INDIGENOUS TACTILE INSTRUCTIONAL MATERIALS IN TEACHING

MATHEMATICS FOR BLIND LEARNERS

ANALIZA TEJADA DANNUG

MAED-SPED

Submitted to the Faculty of the Graduate School

Mariano Marcos State University
in Partial Fulfillment of the
Degree

MASTER ARTS IN EDUCATION

Major in Special Education

August 2022
 CHAPTER I

THE PROBLEM

Background of the Study

Mathematics, as the bedrock of all technological advancement around the

world, is impossible to overestimate its importance in any aspect of life development.

Cliche as it may be, but there can be no meaningful development in this modern

technological age without adequate and sufficient mathematical knowledge.

Education is a fundamental human right that applies to everyone, including

those who are blind or have low vision. No one should be deprived access to

education because of a disability, according to a 2015 UNESCO document titled “The

Right to Education for Persons with Disabilities”. Eyesight is said to be the most

important sense among all human senses in a way that approximately 80 percent of

impressions are received by our sight. It helps us to distinguish light from darkness,

protects us from danger, and ensures our participation in daily communication,

activities, sports, work, as well as education (Carl Zeiss Vision, 2010). These learners

rely on additional senses and non-traditional methods of contrasted to their sighted

peers, who enjoy the advantage of receiving and processing information through

vision, they have a harder time learning (Jitngernmadan et al.,2017). Many researches

have been conducted in studying the Education for the ways on how to improve the

performance of the blind learners in education. Regardless of gender, age, socio

economic background, or color, a student’s ability and potential in mathematics might

be affected by a visual impairment (Mohamed et al., 2010). In order to properly

prepare the child for braille decoding, it is also crucial to encourage them to use their

hands and fingers as much as possible to feel and explore various items and textures

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(Mortensen, 2007). Due to a lack of accessible materials designed to support the

development of conceptual understanding in mathematics, students with visual

impairments (VI) may face a variety of challenges in mathematics education.

The performance of Grade 7 blind students in Mathematics has resulted a

in great worry. Much has been talked and reported by mathematics teacher’s ass to

their achievements, both written and oral tests and the major concern is pertaining to

the teaching and learning of mathematics in the school system. Many students seem to

depend on rote memorization in learning mathematics and the teachers seem to teach

the students using rules and procedures in order to get the correct answers, hence,

neglect their conceptual understanding (Lim, 2011). She expressed that many teachers

teach the students for the sake of passing the examinations instead of emphasizing on

the understanding of concepts.

Instructional tools can help students study every subject included in the school

curriculum. These allow them the chance to interact with ideas, figures, and concepts

in ways that improve their reading, listening, thinking, speaking, writing, viewing,

and problem-solving abilities. The utilization of instructional materials was essential

to the teaching and learning processes since they: 1. Improves students’ memories. 2.

Boost the rates of student accumulation. 3. Serve as a tool for teachers to correct

misinterpretations and examples of ideas that students find challenging to forget. 4.

Help instill a sense of realism in the body of knowledge that is being discussed. 5. It

individualizes instruction and encourages teachers' imagination. 6. Allow instructors

and students to participate in learning activities that can aid in the conceptual growth

of self-evaluation.

We are all aware that teachers employ a variety of teaching aids to enhance the

level of performance of their classes, which includes teaching tools such as handouts,

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slideshows, and textbooks. The quality of such resources has a direct bearing on the

quality of training. Knowing where to find the best teaching resources can be very

helpful to a teacher. The purpose of instructional materials, also known as educational

resources, is to advance students' knowledge, capacities, and competencies while also

ensuring that they are assimilating information and advancing their general growth

and upbringing. Additionally, it provides all students in a class with the chance to

share perspectives essential for new learning and aids in making learning more lasting

by clarifying crucial concepts to pique and maintain students' interests.

Instructional materials refer to those alternative channels of communication,

which a classroom teacher can use to
concretize a concept during teaching and learning process.
Instructional materials refer to those alternative channels of communication,
which a classroom teacher can use to
concretize a concept during teaching and learning process.
Instructional materials refer to those alternative channels of communication,
which a classroom teacher can use to
concretize a concept during teaching and learning process.
Importance of instructional materials:
1. The essence of producing instructional materials, is to facilitate the
teaching learning process. The
essence is not to use such instructional materials as objects of decoration in
our classroom or as
objects to be presented during award wining national exhibitions on improved
instructional materials.
If the essence of producing instructional materials is to use such materials to
facilitate teaching
learning, it therefore seems logical that the best approach to adopt in any
production exercise is to
predict out production on research findings on how individuals learn. Besides, there
are for instance,
many factors that affect attention of human beings. There are also ideas about
how we perceive
objects. Hence, for a classroom teacher, who wants .to produce instructional
materials, his production
has to be on sound principles.
2. While presenting various learning theories, one has to be sure that a
classroom teacher is guided by
expert ideas during his production and utilization of instructional materials.
3. They supply a concrete basis for concept ional thinking and reduce meaning
less work responses for
pupils as it makes learning more permanent.

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4. Instructional materials have a high degree of interest for the learner; for
they offer a reality of
experience, which stimulates self-activity on the part of pupils.
5. Instructional materials develop a continuity of thought, this is especially
true of motion pictures, as
they provide experiences not, easily obtained through other materials and
contribute to the
efficiency, department and variety of learning.
Therefore, the use of instructional materials in teaching/learning process exposes
the learner to primary experiences
and this enriches learning.
Ever since, it has been perceived that Mathematics is a difficult subject. In

studying the subject, difficulties are encountered by the Grade 7 blind students and

these obstruct in pursuit in higher mathematics. These situations prompted the

researcher to provide a clear picture of the problems encountered by the blind

students, their difficulties and probable causes so that the application of appropriate

resources would be possible. This research aims to determine the effectiveness of

Indigenous Tactile Materials to improve the least mastered competencies in

Mathematics of Grade 7 blind students of Sto. Niño National High School, Sto. Niño,

Cagayan.

Statement of the Problem

This study aimed to develop indigenous tactile instructional materials to

enhance math skills among high school blind learners.

Specifically, it sought answers to the following questions:

1. What is the effect on teaching mathematics on the visually impaired?

2. What enrichment activities can be developed to enhance Math concepts

among Visual Impaired learners in terms of:

2.1 Written performance

2.2 Performance Task

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 3. What is the effect of the indigenous tactile materials in learning disabilities

in terms of:

3.1 Physical

3.2 Perceptual

3.3 Developmental

3.4 Cognitive

4. There is a significant relationship between the blind learners in using

indigenous tactile materials in teaching mathematics.

Significance of the Study

Mathematics and Special Education Teacher may find the results of this

study useful for they will create new awareness in the blind student needs and to

provide right learning experiences.

And with the increased realization of the importance of mathematical

competence this study is in line with todays’ quest for a globally competitive

individual.

Blind Students, the results of this study reveal the difficulties of the students

towards the competencies due to their disability. After knowing the deficiencies, they

will be able to overcome them by putting efforts to diminish the problems.

Administrations and Supervisors may find the findings of this research

useful by improving the mathematics program and enriching the curriculum through

local contextualization.

Parents may likewise utilize the results of this study by giving guidance to

their children by teaching them the right attitude and study habits to improve not only

their performance in mathematics but other subjects as well.

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 Community will be provided information on the difficult competencies in

mathematics which will be the basis of PTA and the other school organizations to

work hand in hand with the school to improve the math program.

Future Researchers this will serve as a reference for future researches

conducting along this line.

Scope and Delimitation of the Study

This study focuses on the development of indigenous tactile instructional

materials to modify and enhance the concepts in Mathematics 7. These materials are

limited to least mastered Mathematics competencies that need to be enhanced among

grade 7 blind students. The tryout of the indigenous tactile instructional materials is

limited to the grade 7 blind students based on the difficulty of teachers in handling

previous blind students. The content of the needs is limited to the learning

competencies like Sets Using Venn Diagram, Fundamental Operations on Integers,

Kinds of Angels, Polygons, Circle and Bar graph, which are based from the

Mathematic 7 K-12 Curriculum learning competencies. These are the lessons being

taught from first to last quarter periods.

The needs assessment survey will be undertaken at Sto. Niño National High

School, in the schools Division of Cagayan.

The measurement of student competence will be derived from the grades of

previous blind students.

Definition of Terms

For a better understanding of the study, the following terms are operationally

defined.

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Blind – It refers to a disability which is unable to see; having severely impaired or

absolutely no sense of sight. It denotes the condition of total blackness of vision with

the inability of a person to distinguish darkness from bright light in either eye.

Learning competencies. It refers to a list of expected learning outcomes in a

particular area. In this study, it includes the competencies in Sets Using Venn

Diagram, Fundamental Operations on Integers, Kinds of Angels, Polygons, Circle and

Bar graph. These are the lessons taught from first to last quarter periods.

Concepts - It refers to abstract ideas. It is a general idea about a thing or group of

things, derived from specific instances or occurrences. They are understood to be the

fundamental building blocks of the idea behind principles, thoughts and beliefs.

Contextualization – It refers to the fact or process of considering something in its

context (the situation within which it exists or happens), which can help in

understanding it. This helps the learners to acquire new skills and knowledge. It also

develops their abilities and attitudes.

Curriculum – It refers to the subjects comprising a course of study in school. It is an

interactive system of instruction and learning with specific goals, contents, strategies,

measurement, and resources. The desired outcome of the curriculum is successful

transfer and/or development of knowledge, skills, and attitudes.

Disability - It refers to any condition of impairment in the body or mind that makes it

more difficult for a person to do certain activities with limitations and interact with

the world around them with restrictions. It is more likely called disadvantage or

deficiency.

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Indigenous Materials – It refers to raw materials that are naturally and locally found

in a specific place. It is something that does not require costly processing, which

consumes energy and other resources.

Instructional materials - It refers to any collection of materials including animate

and inanimate objects that a teacher may use in teaching and learning situations to

help achieve desired learning objectives. It may aid a student in concretizing a

learning experience so as learning more exciting, interesting and interactive and a

success output to every academic goal.

Mathematics – It refers to the one of the core subjects taught which deals with the

science of structure, order, and relation that evolved from elemental practices of

counting, measuring, and describing the shapes of objects. It deals with logical

reasoning and quantitative calculation, and its development has involved an

increasing degree of idealization and abstraction of its subject matter.

Modified activities – It refers to an activity/ies which the teacher lessens the content,

structure but not limiting the purpose, objective or goal.

Special Education – It refers to special-needs education, aided education, exceptional

education, alternative provision, exceptional student education, special ed.,SEN, or

SPED. It is a practice of educating students in a way that accommodates their

individual differences, disabilities, and special needs. Ideally, this process involves

the individually planned and systematically monitored arrangement of teaching

procedures, adapted equipment and materials, and accessible settings.

Special Education Teacher – It refers to teachers who work with students who have

learning mental, emotion, or physical disabilities. They develop teaching plans

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according to students’ learning needs. They search for activities and resources that

can be easily adapted to each child’s educational requirements

Tactile Materials – It refers to materials using a sense of touch. Educators use them

to teach young children and those who are visually impaired about our world. Tactile

materials vary from natural to synthetic, and many can be found around the house.

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 CHAPTER 2

THEORETICAL FRAMEWORK
This chapter presents the summary of related literature and studies,

theoretical framework and conceptual framework. In order to have a clear

understanding and a wider view on the present undertaking, various literature and

studies that have direct and / or peripheral bearing on the present study were read,

analyzed and hereby presented.

RELATED LITERATURE

Nature of mathematics

In 1990, American Association for the Advancement of Science stated that

logic and creativity is the focus of Mathematics for it is pursued both for a variety of

practical purposes and for its intrinsic interest. For some people, and not only

professional mathematicians, the essence of mathematics lies in its beauty and its

intellectual challenge. For others, including many scientists and engineers, the chief

value of mathematics is how it applies to their own work. Because mathematics plays

such a central role in modern culture, some basic understanding of the nature of

mathematics is requisite for scientific literacy. To achieve this, students need to

perceive mathematics as part of the scientific endeavor, comprehend the nature of

mathematical thinking, and become familiar with key mathematical ideas and skills.

Mathematics reveals hidden patterns that help us understand the people,

community and even the world around us. Now much more than arithmetic and

geometry, mathematics today is a diverse discipline that deals with data,

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measurements, and observations from science; with inference, deduction, and proof;

and with mathematical models of natural phenomena, of human behavior, and of

social systems. In a practical manner, mathematics is a science of pattern and full of

order. Its domain is not molecules or cells, but numbers, chance, form, algorithms,

and change. As a science of abstract objects, mathematics relies on logic rather than

on observation as its standard of truth, yet employs observation, simulation, and even

experimentation as means of discovering truth. The special role of mathematics in

education is a consequence of its universal applicability. The results of mathematics -

theorems and theories - are both significant and useful; the best results are also

elegant and deep. Through its theorems, mathematics offers science both a foundation

of truth and a standard of certainty. (William G. Mitchener, 1996)

Many researchers used to ask students “What do you think math is all about?”

Some had responded in terms of mathematical content. Others commented on learning

in general, or on problem-solving in particular. Some talked about the usefulness of

mathematics for everyday life. An overwhelming number of them answered the

question by talking about the importance of mathematics for the future. (Mathematics

Education Research Group of Australasia, 2006)

The nature of Mathematics on a teacher's conception, is his or her belief

system concerning the nature of mathematics as a whole. Such views form the basis

of the philosophy of mathematics, although some teacher's views may not have been

elaborated into fully articulated philosophies. Teachers' conceptions of the nature of

mathematics by no means have to be consciously held views; rather they may be

implicitly held philosophies. The importance for teaching of such views of subject

matter has been noted both across a range of subjects, and for mathematics in

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particular (Thom, 1973). Three philosophies are distinguished here because of their

observed occurrence in the teaching of mathematics (Thompson 1984), as well as in

the philosophy of mathematics and science.

According to Ernes, (n.d.) Many contributing constructs can be specified including

unique versus multiple approaches to tasks, and individual versus cooperative

teaching approaches. The first approach is the Instrumentalist view that mathematics

is an accumulation of facts, rules and skills to be use in the pursuance of some

external end. Mathematics is a set of unrelated but utilitarian rules and facts. Second,

is the Platonist view of mathematics as a static but unified body of certain

knowledge. Mathematics is discovered and not created. Third, there is the problem-

solving view of mathematics as a dynamic, continually expanding field of human

creation and invention, a cultural product. Mathematics is a process of enquiry and

coming to know, not a finished product, for its results remain open to revision. These

three philosophies of mathematics, as psychological systems of belief, can be

conjectured to form a hierarchy. Instrumentalism is at the lowest level, involving

knowledge of mathematical facts, rules and methods as separate entities. At the next

level is the Platonist view of mathematics, involving a global understanding of

mathematics as a consistent, connected and objective structure. At the highest level,

the problem-solving view sees mathematics as a dynamically organized structure

located in a social and cultural context.

Importance of Mathematics

Mathematics achievement is important in its own right, and is increasingly

recognized as crucial to the nation's economy (National Mathematics Panel, 2006).

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 Moreover, Mathematics plays a vital role in all aspects of life, whether in

everyday matters such as time tracking, driving, cooking, or jobs such as accounting,

finance, banking, engineering, and software. These functions require a strong

mathematical background, and scientific experiments by scientists need mathematical

techniques. They are a language to describe scientists' work and achievements.

As for continuous mathematical inventions, they are numerous throughout the

ages. Some of them were tangible, such as counting and measuring devices. Some of

them are not as tangible as methods of thinking and solving. The symbols that express

numbers are also one of the most important mathematical inventions. Mathematics

helps in analytical thinking. While solving math problems, data is collected,

disassembled, and then interconnected to solve them. Mathematics is the pillar of

organized life for the present day. Without numbers and mathematical evidence, we

cannot resolve any issues in our daily lives. There are times, measurements, rates,

wages, tenders, discounts, claims, supplies, jobs, stocks, contracts, taxes, money

exchange, consumption, etc., and in the absence of these sports data, we have to face

confusion and chaos. (The Scientific World, 2018)

Therefore, math came first and foremost and was at the core of my success.

Science, Technology and Engineering are essential to the future success of our

country. This cannot thrive without practitioners having a solid mathematics as their

foundation. Solid mathematics is important in education because it goes much

beyond the current conversation to improved proficiency on test scores. Using the

word “mathematics” is frequently appreciated in education and career but never until

recently thought about the actual meaning. From Etymology perspective, it found out

that the literal definitions of the two ancient languages that make it interested. In

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ancient Greek, Mathematic is about “learning” while in Hebrew, the rooted meaning

is “thinking.” Therefore, Etymology from the ancient time educate us that

mathematics gave us the critical ability to learn and think logically in any field of

endeavor. The skills of learning today are more important than knowledge.

(Lefkowitz, n.d)

The message that mathematics is useful and important is either not being heard

or not believed by students (Brown, Brown and Bibby, 2008), with the result that too

many young people make subject choices, when permitted to do so, that they later

regret (Reiss and Mujtaba, 2017). High levels of disaffection with mathematics are

common themes throughout the literature (Brown et al., 2008; Mujtaba et al., 2015;

Reiss and Mujtaba, 2017). As pointed out by Posamentier & Jaye (2006), there is a

nonchalant attitude of adults towards mathematics as they want to know the relevance

of knowing how to do the mathematics when in fact every calculation can be done

with the assistance of a calculator or a computer.

In an essay entitled “Why is Math Important: Insight into Reasons”, the author

stated that Mathematics is essential to our world, so its knowledge is transferable to

many situations. Engineering, Science, and Technology contribute to great inventions

in the world, with all experts in all those fields having outstanding math skills. The

importance of mathematics is not only crucial for scientists or engineers, but it helps

develop skills, such as analyzing data, seeking evidence, recognizing patterns every

day. It gives a chance to people to have a better way of understanding or interpreting

information. Learning using numbers in the right way will help you think critically

and creatively every day and you don't need to ask help with math problems. No

matter industry or field, the importance of math applies to all career fields. That’s why

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it’s so tremendously important to learn numbers and calculations at school or

university because sooner or later you would see how many areas of your life require

this knowledge. This subject is essential for every person. We understand how math

instills skills that prepare students for the reality. Also, the author listed some

important benefits of having a solid foundation in this exact science:

Creates and promotes analytical thinking: Analytical thinking is the breaking

down of a problem into smaller expressions or arguments using deduction or

considering each piece of information separately to judge its reliability. The

importance of breaking down the problem helps to solve the problem without missing

any crucial factor. You face complex situations someday, so having right

understanding in math help solve math problems and practical cases with ease. Your

mind will find interesting ways of solving problems no matter its severity and

complexity.

Mathematics improves your thinking: Studying numbers trains the brain

thinking faster. When faced with challenges, in reality, your brain should comprehend

information faster and provide an efficient solution. You will be able to handle the

stress of daily routine without buckling under pressure, as well as feel the urge for

investigating a situation further before making a decision

Understand how to budget and spend money: Insurance, mortgage, and tax

payments are things you need to understand. The application of Math goes beyond

calculating numbers in a classroom. It applies to managing finances as well. Your

knowledge allows you to analyze financial opportunities, as well as their value before

you waste money. You need to budget your money for surviving in the real world.

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 Great career options: Employers want to hire employees who are better at

solving complex problems. Your knowledge in math puts you at top positions when

applying for a job. All companies should have someone with an understanding of

math, like financial analysis or cost estimation. The opportunities are endless. You

can choose one of the most popular math-related jobs, if you graduate from the

Faculty of Mathematics. Being a fashion designer, you have to learn proportions,

calculate fabric’s cost. An architect calculates structural problems and space required

for a building.

Leaving proper tips: Leaving a tip when eating at a restaurant is a great

display of common courtesy and appreciation. Your knowledge in percentage

calculations, subtraction, division skills is handy here. Performing calculations

yourself helps control finances better. A tip is 15-20% of the total bill. So, if you want

to show great manners, it’s better to know exactly what amount of money should

leave after dinner at the restaurant. For this case, you can learn mental math tricks.

Making wise choices in real life: Food is essential for living. However, not

every meal is good for your health. Importance of math in daily life is in calculating

calories in each meal before indulging. Calculate how your meal fits into required

daily calorie intake and make the right decision. Also, count how much time takes

burning down excess calories. Now you should make better, healthier choices.

Helps you understand the world better: Math is everywhere. We live in a

world where the beauty of math is beyond your university classroom. Your

knowledge should help appreciate the versatility of this science in nature. Nature has

many mathematical patterns such as hexagonal bee combs, spider webs and how

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symmetrical snowflakes are. All these are incredible how the use of math is shown in

nature.

Time management: Math helps appreciate and value time. You can make

conscious, wise decisions on how you spend time. You will be required to manage

time properly, whether you are at work or school. It is crucial to control it properly or

use it wisely because, otherwise, you won’t even notice how much money you put

into the unimportant things.

Helps you easily adapt to change: Technology changes the way we live and

work. Your strong foundation in math will help understand technologies better. It is

possible seeing how things work. Technology is an increasingly demanding factor, so

companies are eager for taking people who can use technology for making better

analyses. The world is now reliant on technology and numbers.

More Importance of Mathematics: The world has difficult situations that must

be resolved. A student with knowledge in math is a critical factor in providing

appropriate solutions for certain problem, they don't need to pay for math homework.

The knowledge acquired contains great problem solving and logical thinking skills.

For a student, living can be a mystery, but math provides amazing solutions to all

problems. You will appreciate the importance of mathematics when start making

decisions with money, time, even food options. Your love for numbers opens great

opportunities for not only providing solutions but having a successful career as well.

Mathematics in Secondary

Secondary school mathematics comprises far more than facts, routines, and

strategies. It includes a vast array of interrelated mathematical concepts, ways to

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represent and communicate those concepts, and tools for solving all kinds of

mathematical problems. It requires reasoning and creativity, providing learners with

mathematical competence while also laying a foundation for further studies in

mathematics and other disciplines. To facilitate the learning of secondary school

mathematics, teachers need a particular kind of understanding. Mathematical

understanding for teaching at the secondary level is the mathematical expertise and

skill a teacher has and uses for the purpose of promoting students’ understanding of,

expertise with, and appreciation for mathematics. It requires that teachers not only

know more mathematics than they teach but also know it more deeply.

A study conducted by Hodgen and Askew (2007) of secondary school students

demonstrated that mathematics is viewed less favorably than other subjects. Many

students, both low and high attaining, perceive mathematics to be dull, boring, and

irrelevant (Matthews and Pepper, 2006; Mujtaba et al., 2014; Smith, 2004). It is seen

as too traditional and less useful than other subjects (Tebbutt, 1993). The Smith report

(2004) indicated that GCSE (the General Certificate of Secondary Education,

typically taken at the age of 15/16) mathematics appeared boring and irrelevant to

students’ lives and was not conducive to the further studying of mathematics.

Similarly, Nardi and Steward (2003) research concluded that for most students,

mathematics was tedious and an “irrelevant body of isolated non-transferable skills,

the learning of which offers little opportunity for activity” (Nardi and Steward, 2003,

p. 361).

Many students therefore have the opinion that mathematics is neither needed

nor useful to them, in school or in their future studies and careers (Brown et al.,

2008). It is viewed as an isolated school subject that lacks connections to life and

other subject areas (Nardi and Steward, 2003). Even within the cohort of students who

18
do enjoy and manage to succeed at mathematics, a prevalent belief still exists that

mathematics will never be useful, at any stage of their lives (Matthews and Pepper,

2006; Nardi and Steward, 2003).

Matthews and Pepper (2005) and Kyriacou and Goulding (2006) found that

students failed to see the relevance of either the GCSE or A-level (Advanced Level

qualifications are the UK subject-based qualification for students aged 16 and above,

usually studied over the course of two years) mathematics they studied at school, or

how they would be of value in their futures. Seeing the relevance of school lessons for

students is important both for intrinsic motivation (Mujtaba et al., 2014; Mujtaba et

al., 2018) and extrinsic motivation i.e., a perception of utility in life or in future

studies and/or career (Mujtaba et al., 2018). In fact, the utility of a subject/extrinsic

motivation has been found to have a bigger influence on some subject choices than

intrinsic motivation (Sheldrake et al., 2015). Brown et al. (2008) found that the

perception of mathematics not being useful for future careers was the main reason

offered by students for why they discontinued studying it after the GCSE.

Contextualized Activities

Contextualization is one of the trends in implementing change. It states that

the curriculum shall be flexible enough to enable and allow schools to localize,

indigenize and enhance the same based on their respective educational and social

contexts as stated in paragraph of Sec 5, of Republic Act 1033. It maximizes

materials that are locally available and well – organized in terms of subject to make it

relevant to the students’ culture. Thus, the development of locally produced teaching

materials with contextualized activity is encouraged.

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 Contextualization has been given emphasis in many studies being conducted

and has been defined in many ways. As to the original concept, Mazzeo et al.,(2003)

presented it as a variety of teaching strategies crafted to have a smooth connection of

learning the basic skills and content through focusing the teaching and learning

process on concrete applications in a specific context that catches the interest of the

students. The dictum was also used as a basis in implementing the new curriculum of

the Department of Education. This may bring students’ concrete learning based on the

application on their experiences in a specific context. The use of CLM incorporating

real-life situations into instruction has many reasons. Foremost is that it serves as

application of theoretical material in real-life situations, making content easier to

understand, and that the relevance of content is demonstrated by real-life examples.

Theall, (2014) adheres that relevance is a major component of many motivational

activities and particularly important if learners’ experiences can be used as a basis for

new learning. One of the goals and effects of a contextualization is to capture the

students’ attention by illustrating the relevance of the learning experience. CLM helps

students find and create meaning through experience, drawing from prior knowledge

in order to build upon existing knowledge. The primary principle of CLM is that

knowledge becomes students’ own when it is learned within the framework of an

authentic context. In CLM, the traditional curriculum is placed in a broader

framework that integrates other subject content into the learning. Learning goals are

elevated to higher order thinking skills to find information, adapt to change, and

communicate effectively while relating to others” (Berns & Erickson, 2001).

Contextualized instruction, as it suggests, refers to teaching students the

content in a context, i.e., embedding the concepts in meaningful activities and in a

scenario that makes sense to the students to enhance their understanding and to make

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the concepts more relatable. It is important to remember that skills that we want to

teach to students, such as problem solving, analytical thinking or even dribbling a ball,

do not exist in isolation; using purposeful contexts and learning activities, we can show

students where these skills are applicable and why they should know them. (Kare,

2018)

Importance of Mathematics for Blind Students

The No Child Left Behind Act of 2001 (NCLB) established accountability

measures including annual assessment of students in the area of mathematics.

Proficiency in mathematics is necessary because it is critical to functioning

adequately in the context of daily life situations (Jitendra, George, Sheetal, & Price,

2009). The National Mathematics Advisory Panel (2008) reported that mathematical

problem solving is one of the most important concepts taught in the grade-level

curriculum. Legislation and state testing requirements such as NCLB’s state

assessments (2001) also focus on a conceptual understanding of mathematical

concepts, skills, and relations of numbers (Jitendra, 2007).

Thorough understanding of mathematics enhances educational and

occupational opportunities for all people. The workplace also requires increasingly

advanced computational and technological skills; those who do not possess these

skills are restricted in career choices (Kapperman & Sticken, 2003). Vision allows

access to information that helps build a conceptual understanding of basic

mathematical concepts. Consequently, students with visual impairments tend to face

more challenges than their peers without disabilities, even when learning the most

basic mathematical concepts (Beal & Shaw, 2008). These difficulties include problem

solving, gaining access to the problem information, representing problem information,

21
and calculating the answer. In addition, mathematics is highly visual in nature and

often uses graphics to convey important information, presenting an additional obstacle

for students with visual impairments (Smith & Smothers, 2012).

Martin, Brenda and Michele (2012) investigated the impact of academic

support on visually impaired students’ achievement in math. It was found that these

students were 3 years behind sighted students. Moreover, the blind who suffered from

cognitive issues needed even more support. On the other hand, there was no impact of

the sex and grade variables on achievement.

Al-Dababna & Hassan (2012) looked into the obstacles facing blind students

in Jordan. The obstacles were generally average, while post-training obstacles tended

to be high for teachers, especially in regular schools, even after preparation. A

statistical function proved the variable of school type in favour of regular schools. As

for the sex variable, there was no impact, in general, except in teacher training – in

favour of males – and partnership – in favour of females. However, with reference to

the grade variable, there was a statistical impact, in general, except in auspices

partnership. Another study (Carole & Penny, 2018) explored the impact of the iPad in

the blind students’ achievement in algebra and solving mathematical problems. The

students were taught algebra subjects, like drawing and paragraphs, using the iPad.

The results showed that the device application was easier and more motivating to the

blind students for learning.

Tugba (2018) investigated the maths teachers’ perception of blind students’

environments, employing organized interviews with 7 teachers through the

Environment-DAVIPE test. The findings classified the maths teachers’ perceptions

into external, internal, abstract, dark and available environments, whose sources were

22
emotional, physical, kinesthetic, environmental and intellectual. In addition, blind

students could move, put on glasses and improve their living standards, but they

suffered from others’ disregard.

Some challenges that students with visual impairments encounter when

learning mathematics can be overcome when the content is taught in an appropriate

manner, such as by using programmed instruction (Agrawal, 2004). Programmed

instruction, which includes developing a sequence of instructional activities, has the

potential to maximize learning and increase motivation for students with visual

impairments. It has also been established that children who are visually impaired

should learn mathematical skills at the same level as their sighted peers (Tindell,

2006). An opportunity to explore mathematics using different instructional tools in

these early years is beneficial to this population of students as well (Amato, Hong, &

Rosenblum, 2013). Finally, exposing students with visual impairments to experiences

in individual environments promotes natural development of mathematics skills,

which can lead to positive attitudes toward mathematics and build students’

confidence level (Research and Development Institute, Inc., 2006).

Vision enables important access to information that supports students’

development of mathematical concepts and procedures (Emerson & Anderson, 2018;

Hershkowitz, Markovits, Rosenfeld, Ilani, & Eylon, 2018). Many basic mathematical

concepts take the form of words that describe visual phenomena (Jones, 2018).

Concepts such as big (or bigger), long (or longest), and between are comprehensible

to sighted children because vision helps them to group objects according to their

overall similarity. Sighted children can see relations between objects at a glance. For

children with visual impairment (VI), such object relations are mental, because their

23
hands can only explore (“look at”) one object at a time. Accordingly, their awareness

or understanding of spatial concepts and directional concepts are more challenging to

grasp compared with children without VI (Hatwell, 2003).  

Our experiences are similar to the results reported by Rapp and Rapp (1992),

namely that students who use Braille are less likely to participate in advanced

mathematics classes. In addition, as a population, students with VI tend to perform

below their ability in mathematics compared with in other academic subjects (Beal &

Shaw, 2008; Freeland, Emerson, Curtis, & Fogarty, 2010)

One factor that may limit the participation of blind and partially sighted

learners in mathematics education may be what Emerson and Anderson (2018) call

the trend toward more visually based mathematics materials. Many mathematics

textbooks have visual images with important content information that is not

transcribed or described in either Braille books or digital versions of the texts. This

trend is making textbooks, which to some extent are already inaccessible to students

with VI, even more challenging for blind and partially sighted learners.

Graphs, charts, diagrams, figures, and drawings are used as mathematical tools

to communicate huge amount of data or relationships between variables in a

simplified and concise way (Akar & Övez, 2018). An important mathematical skill is

to gather information from such graphics and use it to solve problems (Rosenblum,

Cheng, & Beal, 2018). However, curricular graphic materials are visual in nature and

therefore many students with VI face considerable challenges in reading them

(Rosenblum & Herzberg, 2015).

The provision of suitable learning materials is vital in mathematics education.

The abacus is a tool for addition, subtraction, multiplication, and division by students
24
with VI, in a similar way to how pencil and paper are used for calculations by sighted

students. Often, it is up to the teacher to decide whether the student should learn how

to use an abacus. This may be a difficult decision because the effectiveness of the

abacus has been questioned (Ferrell, 2011).

Technology can offer new opportunities and valuable access to information for

students with VI by complementing the use of tactile devices, Braille, and large print

with audio (Beal & Rosenblum, 2018; Pitchford, Kamchedzera, Hubber, &

Chigeda, 2018; Supalo, Hill, & Larrick, 2014; Supalo, Isaacson, & Lombardi, 2013).

Digitally enhanced learning tools may thus transform educational environments by

making the learning process more encompassing, more engaging, and more

collaborative (Bin Tuwaym & Berry, 2018; Metatla et al., 2018).

Self-esteem may play a profound role in all aspects of a child’s development

(Breckler, Olson, & Wiggins, 2006; Brooks, 1992). A student’s self-esteem may be

dependent upon his or her psychological adjustment, quality of life, adaptive

behaviour, relationships with friends, motivation, school performance, and success in

life (Augestad, 2017b; Brooks, 1992; Papadopoulos, Metsiou, & Agaliotis, 2011;

Saigal, Lambert, Russ, & Hoult, 2002). In STEM self-confidence is one factor that

contributes to a student’s motivation to learn mathematics. Supalo et al. (2013, p. 196)

state that “inadequate hands-on science experiences may inhibit development of self-

confidence concerning one’s capacity to independently function in scientific

endeavors, and that low self-confidence in the sciences may be associated with

consideration of nonscientific college studies rather than studies in the sciences”.

Another factor is inclusion in the student group and being able to learn together with

peers, which may increase the student’s sense of well-being and his or her learning

25
process. However, there is a lack of evidence about inclusion and collaborative

learning in mathematics for the students with VI.

The purpose of our research was to examine the state of mathematics

education research in the field of visual impairment. Following a literature search, we

found a review published in 2006 in which the authors state. Because no two

interventions were alike, we were unable to establish distinct categories or apply

meta-analytic techniques with any group of studies. Accordingly, our initial syntheses

of the research in mathematics for students with visual impairments yield promising,

but not best practices. Without replication, even promising practices are preliminary

and perhaps misleading in the absence of further research (Ferrell, Buettel, Sebald, &

Pearson, 2006, p. 11).

In a literature review published in 2013, the author focuses on STEM

education (science, technology, engineering, and mathematics education)

(Cryer, 2013), but we were unable to identify the results that focus only on

mathematics education.

The focus was on what could be done to increase the involvement of blind and

partially sighted learners in mathematics and science education. Of the 22 registered

schools for blind and partially sighted learners, only two (Prinshof in Gauteng and

Pioneer in Western Cape) offer science and mathematics to blind and partially sighted

learners. This means that approximately 600 learners out of 3000 learners (learners

that these schools together could accommodate) benefit from science and mathematics

subjects. The participant considers teachers as the primary resource that ought to be

equipped with knowledge, skills, attitudes and values to enable them to inspire and

stimulate learners’ interest in the sciences. Given the fact that teachers of blind and

26
partially sighted learners play multiple roles in shaping the lives of learners (Spungin

& Ferrell 2007), teachers should be the focus of empowerment (Carl 1995) so that

they could in turn empower their learners.

This study has wide application within and beyond South Africa’s borders.

However, problems with teaching mathematics and science for the blind and partially

sighted learners are also experienced elsewhere (Design Science 2011; Texas School

for the Blind and Visually Impaired 2007). Sahin and Yorek (2009) support the

previous argument when they assert that learners have regarded science as a difficult

subject because of difficult and abstract concepts. They continued arguing that science

teaching has been dependent mostly on visual instruction. This makes it difficult for

partially sighted learners included in a regular classroom to learn the concepts. Blind

learners, on the other hand, have no visual input at all. They need to learn using the

other senses such as touching and hearing. The fact that this study was conducted in

South Africa is of potential benefit to researchers and teachers, particularly in Africa

where science and mathematics subjects would play a crucial role in industrial

development. South Africa is the largest economy in Africa. It still provides resources

for research and development, which makes the production and distribution of

knowledge comparatively cheaper and the audience for this study larger than the

national platform. This study could be of value to education practitioners in other

countries across the globe as well, since mathematics and science education for the

blind and partially sighted learners still requires practitioners from different parts of

the world to share ideas on best practices. (Disability,2015)

In cases where apparatus have been modified for use by blind and partially

sighted learners, and information presented in accessible formats, this group of

27
learners have been observed to perform competitively with their typically sighted

counterparts (Sahin & Yorek 2009). Hence, the main reason why blind and partially

sighted learners have been unable to participate in pure sciences in large numbers is

more about the lack of appropriate access technologies and teacher attitudes than

about the psychological incapacity of blind and partially sighted learners themselves.

The literacy rate among the blind and partially sighted in developing countries

is below 3% (Kalra et al. 2009). Since children with visual impairments have

marginal chances of starting school and going through basic education, it is critical to

appreciate that the actual number of the blind and partially sighted pursuing the hard

sciences in developing countries is small, given the general paucity of enabling

resources for access to information.

According to Maguvhe (2005), many of these learners who are from schools

for the blind and partially sighted tend to affirm mainstream attitudes, while smaller

numbers think independently and challenge prevailing school expectations.

Survivalist attitudes are important for every learner and quintessential to the success

of blind and partially sighted learners if they aspire to overcome the social factors that

militate against their educational pursuits. According to Education White Paper 6,

special schools will be used as resource centers for inclusive education (Department

of Education 2001). Such schools therefore ought to be in a position to act as

examples - even in the degree and variety of equipment they stock and the subjects

they offer to their learners.

28
Theoretical Framework
This study is anchored on Bruner’s Constructivist theory or the view that

people construct their own understanding and knowledge about the world through

experiencing things and reflecting on those experiences

This theory is founded on Dewey’s philosophy that learning is active and

education is life. So, students should be involved in real life task challenges and the

child’s development should be fostered through experiencing or self-activity. The

theory advocates that the learner should have direct contact with the material to give

him the opportunity to discover and explore the answers to their queries. When

students are exposed to “hands-on and minds-on” experiences learning will become

greater, more permanent, active, dynamic and adjustive process.

Bruner concurred with Dewey’s view that learners construct their own

knowledge. Thus, he advocated that curriculum should be organized in a spiral

manner so that students will continually build up what they have already learned. And

according to cognitive theory, “one cannot give what one does not have,” thus the

teacher must be thoroughly grounded on the subject matter.

Bruner’s theory of institution addresses four major aspects: a) predisposition

towards learning; b) the ways in which the body of knowledge can be structured so

that it can be most readily grasped by the learner; c) the most effective sequences in

which to present material; d) the nature and pacing of rewards and punishment. Good

methods for structuring knowledge should result in simplifying generating new

propositions and increasing the manipulation of information. This is because

constructivist strategy should describe “how learning should happen,” regardless of

whether learners are using their experiences to understand a lecture or to attempt to

design a model airplane.

29
 Constructivism as a description of human cognition is often associated with

pedagogic approaches that promote active learning or learning by doing.

Constructivist learning 1) describes the nature of the learner as a unique individual

with unique needs and backgrounds and encourages, utilizes and rewards it as an

integral part of the learning process; 2) emphasizes the importance of the background

and culture of the learner – it encourages the learner to arrive at his or her own

version of the truth, influence by his or her background, culture or embedded

worldview; 3) argues that the responsibility for learning resides increasingly with the

learner should be actively involved in the learning process; 4) is concerned with the

level and source of motivation for learning – sustaining motivation to learn is strongly

dependent on the learner’s confidence in his or her potential for learning. These

feelings of competence and belief are necessary to solve new problems, are derived

from the first-hand experiences of mastery of problem in the past and are much more

powerful than any external acknowledgement and motivation.

Conceptual Framework

In order to visualize a clear picture of the study, the conceptual paradigm is

designed in Figure 1. As shown in the paradigm, the enrichment activities developed

are the topics on Sets Using Venn Diagram, Fundamental Operations on Integers,

Kinds of Angles, and Bar graph. This model further shows that when indigenous

tactile instructional materials are provided to the students their performance in

Mathematics is enhanced. Guided by Constructivism theory the activities developed

were designed to help the blind learners in better retaining and recalling concepts

based on real-life experiences. The enrichment activities are also designed to enhance

30
the math skills of students. The enrichment activities provides opportunities for the

blind learners to think deeply and be aware of and understand what they are doing.

This will also create a positive impact on their self – esteem and help develop

desirable behavior, interest, mutual concern among peers, cooperation and attitudes

towards school and learning.

Least Mastered Enhanced

Competencies Performance in
1. Sets using Mathematics
Venn
Diagram -Difference of the
2. Fundamental Pretest and posttest
Operations
on Integers -Results of
3. Kinds of competitions
Angles -Develop desirable
4. Using Bar behavior
Graph

Figure 1. A conceptualized Paradigm Showing the Enrichment Activities can Enhance the
Students’ performance in Mathematics

The paradigm further illustrates that the enrichment activities are effective in

developing mathematics concepts thereby enhancing their performance in

mathematics.

31
 CHAPTER III

METHODOLOGY
This chapter discusses the research design, research locale, data gathering,

procedure, population and sample, data gathering instruments, data gathering

procedure and statistical treatment of data of this study.

Research Design

The study employed the research and development (R and D) method in the

development and validation of enrichment activities for blind students based from the

results of the needs assessment survey which was conducted in the. The research and

development methodology is fundamentally a process intended to develop and

validate enrichment materials so that these can be utilized and extended over a vast

area (Castro 2006) In the experimental part, one group pretest and posttest design was

used. The steps in the R and D method that were followed in the development of the

enrichment activities are shown in Figure 2.

32
 I
Planning Stage
*Bibliographical
Research
*Needs
Assessment
Survey
II
Development
Stage
IV
*Writing Table of
Try Out Stage
Specification
*Try-out and
*Development of
Interpretation of
Indigenous Tactile
Results
Instructional
Materials

III
Validation Stage
*Content
Validation of the
Activities
*Modification of
the Activities

Figure 2. Steps in the Research Cycle

33
Locale of the Study

The study will be conducted in Sto. Niño, Cagayan. The Indigenous Tactile

Materials were tried out to the identified blind learners at Sto. Niño National High

School, Sto. Niño District, Sto. Niño, Cagayan.

The school under the Department of Education is situated at Centro Sur, Sto.

Niño, Cagayan. It serves the población, barangays, and other catchment barangays in

the municipality.

As a venue for learning, the school provides general regular secondary

education and special education to students depending on their needs.

Population and Sample

It involves three groups of samples were involved in the study. The first group

is the needs assessment survey sample composed of the 7 Mathematics coordinators

from the Schools of Sto. Niño District and 16 experienced Mathematics teacher in

Sto. Niño District. The second group is the panel of experts composed of 8 competent

educators in Special Education and those who have experiences in developing and

validating indigenous tactile materials. The third group is the try-out sample

composed of 2 blind students of Sto. Niño National High School.

Data Gathering Instruments

Three different instruments will be used to gather data namely: the needs

assessment survey checklist, a rating scale for the content validation of the enrichment

activities, and the teacher-made test to determine the effectiveness of the indigenous

tactile materials.

34
 Needs assessment survey checklist. This is a list of math learning

competencies from which the respondents identified the Mathematics competencies

that require enrichment activities for their full development among blind students.

Content validation rating scale. This is a 10-item instrument which is used

by the experts in determining the content validity of the activities as to objectives,

content and activities, instructional characteristics and evaluated items. This is

adapted from the studies of Castro (2006) and Domingo (2008). Some items are

modified to suit the present study . It will be submitted for critiquing to the advisory

committee before being administered to the respondents.

Responses to the content validation items were quantified using the following

scale:

Scale Description

4 Strongly Agree (SA)

3 Agree (A)

2 Disagree (DA)

1 Strongly Disagree (SD)

The teacher-made pretest/posttest in Mathematics. This is composed of 40-

multiple choice items which are constructed by the researcher and submitted to the

members of the advisory committee for their comments and suggestions. In the

construction of the items, the researcher is guided by a table of specification.

Data Gathering Procedure

Through a formal letter of request to the division schools superintendent of

Cagayan through the public school’s supervisor, permission will be secured for the
35
following: conduct of the need’s assessment survey to the math coordinators and math

teachers of Sto. Niño District, conduct of content validation to the experts and to

conduct the try-out to the blind students of Sto. Nino National High School .

Upon receiving the approved letter and the endorsement, the researcher will

develop the Indigenous Tactile Materials. The following steps were followed:

A. Planning Stage

In this stage, the researcher will conduct a needs assessment survey of

mathematics competencies to be enhanced among blind students. These competencies

are based from K-12 Curriculum . The survey checklist will be submitted to the

research panel for approval and will be administered to the mathematics teachers in

Sto. Niño National High School and mathematics coordinators in the Division of

Cagayan.

B. Development Stage

The results of the assessment survey will be checked by the District

Coordinator of Sto. Niño. It is but not limited to the competencies and lessons in Sets

Using Venn Diagram, Fundamental Operations on Integers, Kinds of Angels, and

using Bar graph. In addition, it was perceived by the respondents that those with

higher percentage scores are more difficult. As per observation, these competencies

need to be enhanced in order to cater to the needs of the blind learners.

Since these group of learners finish the class tasks much ahead of time, giving

them modified activities will keep them busy. Engaging in modified activities will

also help the blind students become more responsible and cooperative when they are

tapped as peer tutors to their other classmates.

36
 Based on the results of the observation of the respondents, a table of

specifications will be made which specifies the objective, name and kind of activity,

number of days taught and number of activities to be included and considered. Guided

by the table of specifications, the researcher will construct indigenous tactile

materials.

C. Validation Stage

In the validation of the activities, the following steps will be undertaken:

1. Content validation. The final draft of the modified activities was subjected

to content validation by a panel composed by a panel. A validation

instrument using a four-point scale will be utilized to determine the

content validity of the modified activities as to objectives, content,

strategies, and instructional characteristics.

2. Modification of enrichment activities. The activities will be modified and

improved based on the comments and suggestions of the panel of

specialists. The results of the content validation will serve as bases for the

revision of the modified activities. All the suggestions of the panel of

evaluators will be considered in the refinement of the developed modified

activities.

D. Try out Stage

The modified activities will be tried out to blind students of Sto Nino

National High School for the school year 2022-2023. This will be conducted

to determine the effectiveness of the developed modified activities. It will use

the experimental design with one group pretest and posttest.

The following steps will be followed by the researcher in the try out phase:

37
 1. Constructing and administering the pretest. A 40- multiple choice test item

will be prepared and administered to measure the baseline knowledge and

skills of blind learners.

2. Exposure of students to the modified activities. The Mathematics lessons will

be taught to the blind learners using the developed modified activities.

3. Conducting the posttest. After exposing the blind learners to the modified

activities, the posttest which is the same test that will be used in the pretest

will be administered to the group to determine the gain in their mathematics

competencies. Scores in the pretest and posttest will be recorded and tabulated

and statistically treated after which results will be analyzed and interpreted.

After the revisions and modifications of the modified activities, a try

out was conducted to the blind learners in mathematics.

Pictures and videos will be taken as evidence to show the reactions of

the students during the conduct of the try out.

Statistical Treatment of Data

Frequency counts and percentages will be used to determine the competencies

in the needs assessment survey that entails enrichment activities.

The means and t-test of difference between means of correlated samples will

be employed in this study to analyze the data.

Means will be used to determine the validity of the materials. The mean scores

will be interpreted using the following range of values with their corresponding

descriptive interpretation.

38
 Range of Means Description

3.51 – 4.50 Highly Valid (HV)

2.51 – 3.50 Valid (V)

1.51 – 2.50 Slightly Valid (SV)

1.00 – 1.50 Not Valid (NV)

The t-test of difference between means of two dependent samples will be used

to determine if there is a significant difference between the students pretest and

posttest mean scores. The level of significance is set at the 0.01 probability level.

39