line.
Competencies/Objectives b. Compares and arranges integers.
II. CONTENT UNIT I: NUMBER SENSE
Lessons 5&6: INTEGERS

47
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur
III. LEARNING RESOURCES
a. REFERENCES
b. Teacher’s Guide Pages
c. Learner’s Materials Pages
d. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous or
presenting the lesson
b. Establishing a purpose for
the lesson
c. Presenting examples/
instances
d. Discussing new
concepts/skill 1 (10 mins.)
e. Discussing new
concepts/skill 2
f. Developing mastery
(Formative Assessment)
g. Finding Practical application
of concepts and skills in daily
living.
h. Making
generalization/abstraction
i. Evaluating Learning
j. Additional activities for
Application
VII - REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who required
additional activities for remediation
Pages 7
Pages 27-34
Work text on Lesson 2,3 & 4 ( Zara only)
Strategies: Oral Drill, Worksheets
Assess the student’s prior knowledge using the
number line.
Show to the class the how the number line can be
used in integers
 Conduct oral drill on representing the following:
1. 5 is smaller than 8
2. -1 is smaller than 1
3. -8 is smaller than -5
4. 8 is larger than 5
5. 1 is larger than -1
 Use examples on Lesson 5 in the work text.
Discuss the Lesson 5 on how number line is represents
integers and let the students formulate rules using number
line.
Discuss the Lesson 6 in comparing and arranging
Integers. Introduce the different examples in the work text.
Solve the Worksheet number 5 & 6 on the Work text.
Performance Task:
Present word problem demonstrating integers in real-life
situations.
.
Ask the students “ In what way is the integers
using number line helpful in your life? “
Let them answer the Practice and Application III on
page 34.
For more practice, let the students download on
online activity.
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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

C. Did the remedial lessons work?

D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?

Subject: MATH 7 Teacher: MAREDY C. MELO Time: 7:30-8:30 & 8:30-9:30

Section : ZARA & DE-OCAMPO
I.OBJECTIVES
a. CONTENT STANDARD
b. PERFORMANCE STANDARD
c. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
a. REFERENCES
b. Teacher’s Guide Pages
c. Learner’s Materials Pages
d. Other Learning Resources
Quarter : FIRST GRADING
June 27 , 2017
The learner demonstrates understanding of key concepts
of sets and real number system.
The learner is able to intellectually formulate challenging
situations involving sets and real numbers, and solve
these in a variety of strategies.
a. Describes and interprets basic operations on
integers using materials such as algebra tiles,
cards, chips and counters.
UNIT I: NUMBER SENSE
Lessons 7: INTEGERS
Pages 9
Pages 35-42
Work text on Lesson 7 ( Zara only)

IV. PROCEDURES Strategies: Algebra Tiles, Worksheets

a. Reviewing previous or
presenting the lesson
b. Establishing a purpose for
the lesson
 Assess the student’s prior knowledge of the four
operations in integers.
 Elicit student’s prior knowledge by asking them to
make an algebra tiles on the following:
1. 7 + 5=_______________
2. -5 + (-4)=_____________
3. 6+ (-2)=______________
4. -2 + (-3)=_____________
5. 4+(-2)=_______________
 Present their output using algebra tiles.
 Then, let the students identify the rule using
algebra tiles.

c. Presenting examples/  Use examples on Lesson 7 in the work text.

instances
d. Discussing new Discuss the Lesson 7 on integers can be solve using
concepts/skill 1 (10 mins.) algebra tiles.

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

e. Discussing new Discuss more examples on the work text.

concepts/skill 2
f. Developing mastery Solve the Worksheet number 7 on the Work text.
(Formative Assessment)

g. Finding Practical application Performance Task:

of concepts and skills in daily
living.
h. Making
generalization/abstraction
Present word problem demonstrating integers in real-life
situations.
.
Ask the students to compose a math journal
discussing the rule in operations of integers using
algebra tiles.

i. Evaluating Learning Let them answer the Practice and Application III on
page 44.
j. Additional activities for For more practice, let the students download on
Application online activity.
VII - REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who required
additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?

Subject: MATH 7 Teacher: MAREDY C. MELO Time: 7:30-8:30 & 8:30-9:30

Section : ZARA & DE-OCAMPO Quarter : FIRST GRADING
I.OBJECTIVES June 28-29 , 2017
a. CONTENT STANDARD The learner demonstrates understanding of key concepts
of sets and real number system.
b. PERFORMANCE STANDARD The learner is able to intellectually formulate challenging
situations involving sets and real numbers, and solve
these in a variety of strategies.
c. Learning a. Perform basic operations on integers.
Competencies/Objectives
II. CONTENT UNIT I: NUMBER SENSE
Lessons 8 : INTEGERS
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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur
III. LEARNING RESOURCES
a. REFERENCES
b. Teacher’s Guide Pages
c. Learner’s Materials Pages
d. Other Learning Resources
IV. PROCEDURES
a. Reviewing previous or
presenting the lesson
b. Establishing a purpose for
the lesson
c. Presenting examples/
instances
Pages 10
Pages 45-50
Work text on Lesson 8 ( Zara only)
Strategies: Concept Block, Worksheets
 Assess the student’s prior knowledge by asking
them to complete the Concept Block.
Multiplication Rule Addition Rule
Subtraction Rule Division Rule
 Recall the operations using algebra tiles.
 Let them share their output by group.
Present the following :
Rules of adding Integers
a. If the addends have the same sign, add the two
numbers and prefix their common sign.
b. If the addends have different signs, find the
difference between the two numbers and prefix
the sign of the number that is the greater
distance from zero
Rule in Subtracting Integers:
a. Alternate RULE 1. To subtract signed
numbers:
b. Change double negatives to a positive.
c. Get a sum of terms with like signs and keep
the given sign, using the sign in front of the
number as the sign of the number.
d. Find the difference when terms have different
signs and use the sign of the larger numeral.
Multiplication of Integers
a. The product of a positive integer and a
negative integer is negative.
b. The product of two positive integers is
positive.
c. The product of two negative integers is
positive.
Division of Integers
a. The quotient of a positive integer and a
negative integer is negative.
b. The quotient of two positive integers is
positive.
c. The quotient of two negative integers is
positive.
 Use examples on Lesson 8 in the work text.
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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

d. Discussing new  Discuss the Lesson 8 on integers can be solve

concepts/skill 1 (10 mins.)
e. Discussing new
concepts/skill 2
f. Developing mastery
(Formative Assessment)
g. Finding Practical application
of concepts and skills in daily
living.
h. Making
generalization/abstraction
using algebra tiles.
 Discuss more examples on the work text.
 Solve the Worksheet number 8 on the Work text.
Performance Task:
Present word problem demonstrating integers in real-life
situations.
.
Solve exercises on the textbook.

i. Evaluating Learning Let them answer the Practice and Application II

on page 54.
j. Additional activities for For more practice, let the students download on
Application online activity.

APPENDIX H

TABLE OF SPECIFICATION
Pretest/Posttest
SUBJECT: MATH GRADE-VII

LEVEL Objectives Item No. %

Numbers
1. Define & Identify 1,2,3,4,5
Remembering/ different types of Sets.
Knowledge 2. Identify the Set of Multiple 12,13,14
Real Numbers. Choice 70%
3. Represent Integers. 15,16,17,18,19,20
EASY 4. Define Scientific 33,34,35 (25)
Notation. Identificatio
n
1. Find the sum and 21,22,23,29,30
Understanding difference of integers. Multiple
2. Find the product & Choice 24,25,26,27,28
quotient of integers.
1. Perform the 6,7,8,9,10,11,
Applying operation on Sets Multiple
2. Arrange the given Choice 31,32
decimal.
1. Find out how many 20%
AVERAGE Analyzing significant figures Multiple 35 (10)
on the given Choice
number.
1. Solve problems Problem 36,37,38
Evaluating involving Sets. Solving 39,40

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

DIFFICULT
Creating 10%
(5)
Total 100

Answer key:
1. B 6. B 11. B 16. B 21. A 26.A 31.B 36.16
2. C 7. A 12. C 17. A 22. B 27.C 32.C 37.7
3. B 8. D 13. A 18. B 23. D 28.D 33.C 38.2
4. C 9. C 14. A 19. B 24. B 29.A 34.B 39.15
5. A 10. B 15. A 20. D 25. B 30.C 35.D 40.31

APPENDIX H

Achievement Test
Direction: Read and analyze each item carefully. Choose the letter that
corresponds to the correct answer.
1. It is a well-defined collection of objects.
A. ordered pair B. set C. element D. relation

2. Which of the following is a well-defined set?

A. a set of painters B. a set of students
C. a set of Philippine Presidents D. a set of actors

3. Which of the following is an example of a finite set?

A. the set of whole numbers
B. B = {-10, -9, -8, …8, 9, 10}
C. A = {x | x is the set of rational numbers}
D. C = {… -10, -9, -8, … 8, 9, 10, …}

4. Which of the following is an example of an infinite set?

A. the female presidents of the Philippines
B. the cities in Metro Manila
C. the sands in the beach
D. the letters in the English alphabet

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

5. Given the set of consonants in the word “STATISTICS”. What is the cardinality
of the given set?
A. 10 B. 3 C. 7 D. 5

*For numbers 6 – 11, use the following:

U = { 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 } A = { 0, 1, 2, 3, 4 },
B = { 3, 5, 7, 8 }, C = { 0, 2, 6, 8}

6. Find A U B
A. {0, 1, 2, 3, 4, 5, 6, 7, 8, 9} C. {0, 1, 3, 4, 5, 6, 7, 8, 9}
B. {0, 1, 2, 3, 4, 5, 7, 8} D. {0, 1, 2, 3, 4, 5, 6, 7, 8}

7. Find B U C
A. {0, 2, 3, 5, 6, 7, 8} C. {0, 1, 2, 4, 5, 6, 7, 8}
B. (0, 1, 2, 3, 5, 6, 7, 8, 9} D. {0, 2, 3, 4, 5, 6, 7, 8}

8. Find B ∩ C
A. {0, 2, 3} B. {0, 2, 3, 5, 6, 7, 8} C. { } D. { 8 }

9. Find A ∩ B
A. {0, 1, 2, 3, 4, 5, 7, 8} B. { 3, 4} C. { 3 } D. { }

10. Find (B ∩ C)’

A. { 8 } B. {0, 1, 2, 3, 4, 5, 6, 7, 9}
C. {0, 2, 3, 5, 6, 7, 8} D. {0, 2, 3, 5, 6, 7}

11. Find A U U
A. {0, 1, 2, 3, 4} B. {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
C. {5, 6, 7, 8, 9} D. { }

12. These are numbers which can be expressed in the form a/b, where a and b
are integers and b≠0.
A. natural numbers B. irrational numbers
C. rational numbers D. decimals

13. Which of the following is an irrational number?

A. nonterminating decimal B. mixed number
C. integer D. repeating decimal

14. Which of the following is a rational number?

A. 0 B. √ 5 C. 4.121314… D. 13.56789

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

*For numbers 15 – 19, represent the following with integers:

15. You go north 50 kilometers

A. 50 B. -50

16. Sixty meters below sea level

A. 60 B. -60

17. Going up two floors of a building

A. 2 B. -2

18. Withdrawing an amount of Php 1,800.00

A. 1,800 B. – 1,800

19. 8 degrees Centigrade below zero

A. 8 B. -8

*For numbers 20 – 23, find the sum/difference of the following integers:

20. (-18) + 7
A. 25 B. -25 C. 11 D. -11

21. 18 + (-16) + 6 + (-4)

A. 4 B. -4 C. 12 D. -12

22. 12 – (-5)
A. -17 B. 17 C. -7 D. 7

23. -13 – (-15)

A. -28 B. 28 C. -2 D. 2

*For number 24-28, find the product/quotient of the following integers:

24. (-3)(-5)(-2)
A. 30 B. -30 C. 10 D. -10

25. (-1)(5)(-6)(-2)
A.60 B. -60 C. 14 D. -14

26. [(18 ÷ -6) ÷ (-9 + 8)]

A. 3 B. -3 C. 3/17 D. -3/17

27. [(16 ÷ -4) ÷ (-3)2]

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

A. 4 B. -4 C. -4/9 D. 4/9

28.15 (63 ÷ -9)

A. 105 B. -105 C. 115 D. -115

29. |32 + 25| + 64

A. 121 B. -121 C. 71 D. -71

30. |-10| + |-4| - |13| - |0| + |-3|

A. 2 B. 3 C. 4 D. 5

31. Arrange the following decimals in descending order: 0.246, 1.24, -9.6,
-10.222, -1
A. -10.222, -9.6, 1.24, -1, 0.246 B. 1.24, 0.246, -1, -9.6, -10.222
C. -10.222, -9.6, -1. 0.246, 1.24 D. 1.24, -1, 0.246, -9.6, -10.222

32. Given -12.95, 18.32 and -7.28, if arranged in descending order, which is
between the other two?
A. -12.95 B. 18.32 C. -7.28 D. -18.32

33. What is the standard notation of 2.35 x 10 2?

A. 2.35 B. 23.5 C. 235 D. 2 350

34. If 4.506 is written in scientific notation, what is the exponent of 10?

A. –1 B. 0 C. 1 D. 2

35. Which of the following numbers contains 4 significant digits?

A. 0.007 B. 0.0190 C. 186.0 D. 0.06210

III. Problem Solving: Read the problem carefully and answer the questions
that follow.

A. In a survey conducted to 100 students with regards to the social networking

sites, it was found out that: 45 students have Facebook account, 38 students
have Twitter account, 34 students have Instagram account, 12 have Facebook
and Twitter account, 15 have Twitter and Instagram account, 13 have Instagram
and Facebook account, and 4 have accounts on these three social networking
sites.

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 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

a How many students have Facebook account only?

36)__________

b. How many students have Twitter account only?

37)__________

c. How many students have Instagram only?

38)__________

d. How many students have Instagram account but not Twitter?

39)__________

e. How many students don’t have account on these three social networking
sites? 40)__________

APPENDIX I

Final Final
Ability grade Pretest Posttest Ability grade Pretest Posttest
1 93 28 34 1 90 23 28
2 90 23 30 2 90 21 27
Above Average

Above Average

3 91 25 27 3 90 28 28
4 90 26 31 4 90 20 25
5 92 21 29 5 93 29 37
6 90 23 29 6 91 25 29
7 91 26 31 7 90 20 26
8 90 27 30 8 90 21 24
9 89 21 27 9 81 20 26
10 85 23 28 10 81 19 24
11 89 25 30 11 82 26 30
12 83 20 24 12 89 30 34
Average 13 88 20 24 Average 13 83 23 29
14 83 21 26 14 89 28 32
15 84 23 25 15 88 26 30
16 82 21 23 16 84 25 30
17 83 20 20 17 83 23 29

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

18 83 20 26 18 82 23 29
19 79 13 20 19 80 19 25
20 77 12 21 20 77 13 27
21 80 15 20 21 79 16 23
22 78 14 17 22 79 17 25
23 78 13 14 23 80 18 24
Below 24 80 18 25 Below 24 77 12 23
Average 25 79 15 14 Average 25 77 12 23
26 78 13 17 26 78 14 21
27 76 12 13 27 75 11 18
28 77 13 15 28 75 12 19
29 78 15 19 29 80 18 23
30 80 18 24 30 76 12 20

CURRICULUM VITAE

Name: Maredy C. Melo

Date of Birth: May 24, 1983

Home Address: Purok Gumamela, Aras-asan,

Cagwait, Surigao del Sur

Civil Status: Married

Husband: Glen M. Melo

Siblings: Glydel C. Melo

Glyndyl C. Melo
Dareyn Glen C. Melo

Nationality: Filipino

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SURIGAO DEL SUR STATE UNIVERSITY
GRADUATE STUDIES
Tandag City, Surigao del Sur

Father’s Name: Reynaldo V. Caratao

Mother’s Name: Ledenia V. Carato

Education Attainment

Elementary: Aras-asaN Elementary School

Aras-asan, Cagwait, Surigao del Sur
1990-1996

Secondary: Unidad National High School

Unidad, Cagwait, Surigaodel Sur
1996-2000

Tertiary: Caraga State University-

Ampayon, Butuan City
BSED- Mathematics
2000-2004

Government Eligibility

Licensure Examination for Teachers (2007)

Service Records

Master Teacher I
Department of Education
Jose Sanvictores Sr. National School
2008-present

Private Teacher
Grace Christian School
Capitol Drive, Guingona St.
Butuan City
2006-2008

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