“IMPROVING STUDENT’S MASTERY TOWARDS BASIC CONCEPTS OF

ADVANCED ALGEBRA AND TRIGONOMETRY THROUGH INDIVIDUALIZED

AND MODULAR INSTRUCTION”

An Action Research

Presented to the

Faculty of College of Education

In Partial Fulfillment of the Requirements for EDU090 Action Research

By:

Jennelyn G. Malayno

Kirby L. Raiz

Karen Kaye V. Ramirez

1
2
 ACKNOWLEDGEMENT

One thing we must not forget, as we live each day of our lives on earth is

GRATITUDE. We would like to convey our heartfelt gratitude to the following

people behind the success of this endeavor:

PHINMA COC, for providing us with a home where we can share and learn

something worth living for;

To our Action Research Instructor, Mr. Marco Ray R. Ruanto, for the

knowledge and support;

To our Adviser, Ma’am Rizhaly Maandig, who serves as our mentor;

To Dr. Edy Paz A. Salakadang, for the warmth welcome and the unselfish

giving of her time;

To the authors and websites of all the works cited in this book, directly or

indirectly, for the professional input, making its content more scholarly, valid,

reliable and comprehensible;

To our friends at the College of Education; for their incessant support;

To those whom we failed to mention, a million thanks to all of you;

And most especially, God, for ensuring a sinner like us His great love and

mercy.

3
 ABSTRACT

The content of this book provides the finding of the researcher about the

student’s problem in mastering their basic concepts in Advanced Algebra and

Trigonometry. This research is conducted in Phinma Cagayan de Oro College.

The participants of this study were the five (5) students who failed during the

second periodical examination in Advanced Algebra and Trigonometry subject.

To address the problem of mastering basic concepts in Advanced Algebra and

Trigonometry, the researcher conducted an individualized instruction and

modular instruction. Larsson (91), Banks (6), and Morgan and Powell (107) all

had found that high-ability students achieved more in an individualized situation.

An experimental study by Tullis and Benjamin (2011) gave evidence on the

effectiveness of self-paced learning which the modules also incorporate.

The research shows that individualized instruction and modular instruction

is effective in improving student’s mastery in basic concepts in Advanced Algebra

and Trigonometry. The researchers recommend that aside from the

individualized instruction and modular instruction, teachers must also engage

student’s in the class discussion through integrating games in instruction. Well-

designed educational games, in which students are given agency to explore

without risks, can greatly enhance learning. Through autonomous game play,

students recognize the value of extended practice, and develop qualities such as

persistence, creativity, and resilience (Dockterman, 1984; McGonigal, 2011).

4
 DEFINITION OF TERMS:

Modular instruction

Hughes (1992) described modular instruction as that which provides the

basis for a close interaction between the learner and the subject matter, that the

learner is called upon to respond actively in the interaction with an instructional

program, and that the rate at which the interaction proceeds is governed

individually by each learner’s response.

Individualized Instruction

Individualized Instruction

Individualized Instruction strategy refers to those classroom practices of

teaching which recognize the uniqueness of each student learner and thus

provide for adequate tutorial guidance, and other support services suited to bring

about a wholesome development in the person (mind, body, and spirit).

Individualized Instruction is not a single, uniform procedure. The

implementation of programs oriented to the individual rather than the group or

class takes many forms in actual practice. The three major dimensions of any

individualized program are (1) the educational task or what is to be learned, (2)

the learner's behavior or what the learner will do to accomplish the learning, and

(3) the teacher's behavior or what the teacher will do to make the student's

learning more efficient and more predictably successful.

5
 CHAPTER I

PERFORMANCE BACKGROUND

The action research project was conducted in Phinma Cagayan de Oro

College. The Second year college students section D were involved in this

project. The participants of this study were the five (5) students who failed during

the second periodical examination in Advanced Algebra and Trigonometry

subject. The exam is consists of 27 items. The total number of students in the

class is 28. However, only eighteen (18) students took the exam. The total score

is 70 points and the passing score is 42 points.

The following is the graphical presentation of the exam result of BEED-2D in

Advanced Algebra and Trigonometry subject.

2ND PERIODICAL EXAM RESULT OF BEED-2D

13
NUMBER OF STUDENTS

14

12

10

8 5
6

2 6
0

FAIL PASS
The graph showed the scores of the BEED-2D students in Advanced Algebra

and Trigonometry during the second periodical exam. It shows that five (5) out of

eighteen (18) students failed the exam and thirteen (13) out of eighteen (18)

students passed the exam.

CHAPTER II

THE COSTUMER

The participants of this study were the five (5) students who failed in the

examination during the second period in Advanced Algebra and Trigonometry

subject. The researcher conducted a one on one interview with the five (5)

students and asked the following questions:

1. What is your problem in Advanced Algebra and

Trigonometry that caused you in getting incorrect answer?

2. How can we help you improve your academic performance

in the 3rd grading period?

7
The following were the voices of the five (5) customers in this study. The

researcher intentionally wrote in verbatim all the words that they have written in

the survey questionnaire.

STUDENT RESPONSE TO QUESTION RESPONSE TO QUESTION

Number 1 Number 2

Student 1 I don’t understand the concept well Love me, joke !

I didn’t have a proper study time Tutorial session would be of

The schedule of our class which is great help

1:30-3:00pm is not suitable for One on one tutorial

math subject

Student 2 I can’t easily understand how to Conduct a make-up class or

solved it. tutorial

I need more explanation and

example so that I will understand

I directly go to

conclusions(answer) I don’t like

solving

I easily forget it

I have negative thoughts with math

problems

The teacher should really help us

8
 to give more patient to learn the

particular problem

Student 3 I can’t understand well the given Tutorial session can be

topic helpful for us

I don’t have enough time to study

well

Math time makes me sleepy

because 1:30-3:00pm is not

suitable for this subject

Sometimes it makes my mind

broken

Student 4 Sometimes I forget the formula Conducting a make-up class

Sometimes I don’t like to study in Peer tutorial

math Group study

Some problems are difficult for me

to understand

Student 5 Di ko ganahan ug numbers Kailangan kog one on one

Bisan unsaon nakog paminaw di na magtudlo & expert na

gyud ko kasabot kaayo sa math.

Hadlok kayo magtudlo ang Dapat dali mapasabot sakoa

maestro, mahadlok tag pangutana, I need more examples every

strikta pagyud kaayo problem.

Di ko ganahan mag participate

9
 Table 1. Voice of the Costumers

Table 1 showed the voice of the customers regarding on their problems in

failing the second periodical examination. 2 out of 5 students said that they could

not understand the concept well and 2 out 5 students also said that they can

easily forget the topic especially the formula.

It also showed what they wanted the researchers to do in order to help

them improve their academic performance in the 3 rd grading period. All the

customers that were asked wanted us to conduct tutorial session.

10
 CHAPTER III

THE PROCESS

(ADVANCED ALGEBRA AND TRIGONOMETRY LEARNING PROCESS)

Let the students Students answered the

ACTIVITY answer the activity activity in their module
found in the module 10 minutes

Posed questions for Random students will

ANALYSIS the students to answer the problems in
8 minutes the board
answer

ABSTRACTION Introduced the lesson Students listen and take

using Discussion note of some important
20 minutes
method (traditional things
method)

Let the students Students who wants to

answer the activity volunteer will answer
APPLICATION 10 minutes
found in the module the problems on the
board

Let the students Students will answer

answer the activity the activity individually
AGREEMENT
found in the module 10 minutes

Write the assignment Copy the assignments

to be answered in their notebook
2 minutes

11
 Above is the current process flowchart in Teaching Advanced Algebra and

Trigonometry. After the preliminaries (classroom preparation, prayer and

checking of attendance), the teacher gave a review on the previous lesson by

giving a short quiz that will cater 5 minutes. The teacher then gave an activity for

10 minutes that will prepare the students for the next lesson. After the allotted

time, the teacher presented the answer and abstraction followed which was the

lesson proper. The teacher discussed the lesson using the traditional way of

teaching. She used only the chalkboard as instructional material, she did not

used instructional technology. After the discussion, application followed. The

teacher let the students answer 2 items of problem solving to let the students

absorb and understand well the topic. She let the students answer the problems

on their seats and she calls volunteer to answer it on the board. Then,

assessment followed where the students were being assessed by the teacher if

they really learned. During the assessment, the teacher gave 5 items problem

solving related to the topic. After 20 minutes, the teacher gave the agreement.

12
 CHAPTER IV

THE FOCUSED PROBLEM STATEMENTS AND THE TARGET

Five (5) out of eighteen (18) students failed in the second periodical exam in

Advanced Algebra and Trigonometry subject.

13
 CHAPTER V

ROOT CAUSE ANALYSIS

MAN ENVIRONMENT

Can’t Students
In understand are sleepy
v the concept
Forget the
formula
Can’t
Five (5) out of 1:30-
understand Busy with 3:00pm
eighteen (18) difficult Lack other
Mastery of Schedule
problems subject
students failed in basic
concepts
the second
periodical exam in
Advanced Algebra
The teacher is
and Trigonometry
less Students
subject. approachable Lack of
are afraid
materials
to ask
questions
Students cannot No hand-outs
directly
understand
with 1 example.

MATERIALS
METHOD

FISHBONE DIAGRAM

14
 The diagram above showed the reasons why the five (5) second year

students section D in Advanced Algebra and Trigonometry failed during the

second periodical exam.

In Man, the students cannot understand difficult problems because they

do not really understand the concept. The students forget the formula because

they lack mastery of basic concepts. Therefore, the students failed in the second

periodical exam because they have no mastery in the basic concepts in

Advanced Algebra and Trigonometry subject.

In methods, the students cannot understand directly with only one

example is given. They need more examples in a certain topic. They were afraid

to ask the teacher because she is not very approachable.

In Environment, the schedule of the subject is 1:30-3:00 pm and the

students feel sleepy during this time. It does not suit to the subject which is

Mathematics. Hence, the students are busy making requirements of other

subjects.

In Materials, the class lacked materials and the students were not

provided with handouts or activity sheets and textbooks.

15
 Validation Table

Probable Cause Validation

Class Description Method Result

Uncontrollability
Controllability

Conclusion
Man Mastery of One on one Confirme Within Valid
basic Interview d Contro
concepts and l
Observation

Method The teacher One on one Confirme Invali

Uncontrollable
is less interview d d
approachabl
e

Materials Lack of Observation Confirme Invali

Materials d Uncontrollable d

Environmen 1:30-3:00pm Survey Confirme Invali

t Schedule questionnair d d
Uncontrollable

e and

Observation

Table 1.2. Validation Table

16
 The validation table showed the factors or probable cause why the

students failed in the second periodical examination in Advanced Algebra and

Trigonometry subject. In man, the probable cause of the problem is mastering

the basic concepts. The researchers used one on one interview and observation

to find out the probable cause. Research says that it is controllable because

Students’ content knowledge improves as they solve problems with authentic

contexts (Gersten,et al., 2008), develop understanding of problem structures,

and gain access to flexible solution strategies (Jitendra & Star, 2011). Learning is

enhanced when instruction accommodates the differences in learning needs

among

individual children (Sousa & Tomlinson, 2011). In method, the probable cause is

the teacher is less approachable. The researchers used one on one interview in

gathering this information. However, research says that it is not controllable

because Teacher change and transforming pedagogy can only occur with proper

support and guidance (Hiebert & Grouws, 2007), often necessitating a disruption

in their thinking, forcing them to rethink their practices (Cooney, 2001; Zaslavsky,

2005).

Lack of Materials was also one of the probable cause of the student’s

failure in the second periodical exam in Advanced Algebra and Trigonometry

subject. Research says it is controllable. Manipulative materials help students

make sense of abstract ideas, provide students with ways to test and verify

ideas, are useful tools for solving problems, and make mathematics learning

more engaging and interesting by lifting mathematics off textbook and workbook

17
pages (Burns, 2007). However, the respondents were not provided with

textbooks and workbooks. Therefore, it is not within the control of the

researchers.

Lastly is their learning environment specifically their schedule. According

to the respondents, the schedule time of the subject is not suited for a Math

subject. This factor is also uncontrollable since because research indicates the

left hemisphere of the human brain dominates in morning hours giving humans

best processing of data, short-term memory and routine (Davis, 1987a). Linear

reasoning, numeric manipulation, arithmetic skills, mathematical concepts and

language functions such as grammar and vocabulary are all related to left

hemisphere functions.

18
 CHAPTER VI

THE SOLUTION

To address the problem of mastering basic concepts in Advanced Algebra

and Trigonometry, the researcher conducted an individualized instruction and

modular instruction. Practices central to differentiation, such as grouping

students for instruction and engaging learners, have been validated as effective

(Ellis & Worthington, 1994). Bandura (1977) believes that humans are

active information processors and think about the relationship between their

behavior and its consequences. Observational learning could not occur unless

cognitive processes were at work. These mental factors mediate (i.e. intervene)

in the learning process to determine whether a new response is acquired.

Edling's landmark study obtained standardized test data from seventeen schools

using individualized instruction (37). Some had similar results to the present

study, showing no significant differences, but most had results favoring

individualization. Englert (39) and Ludemann et al. (96) specifically studied the

use of an individualized program in the teaching of algebra and both had the

same results as this study, showing no differences. Osmundson (116), similarly,

had obtained no significant results in the use of individualization in the teaching

of geometry. These results differed from the findings of this study, where there

were no differences. Larsson (91), Prigge et al. (122) and Baley and Benesch (5)

all produced results similar to those of the present investigation.

19
The actual use of the teacher-made modules in classroom instruction has been

much desired by educators (Cruces, 1993). It could be an answer to the need to

enhance the quality of business education in the university.

Studies support teacher-made modules for instruction. Among them, one

of the most powerful is mastery learning, a major element of the learning

instrument (Guskey, 2010). Smith (1977) recognized the advantages of using the

approach when he mentioned the modules in Physics, a relatively difficult

subject. A panelist discussion on modular instruction came up with points of

agreement about this classroom method such as reducing classroom

management effort (Technology Teacher, 1996).

An experimental study by Tullis and Benjamin (2011) gave evidence on

the effectiveness of self-paced learning which the modules also incorporate.

20
 CHAPTER VII

THE IMPLEMENTATION PLAN

Objectives Activities Timeline Responsi Resourc

Funds
start end ble es
To identify observation January January The None None
the teaching 19,2016 21, 2016 Research
methods and ers
learning
process that
the teacher
used in the
classroom
To determine Get the Exam February February The Class None
the Result in the 16, 2016 18, 2016 Research Record
respondents Second ers of the
for the study Periodical Teacher
Exam from
the resource
teacher
To identify One on one February February The None None
the problems interview 16, 2016 18, 2016 Research
of the ers
respondents
and to gather
information
on how the
researchers
could help
them

21
 To identify Conduct the February March 1, The Pre-test Persona
which topic pretest 25, 2016 2016 Research question
l
the ers naires
respondents
have lesser
knowledge
To address Conduct the March 7, March 19, The Modules Persona
the problem Intervention 2016 2016 Research
l
of the ers
respondents
To identify if Conduct the March 21, March 22, The Post-test Persona
the Post-test 2016 2016 Research question
l
respondents ers naires
have
improved

The table above illustrates the implementation plan of the research study.

It contained the objectives, activities, timeline, responsible for the activity,

resources and funds. The first objective is to identify the teaching methods and

learning process that the teacher used in the classroom. To achieve this

objective, the researchers decided to have an observation on 19 th to 21st of

January 2016. The second objective is determine the respondents for the study.

To attain this objective, the researchers will get the Exam Result in the Second

Periodical Exam from the resource teacher during February 16, 2016 to 18,

2016. The third objective is to identify the problems of the respondents and to

gather information on how the researchers could help the respondents. The

researcher uses one on one interview to inquire their problems and it will be

conducted on February 16 and 18, 2016.

22
Next objective is to identify which topic the respondents have lesser knowledge

and the researcher conducted Pre-test to attain this objective. It will be

conducted on February 25, 2016 until March 1, 2016. Then, we also need to

address the problem of the respondents by conducting an intervention. The

intervention will be Individualized Instruction and Modular instruction. Our

intervention will be scheduled on March 7, 2016 to March 19, 2016. Lastly would

be to identify if the respondents have improved by administering a Post-test that

will be given on the 21st and 22nd day of March 2016.

23
 CHAPTER VIII

THE IMPLEMENTATION, TESTING/PILOTING SOLUTION WITH DATA

EVALUATION

The researchers focused on this study were the five students who failed in

the second periodical examination on the Advanced Algebra and Trigonometry

subject. On the 16th of February 2016, the researchers conducted a one on one

interview with the respondents. The interview took place in the classroom at Main

building room 512. Based from the interview, observation, root cause analysis

and the voice of the customers, the researchers found out that the root cause of

the problem was mastering the basic concepts of Advanced Algebra and

Trigonometry subject.

The five students were given pre-test and post-test surveys to determine

their comprehension and understanding toward basic concepts of Advanced

Algebra and Trigonometry. It also determined if their comprehension and

understanding towards basic concept of Advanced Algebra and Trigonometry

has increased after the intervention.

On March 1, 2016, the researchers conducted the Pretest survey. The

students were given 20 minutes to answer the test. The Pretest questionnaire

was composed of ten (10) items multiple choice questions. The Pretest and Post-

test questionnaires have the following competencies ; a) find the missing angle

of the triangle by using the Triangle Sum Conjecture, b) given right triangle, find

the six trigonometric function, c) convert degree measure to radian measure, d)

convert radian measure to degree measure, e) identify the point in the unit circle

24
given the radian measure, f) find the co-terminal and reference angle with the

given angle measurement and g) solve for the angle of elevation and depression

in the given problem. The pre-test questions were based from the syllabus of the

resource teacher. To analyze the pre-test result the researcher created a table

containing the competencies, item distribution and the percentage score of the

correct responses.

Competencies Item Distribution Percentage Score of

the correct responses
Find the missing angle of 1 40%
the triangle by using the
Triangle Sum Conjecture
Given right triangle, find the 2, 3 40%
six trigonometric function
Convert degree measure to 4 20%
radian measure
Convert radian measure to 5 20%
degree measure
Identify the point in the unit 6 20%
circle given the radian
measure
Find the co-terminal angle 7 0%
with the given angle
measurement
Find the reference angle 8 20%
with the given angle
measurement
Solve for the angle of 9, 10 30%
elevation and depression in

25
 the given problem

The table showed the competencies, item distribution and the percentage score

of the correct responses. In finding the missing angle of the triangle by using the

Triangle Sum Conjecture, 40% got the correct answer. 40% answered correctly

in finding the six trigonometric function given the right triangle. 20% answered

correctly in converting degree measure to radian measure and 20% answered

correctly in converting radian measure to degree measure. In identifying the point

in the unit circle given the radian measure, 20% got the correct answer. The table

also showed that 0% answered correctly in finding the co-terminal angle with the

given angle measurement, it means that students have no idea in finding the co-

terminal angle. It also shows that 20% got correctly in finding the reference angle

with the given angle measurement and 30% got the correct answer in solving for

the angle of elevation and depression in the given problem.

Based from the result of the pre-test and the root cause analysis the

researchers decided to conduct an individualized instruction and modular

instruction.

On 11th of March 2016, the researchers gave the modules to the

respondents. On the same day, they conducted the individualized instruction.

The researchers also conducted an individualized instruction on 12 th and 18th of

March 2016.

On the 22th of March 2016 at 1:30-3:00pm, the researchers conducted the

Post-test. The students were given 20 minutes to answer the test.

The table below shows the Post-test result of the respondents.

26
 Competencies Item Distribution Percentage Score of
the correct responses
Find the missing angle of the 5 80%
triangle by using the Triangle
Sum Conjecture
Given right triangle, find the 9, 10 60%
six trigonometric function
Convert degree measure to 3 100%
radian measure
Convert radian measure to 2 100%
degree measure
Identify the point in the unit 4 40%
circle given the radian
measure
Find the co-terminal angle 6 100%
with the given angle
measurement
Find the reference angle with 8 100%
the given angle
measurement
Solve for the angle of 1, 7 80%
elevation and depression in
the given problem

In the competency finding the missing angle of the triangle by using the

Triangle Sum Conjecture, 80% got the correct answer. 60% answered correctly

in finding the six trigonometric function given the right triangle. 100% answered

correctly in converting degree measure to radian measure and 100% answered

correctly in converting radian measure to degree measure. In identifying the point

27
in the unit circle given the radian measure, 40% got the correct answer. The table

also showed that 100% answered correctly in finding the co-terminal angle with

the given angle measurement, it shows that the students have really improved.

The table also shows that 100% got correctly in finding the reference angle with

the given angle measurement and 80% got the correct answer in solving for the

angle of elevation and depression in the given problem. The Post-test result

shows that individualized instruction and modular instruction are really effective

in addressing the student’s problem toward mastering basic concepts in

Advanced Algebra and Trigonometry subject.

On March 22, the class of Dr. Salakadang conducted a quiz. After the

checking of the quiz, the researchers collected the result of the five (5)

respondents. The quiz was consisted of 30 items multiple choice. Each item was

worth 2 points. The table below shows the result of the quiz.

Respondents Scores of the correct responses

Student A 46

Student B 52

Student C 44

Student D 44

Student E 38

The table shows that the respondents have improvements after they took the

individualized instruction and modular instruction. The passing score of the quiz

is 36 and all of the respondents passed.

28
 CHAPTER IX

REFLECTION

Every Researcher is a Change Agent, indeed we are. In doing this

research, we are opening ourselves to the positive and negative effects that it

may lead to us and to the other educator. Action Research is a kind of Research

where Actions are important rather than just gathering the facts and information.

This kind of Research is really applicable to all educators since this might change

their views and practices in education in a short span of time.

We cannot deny the fact that students nowadays find Mathematics

boring and very complicated. It is our job to change the mindset of the young

people by making actions. We’ve observed that most of the students find it very

hard to master the basic concepts of Advanced Algebra and Trigonometry so;

this problem serves as our basis in creating our actions. During our one-on-one

interview with random students, we’ve found out that there are four factors that

cause them to hate Math. With those factors, we then created our intervention

which is Individualized Instruction using Programmed Instruction. After the

intervention, it was very fulfilling since all our respondents did learn something.

The research study shows that individualized instruction and modular

instruction is effective in improving student’s mastery in basic concepts in

Advanced Algebra and Trigonometry. We recommend that aside from the

29
individualized instruction and modular instruction, teachers must also engage

student’s in the class discussion through integrating games in instruction.

Well-designed educational games, in which students are given agency to

explore without risks, can greatly enhance learning. Through autonomous game

play, students recognize the value of extended practice, and develop qualities

such as persistence, creativity, and resilience (Dockterman, 1984; McGonigal,

2011).

Jack V.' Edling has described the primary characteristic that differentiates

an individualized program for a group oriented one in this manner; ". . .if each

individual is allowed to set his own pace, then the instruction meets the essential

criterion which differentiates it from group instruction" (37). Instruction must be

oriented toward the individual rather than the group, always involving individual

pacing, and involving a variety of arrangements with respect to objectives and

media.

30
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http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197702_heathers.pdf

Ryan Manuel D. Guido, Evaluation of a Modular Teaching Approach in Materials

Science and Engineering, http://pubs.sciepub.com/education/2/11/20/

Mercedes A.Macarandang, Evaluation Of A Proposed Set Of Modules In

Principles And Methods Of Teaching

Http://www.eisrjc.com/documents/

Evaluation_Of_A_Proposed_Set_Of_Modules_1325932219.pdf

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Lee, Ellen Osmundson, Towards Individualized Instruction With Technology-

Enabled Tools And Methods ,http://files.eric.ed.gov/fulltext/ed499180.pdf

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Management, https://www.arcjournals.org/pdfs/ijmsr/v1-i2/v1-i2-ijmsr-2.pdf

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Cognitive And Affective Objectives By Selected First-Year Algebra Students,

http://lib.dr.iastate.edu/cgi/viewcontent.cgi?Article=8324&context=rtd

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31