ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY -

COLLEGE OF TEACHER EDUCATION

Chapter 1

THE PROBLEM

Background of the Study

Education is the key to unlocking our full potential and achieving our

dreams. It empowers us with knowledge, skills, and opportunities that can change

the course of our lives. With education, we gain the tools to think critically, solve

problems, and adapt to an ever-changing world. It opens doors to new

experiences, challenges our perspectives, and broadens our understanding of the

world. For students like us, education is not just about attending classes and

memorizing facts. It provides us with the foundation to make informed choices,

contribute meaningfully to society, and become active participants in shaping our

own futures.

Mathematics is a crucial subject in education, providing students with

essential skills applicable in various subjects and real-life situations. It helps

develop problem-solving skills, numeracy skills, analytical and logical thinking

abilities, and career opportunities in fields like engineering, finance, computer

science, and data analysis. Students learn to think critically and logically,

breaking down complex problems into manageable parts. They also develop

analytical and logical thinking abilities, which are essential in fields like science,

technology, engineering, and business. Mathematics also fosters critical thinking

and reasoning skills, enabling students to approach problems with a growth

mindset. Furthermore, mathematics instills life skills like patience, perseverance,

creativity, and attention to detail, contributing to personal growth and success

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beyond the classroom. Furthermore, research by the Organisation for Economic

Co-operation and Development (OECD) (2019) highlights the broader impact of

mathematics on lifelong skills and competencies. The study found that

mathematics education contributes to the development of cognitive skills such as

problem-solving, logical reasoning, and pattern recognition. These skills extend

beyond academic settings, enabling individuals to thrive in various aspects of life,

including personal relationships, decision-making, and problem-solving in

everyday situations.

Mathematics is often considered the hardest subject among students, as

evidenced by the Philippines' performance in international assessments like the

Programme for International Student Assessment (PISA). The average

mathematical literacy score for Filipino pupils in PISA 2018 was 353 points,

significantly lower than the OECD average. In 2019, the Philippines received a

297 in math. The Philippines ranked 6th in the PISA 2022 with a math score of

355, two points better than 2018, but still below the OECD average. The Province

of Abra also ranked 6th in the 2018 Science and Math festival mathematics

competition. Researchers observed students struggling with complex and basic

concepts of mathematics in secondary schools in Abra.

These poor performance indicators emphasize the need for innovative

approaches to improving mathematics education in the Philippines. The playbook

is a unique and interactive approach to improving mathematics education in the

Philippines. It aims to increase students' interest in mathematics through engaging

visuals and immersive games. The playbook presents math concepts in an

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engaging and accessible manner, highlighting that math is not just about numbers

and formulas but also about problem-solving and real-world applications. It

provides personalized learning experiences tailored to each student's abilities,

keeping them motivated and eager to progress. Gamification elements, such as

rewards and achievements, create a sense of accomplishment and competition,

fostering intrinsic motivation to excel in mathematics. The playbook also

encourages creative thinking and problem-solving skills through diverse puzzles

and interactive activities. By making math enjoyable, relatable, and relevant, the

playbook cultivates a positive attitude towards the subject, which can be applied

in their academic and professional lives.

There are many challenges when it comes to mathematics, and a variety of

reasons, teachers found it difficult to impart mathematical knowledge. First, there

is the students’ lack of interest. In a learning environment, for most of the time,

the students appeared to be sleeping or preoccupied with another task. The

“boredom” of the matter at hand is the second reason why people lose interest and

tend to stop listening to the discussion. Since there are numerous steps being

performed, a lot of data to compute, and attentiveness sought to fully understand

the subject, math viewed by learners as a boring subject matter. Third, mostly

students think math is a challenging subject. Lastly, low performance in

mathematics is a common issue among learners. Some students even experience

fear when they hear the subject mathematics. Poor base at lower levels, lack of

motivation, insufficient instructional resources, crowded classrooms and negative

mindset towards mathematics are some of the causes that contribute to this
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problem. Research conducted by Johnson and Williams (2018) revealed that a

considerable number of students struggle with conceptualizing mathematical

concepts, resulting in low achievement and disinterest in the subject. This

emphasizes the need for effective instructional strategies that can enhance student

engagement and boost their interest in mathematics.

Likewise, according to Aben, L. (2019 it is concluded that the student-

related factors that student perceived to greatly affect their performance in

Mathematics are their active participation in the discussion, answering exercises

and/or clarifying things they do not understand and finishing their studying and

assignments first before watching any television program. On the other hand, the

teacher-related factors that the students perceived to affect their performance in

geometry are the teachers’ good relationship with the students, mastery of the

subject matter and the use of chalk and blackboard in explaining the lessons.

Meanwhile, the student-related factors that students believed to affect their

performance in Geometry is highly correlated with the teacher-related factors. It is

therefore recommended that a more comprehensive study on the factors affecting

the students’ performance in Geometry and in Mathematics should be conducted.

Educators may create more effective and interesting learning

environments that foster active involvement and collaboration among students by

understanding the benefits of playbook. The study also emphasizes the necessity

of addressing the obstacles that students have in mathematics, such as difficulties

understanding concepts and reasoning, as well as issues with working memory

and numerical processing. Educators can assist students overcome these

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difficulties and achieve higher success in mathematics by providing tailored

support and interventions that address these challenges. Overall, this research and

their impact on students' is to develop a comprehensive solution to increase

students' interest in mathematics through the creation of the Mathwizard

Playbook, a strategy for mathematics instruction focusing on radicals. The

playbook aims to provide a structured and engaging approach to teaching and

learning radicals, ultimately fostering a deeper understanding and heightened

interest in the topic.

Theoretical Framework

To support this study, the researchers browsed some articles and studies

related to the collaborative techniques in teaching mathematics. This study

presents a concepts and related studies used as available guide in the formulation

and the direction of the study.

Constructivism is a learning theory that emphasizes the importance of

hands-on, experiential learning. In the context of the Mathwizard Playbook,

constructivism highlights the significance of allowing students to actively

participate in the learning process, construct their own knowledge, and make

meaning from their experiences. This theory suggests that students should engage

in problem-solving activities, explore real-world connections to radicals, and

collaborate with their peers to foster conceptual understanding. Constructivism

emphasizes the importance of hands-on, experiential learning, encouraging

students to construct their own knowledge and meaning.

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As Krahenbul (2016) recently argued: “Constructivism is undoubtedly one

of the most influential philosophies in higher education in the 21st century”.

Constructivism is a learning theory that emphasizes the active role of learners in

the learning process. It suggests that people construct their knowledge through

experiences rather than passively accepting data. Constructivist approaches focus

on the learner as an active participant, arguing that knowledge must be integrated

into their existing mental schemas. Learners are seen as active constructors of

their knowledge, rather than passive containers. Teachers are no longer the sole

source of knowledge but facilitators and co-creators of meaning. Constructivism

rejects the assumption that learning is the internalization of external reality and

emphasizes that learning precedes human knowledge and is ready for discovery

and understanding.

Differentiated instruction is an approach that recognizes the diverse

learning styles and needs of students. In the Mathwizard Playbook, differentiated

instruction can be implemented to cater to the varying abilities and preferences of

Grade 9 students. This approach may include providing multiple representations

of radical concepts, offering varied levels of difficulty in problem-solving tasks,

and accommodating different learning modalities through the use of interactive

and technology-enhanced tools.

Parsons et al. (2018) highlight the importance of differentiated instruction

in meeting the diverse needs of students, thereby improving their achievement.

This approach considers the unique strengths and differences of learners, offering

hands-on learning opportunities. In mathematics, differentiated instruction

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promotes greater student participation and interaction between classmates.

However, successful implementation is crucial for achieving desired outcomes.

As differentiated lessons progress from basic to complex skills, it is essential to

master basic skills before moving on to more advanced ones. Failure to do so may

create learning gaps, hindering students' ability to master new skills and concepts

in future lessons. Despite these challenges, differentiated strategies remain

valuable for improving student outcomes in mathematics and other subjects.

Cooperative learning is a teaching strategy that involves the organization

of students into small groups to work together towards a common goal. In the

Mathwizard Playbook, cooperative learning can be utilized to encourage students

to collaboratively solve radical problems, share strategies, and provide peer

support. This strategy fosters active engagement, enhances communication skills,

and promotes a sense of responsibility and accountability among students.

Collaborative learning is a teaching-learning method that aims to improve

teachers' professional performance, turn learners into valuable participants, and

enhance academic performance, psychological health, and problem-solving skills.

It involves students working in small groups to complete specific tasks, with

reinforcement based on their results. Collaborative learning creates a coherent,

heterogeneous community, meeting students' psychological needs while ensuring

a link with school reality. It is considered a modern educational strategy,

mediating students with the substance of materials. Algani (2021) highlights its

significant benefits for both instructors and learners.

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Socio-cultural theory emphasizes the role of social interaction and cultural

contexts in learning. In the Mathwizard Playbook, socio-cultural theory

emphasizes the importance of collaborative activities, such as cooperative

learning and group discussions, to enhance students' understanding of radicals.

This theory suggests that students should engage in meaningful interactions with

their peers, share their mathematical thinking, and learn from one another through

the exchange of ideas.

PISA and TIMMS have reported declining achievement in mathematics,

with students struggling with radicals, which involve manipulating square roots or

higher order roots. This has led to decreased interest and engagement in

mathematics, which is considered the foundation of scientific-technological

information and is crucial for a nation's economic growth. Tomlinson (2014)

highlights the importance of mathematics in an individual's success, but the

results have shown a decline in achievement over the years. Factors contributing

to this decline include insufficient teaching and learning facilities, weak attitudes

towards mathematics, and inability to understand problems within assigned

timeframes.

According to Azucena et al., (2022), mathematics plays an important role

in developing students' logical thinking skills. To promote effective mathematics

learning, teachers need to consider a variety of factors, including students'

mathematics confidence. However, it is difficult to determine the type of

confidence needed in mathematics, because students' overall assessment of their

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confidence in mathematics or specific topics in the curriculum mathematics may

not accurately reflect their true self-confidence as of (Foster, 2016). By doing so,

students can better develop their mathematical thinking and problem-solving

skills, leading to improved performance in mathematics and other academic areas,

as cited by Tingson et.al (2023).

The study showed that mathematics anxiety was negatively correlated

with students' performance on overcoming inflexible perseverance, while

cognitive reflection mediated such an effect (Jiang et. al., 2020). (Unodiaku,

2021) investigate the efficacy of the number manipulation strategy (NUMAS) as a

model of experiential instruction and interest in arithmetic learning for pupils of

lower basic levels. The use of NUMAS was recommended to teachers, lower

basic mathematics textbook authors and stakeholders in education, to ensure that

NUMAS is adopted and adapted for use in Mathematics classroom instruction and

learning. Understanding the sensemaking opportunities provided during

instruction is necessary to develop strategies for improving student outcomes.

(Zhao et. al., 2021) use a multiple case study approach to examine the

sensemaking opportunities provided by four different instructors when teaching

the same biological phenomenon, population growth.

Development (OECD) (2019) highlights the broader impact of

mathematics on lifelong skills and competencies. The study found that

mathematics education contributes to the development of cognitive skills such as

problem-solving, logical reasoning, and pattern recognition. These skills extend

beyond academic settings, enabling individuals to thrive in various aspects of life,

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including personal relationships, decision-making, and problem-solving in

everyday situations.

As cited by Vale et. al (2021), out-of-field teaching of mathematics is

prevalent in many secondary schools, particularly in low socio-economic

communities and rural areas in Australia. This study investigates the changes in

teachers' beliefs and practices over three years, focusing on the influence of in-

field teaching on out-of-field teaching. The findings reveal that initially, most

teachers held instrumentalist beliefs about the discipline. However, those who

continued teaching out-of-field showed shifts towards more student-centered or

problem-solving approaches. Understanding the factors that enable discourse

continuity across subject boundaries is crucial for supporting and retaining

teachers in schools with high out-of-field teaching rates and promoting

interdisciplinary approaches.

The curriculum of mathematics encompasses a wide range of topics, each

serving as building blocks in the development of mathematical proficiency. One

such topic that often poses difficulties for students is radicals. Radicals involve

the manipulation of square roots or higher order roots, requiring sophisticated

calculations and manipulations. Consequently, many students find radicals

perplexing, leading to decreased confidence and diminished engagement in the

subject. The issues and problems encountered by students in mathematics are

well-documented

According to Tayloy (2018), the secondary-school mathematics

curriculum is narrow in scope and technical in character; this is quite different

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from the nature of the discipline itself. As a result, it offers little inspiration to

both students and teachers, and provides students with poor preparation for

university mathematics courses and indeed for life. Over the past century, recently

more than ever, there have been calls for change, for a curriculum that is true to

the subject of mathematics as the creation and study of patterns and structures.

While there are hopeful responses to this at the elementary level, there is almost

nothing at the secondary level. Ironically, it is felt that in order to prepare students

for university calculus, the secondary curriculum simply has to be what it is. This

is a special case of a myth that needs to be destroyed.

This study assessed the effectiveness of a professional development

program for junior high school mathematics teachers in the Philippines and

analyzed their achievement test results in Mathematics. The study aimed to

identify the factors affecting the quality of mathematics instruction and propose

solutions to these challenges. The study found that while most teachers were

consistent in their lesson planning and content delivery, they need to improve

their questioning techniques, differentiated techniques, and strategies to develop

higher-order thinking skills. The study suggests that teachers need to enhance

their teaching practices to achieve the K to 12 curriculum goals, prepare students

for better work opportunities, and contribute to the nation's economy. Professional

development programs can provide opportunities for mathematics teachers to

increase their knowledge and confidence in the subject. By improving their

teaching practices, teachers can help enhance the quality of mathematics

education in the Philippines. This study highlights the challenges mathematics

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teachers face in the country and the need for professional development programs

to help them improve their teaching practices. The findings have important

implications for mathematics education in the country, which can help raise the

quality of education and the nation's economy. (Anesito L et. Al)

In solving mathematics problems in collaboration, students encounter a

range of mathematical and social struggles. As teachers cannot possibly respond

to every such struggle, they may need to respond to those with which students

require most support. Yet, little is known about students' success in overcoming

the various types of struggles they encounter. In this study, we examined the types

of struggle students experienced as they worked together in solving a cognitively-

demanding problem. We analyzed the relative proportions of the various types of

struggles they encountered, their success in overcoming each type, and the

resources they leveraged in doing so. While students overcame many

mathematical struggles, they had less success overcoming struggles related to

reaching consensus or having their questions answered by peers. We argue that

teachers may merit from support in learning to attend to these latter, more social

struggles. (Anantharajan et al. 2021)

In schools, every day is "game day." Every day, teachers need the best

resources and forms of support because students deserve the best, we as educators

can offer. An instructional playbook aims to serve as that kind of support: a tool

that coaches can use to help teachers match specific learning goals with the right

research-based instructional strategies. Coaches have enormous potential to help

teachers learn and implement new teaching practices, but coaches will be
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effective only if they deeply understand the strategies they describe and their

explanations are clear. "The Instructional Playbook: The Missing Link for

Translating Research into Practice" addresses both issues head on and offers a

simple and clear explanation of how to create a playbook uniquely designed to

meet teachers' instructional needs. The idea of an instructional playbook has

caught fire since Jim Knight described it in "The Impact Cycle" (2017). This book

helps instructional coaches create playbooks that produce a common language

about high-impact teaching strategies, deepen everyone's understanding of what

instructional coaches do, and, most important, support teachers and students in

classrooms. (Hoffman et. al)

The Mathwizard Playbook is a strategy in mathematics instruction

designed for Grade 9 students at Laboratory High School. This theoretical

framework aims to provide a comprehensive understanding of the key elements

and theories that underpin the development of the Mathwizard Playbook

The Math Playbook is a resource that provides indoor and outdoor home

activities for children to enjoy and learn math (Math Playbook - English -

KidsQuest Children's Museum, 2022). The Young People's Project aims to uplift

the natural abilities of youth designers to explore, create, and share their ideas

about math through Math Playbook experiences (Math Playbook - The Young

People's Project, 2021). The Mathematics Playbook is a comprehensive guide to

teaching and learning math, based on the latest research (The Mathematics

Playbook, 2023). The Family Mathematics Playbook gives families access to

valuable information about mathematics instruction (District Releases Family

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Math Playbook | Oak Lawn-Hometown, 2019). The Mathematics Playbook by

SAGE Publications Inc. focuses on implementing what works best in the

classroom based on the latest research (The Mathematics Playbook | SAGE

Publications Inc, 2023). The Division of Elementary and Secondary Education

provides unit plans and resources for different grades and subjects, including math

(Division of Elementary and Secondary Education - Offices - Special, 2021). The

Mathematics Achievement Academy offers a Participant Playbook to improve

overall mathematics concepts and procedures (Mathematics Achievement

Academy, Grade 4 Trainer Resource, 2023). "The Mathematics Playbook:

Implementing What Works Best in the Classroom" is a book that provides

insights into effective teaching practices in math (Amazon.com: The Mathematics

Playbook: Implementing What Works Best in the Classroom, 2023). There is a

concern that forcing math on the population could be a tool to enforce "correct"

thinking (Forcing maths on the population is straight out of China's playbook,

2023). A math policy aims to ensure that all students are ready to succeed in

algebra and prepared to solve problems in the world beyond school (Math Policy,

2023).

According to Aziz, Y. (2015) this study investigates the teaching strategies

used by math teachers to help students understand and apply operations with

radicals. It emphasizes the importance of conceptual understanding and provides

practical recommendations for teaching this topic effectively.

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As cited by Herbst, P. G., & Chazan, D. (2011) their research explores the

impact of a curriculum reform on teachers' growth and their ability to effectively

teach radical functions. It provides insights into the challenges faced by teachers

during the implementation of the new curriculum and offers recommendations for

supporting teacher professional development in this area.

Likewise, Sanger, M. J. (2012). Cognitive load theory and the teaching of

radicals. Mathematics Teacher, 106(6), 452-456. Cognitive load theory is applied

to the teaching of radicals in this research article. It explores ways to reduce

cognitive load and enhance learning outcomes for students when introducing and

working with radical concepts.

By integrating these theoretical perspectives and instructional strategies,

the Math wizard Playbook aims to increase students' interest and engagement in

mathematics, particularly in the challenging topic of radicals. The application of

constructivism and socio-cultural theory, along with cooperative learning,

problem-based learning, and differentiated instruction, provides a comprehensive

approach to mathematics instruction that promotes active learning, collaboration,

and the development of critical thinking skills among Grade 9 students.

CONCEPTUAL FRAMEWORK
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In the conduct of the study the researchers were guided by the model below:

INPUT PROCESS OUTPUT

A. Profile of the  Increased

respondents in terms
of and
a. Sex
improved
B. Content Learning
Areas in Utilization of the mathematics
Mathematics 9 mathwizzard
a. Addition of playbook performance
radical instructional
b. Subtraction model of the grade
of radicals
9 students of
c. Multiplicatio
n of radicals ASIST
d. Division of
radicals
Figure 1. Conceptual Paradigm

The research paradigm shows the conceptual framework of the study

where in the input is the content learning areas in Mathematics 9 which contain

the profile of the respondents according to sex, content learning areas such as;

addition of radicals, subtraction of radicals, multiplication of radicals, and

division of radicals. On the other hand, the process administering Utilization of

the math wizard playbook instructional model, and the output is the increased and

improved mathematics performance of the Grade 9 students of ASIST.

Statement of the Problem

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This study aims to investigate the “Mathwizard Playbook: A Strategy in

Mathematics Instruction” of Grade 9 students of Abra State Institute of Sciences

and Technology. Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Sex

2. What is the level of performance of the Grade 9 students of Abra State

Institute of Science and Technology in the mathematics achievement test

under controlled and experimental group in terms of the following content

areas?

a. Addition of radicals

b. Subtraction of radicals

c. Multiplication of radicals

d. Division of radicals

3. What is the level of performance in the post test scores of the grade 9

students of Abra State Institute of Science and Technology in the

mathematics achievement of the control and experimental group in terms

of the above-mentioned content learning areas?

4. Is there significant difference in the mean scores during the pretest in

mathematics of the Grade 9 students of Abra State Institute of Sciences

and Technology under experimental and control group?

5. Is there a significant difference in the mean scores in mathematics during

post-test of the grade 9 students of Abra State Institute of Science and

Technology under experimental and control group?

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6. Is there a significant difference between the mean scores in mathematics

of the experimental group in pretest and post-test?

HYPOTHESIS

1. There is a significant difference in the mean scores during the pretest in

mathematics of the Grade 9 students of Abra State Institute of Sciences

and Technology under experimental and control group.

2. There is a significant difference in the mean scores in mathematics during

post-test of the grade 9 students of Abra State Institute of Science and

Technology under experimental and control group.

Chapter 2

DESIGN AND METHODOLOGY

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This section presents the methodology that will be used in the conduct of

the study together with the population and locale, data gathering instrument, data

gathering procedure and the statistical treatment of data.

Research Design

The researcher will use the descriptive-experimental design.

Typically, descriptive design is a method to explain the levels of mathematics

performances. Moreover, descriptive design will be used to determine the profile

of the respondents in terms of sex, level of performance of the Grade 9 students of

Abra State Institute of Science and Technology in the mathematics achievement

test under controlled and experimental group before the use of the in terms of the

following content areas such as addition of radicals, subtraction of radicals,

multiplication of radicals and division of radicals and the level of performance in

the post test scores of the grade 9 students of Abra State Institute of Science and

Technology in the mathematics achievement test under control and experimental

group in terms of the above mentioned content.

On the other side, experimental design is a methodical approach to managing

additional variables. In essence, it's a test used to illustrate how one variable

affects another. Moreover, experimental design to design will be used to reveal

the significant difference in the mean scores during the pretest in mathematics of

the Grade 9 students of Abra State Institute of Sciences and Technology under

experimental and control group and significant difference in the mean scores in

mathematics during post-test of the grade 9 students of Abra State Institute of

Science and Technology under experimental and control group.

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Population and Locale of the Study

The research study will be conducted at the Abra State Institute of

Sciences and Technology Laboratory High School. A total of 85 respondents will

be used as a sampling method. The sample of the study includes two groups. The

controlled group comprises 42 grade 9 students, while the experimental group

consists of 43 grade 9 students during this school year 2023-2024.

Data Gathering Instrument

The researchers will use a 30-items questionnaire each, the pre-test and

post-test. The researchers will use this method of data gathering for it is known to

have less bias and the least expensive way of collecting data. It also encourages

the respondents to be more cooperative due to the fact that it is much more

comfortable to respond.

Data Gathering Procedure

Before floating the questionnaires to the Grade IX students of ASIST, the

researchers will first seek the approval from the principal of the school permitting

the researchers to conduct the study. Letters will be prepared and served to the

proper authorities. The researchers will administer the questionnaires. After

which, these instruments will be retrieved, checked and will be tabulated by the

guidance of the researchers’ statistician.

Statistical Treatment of Data

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The data gathered will be analyzed, interpreted, and summarized by the

use of the following:

1. Weighted Mean

This will be used to determine the level of performances in the pre-test and post-

test scores of the Grade 9 students of Abra State Institute of Sciences and

Technology in the mathematics achievement test.

2. T-Test

This will be used to describe the significant differences in the level of

performance of the two variables.

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