LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA A Research Presented to the Faculty of the College of Teacher Education LAGUNA STATE POLYTECHNIC UNIVERSITY Siniloan, Laguna In Partial Fulfillment of the Requirements for the Degree Bachelor of Secondary Education Major in Mathematics
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH
SCHOOL STUDENTS AT MABITAC, LAGUNA
A Research Presented to the
Faculty of the College of Teacher Education LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna
In Partial Fulfillment of the Requirements for the DegreeBachelor of Secondary Education
Major in Mathematics
ALELI M. ARIOLA
March 2012
Laguna State Polytechnic UniversitySiniloan (Host) Campus
Siniloan, Laguna
APPROVAL SHEET
This research entitled, “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011” prepared and submitted by ALELI M. ARIOLA, in partial fulfillment of the requirements for the degree of BACHELOR OF SECONDARY EDUCATION Major in Mathematics has been examined and hereby recommended for approval and acceptance.
and probability were the statistical tools used to determine and interpret the
data.
The results of this study are summed up as follows:
Most of the students were 16-year-old female from Mabitac National High
School.
The average age of teachers is 31.40 years. Most of them are singles who
hold a degree of Bachelor in Secondary Education with 1-5 years teaching
experience and who have 4-6 seminars.
The three kinds of learning preferences of students which are visual,
auditory and kinesthetic obtained an average weighted means of 3.80, 3.47 and
3.43, respectively.
The analytic way of learning obtained an average weighted mean of 3.83
while the global way of learning obtained an average weighted mean of 3.56.
The teachers’ actualities observed by the students with their
Mathematics teachers and the Mathematics teachers’ perception of their own
actualities in the classroom with an average weighted mean of 3.88 and 3.96,
respectively.
The teachers often use varied teaching strategies based on the perception
of students and their perception of themselves with an average weighted mean of
3.87 and 4.08, respectively.
There is a highly significant relationship between the students’ profile in
terms of age and school and their learning preferences of students and
considering that all of them obtained the computed p-values of 0.000 which is
less than the threshold value at 0.05. Likewise, a highly significant relationship
between the auditory preferences of students and their gender was observed
since the computed p–value of 0.000 is less than the threshold value at 0.05.
Thus, the null hypothesis is rejected. On the other hand, no significant
relationship between the visual and kinesthetic preferences of students and in
terms of gender it was observed in computed p–values of 0.224 and 0.139
respectively which are greater than the threshold p–value of 0.05.Hence, the null
hypothesis is accepted.
There is a highly significant relationship between the way analytic thinkers
learn Mathematics and their profile in terms of age, gender and school. It was
observed in their computed p–values of 0.000, 0.001 and 0.001, respectively
which are all less than the threshold p–value at 0.05. Therefore, the null
hypothesis is rejected.
Similarly, the way global thinkers learn Mathematics and their profile in
terms of age and school have highly significant relationship since the computed
p-values of 0.000 and 0.0003, respectively are both less than the threshold value
of 0.05. As a result, the null hypothesis is rejected.
In contrast, there is no significant relationship between the global thinkers
learn the subject and their gender since its computed p–value of 0.283 is greater
than the threshold value at 0.05. Consequently, the null hypothesis is accepted.
There is a highly significant relationship between the teachers’ age,
educational attainment, length of service and seminars attended and their
actualities while teaching Mathematics since its computed p–values of 0.003,
0.049, 0.000 and 0.000, respectively are less than the threshold value at 0.05.
Thus, the null hypothesis is rejected.
On the other hand, the teachers’ gender and civil status have no
significant relationship with their actualities while teaching Mathematics
considering their computed p–values of 0.666 and 0.123 are both greater than
the threshold value at 0.05. Therefore, the null hypothesis is accepted.
The teachers’ age, educational attainment, length of service and seminars
attended and their strategies in teaching Mathematics have highly significant
relationships since their computed p–values of 0.003, 0.042, 0.000 and 0.000,
respectively are all less than the threshold value at 0.05. Thus, the null
hypothesis is rejected. On the contrary, no significant relationship was observed
between the teachers’ gender and civil status and their strategies in teaching
Mathematics considering the computed p–values of 0.642 and 0.214,
respectively which are both greater than the threshold value at 0.05. Therefore,
the null hypothesis is accepted.
There is no significant relationship between learners’ preferences and
teaching strategies given that their computed p–values of 0.311, 0.062 and
0.061, respectively are all greater than the threshold value at 0.05. Hence, the
null is accepted.
The following conclusions were drawn: The highly significant differences
between the students’ learning preferences – visual, auditory and kinesthetic -
may be due to the homogenous grouping of students in private schools who may
have the same interests and the heterogeneous grouping of students in public
schools who may have varied interests. In addition, the auditory preferences of
both male and female students do not vary significantly in the sense that both
gender are observed to have similar interests when comes to sounds/music
which the Mathematics teacher use at a large extent.
The actualities and the teaching strategies used by male and female as
well as single and married Mathematics teacher do not tend to differ.
Consequently, Mathematics teachers who are older, have higher educational
attainment, longer experiences in the field of teaching and those who have
greater number of seminars are observed to have more varied actualities and
have greater propensity in the use of different teaching strategies.
The learning preferences of students – visual or auditory, auditory or
kinesthetic and kinesthetic or visual – do not show significant relationship with
the teaching strategies used by the Mathematics teacher which means that any
student who has his/her own learning preference can thrive in a Mathematics
class where the teacher uses wide-range of strategies.
Based on the summary of findings, the following recommendations are
offered:
To promote more effective teaching-learning, professional development
activities should be provided among the teachers to help them address the
diversity of learning styles of students through worthwhile curricular and co-
curricular experiences that focus on helping them learn how to learn.
Learning strategies should be part of every lesson, but they are more than
the lesson. As teachers model these problem-solving strategies daily, they
should also monitor the students as they use them, and they encourage students
to use the strategies in a variety of ways. Students should learn to generalize
these strategies into other areas to become independent learners for life.
Seminars should be conducted by school administrators and principals to
improve the teaching strategies used by the teachers in their respective schools.
Further study on the learning preferences of students and teaching
strategies of Mathematics teachers considering other variables is recommended.
TABLE OF CONTENTS
PageTITLE PAGE iAPPROVAL SHEET iiACKNOWLEDGMENT iiiDEDICATION vABSTRACT viTABLE OF CONTENTS ixLIST OF TABLES xiLIST OF FIGURES xii
Chapter I THE PROBLEM AND ITS BACKGROUND 1
Introduction 1Background of the Study 2Theoretical Framework 6Conceptual Framework 7Statement of the Problem 9Hypotheses 10Significance of the study 11Scope and limitation of the Study 12Definition of Terms 12
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES 15
Review of Related Literature 15 Review of Related Studies 17
CHAPTER III RESEARCH METHODOLOGY
Research Design 21Subject of the Study 21Determination of Sampling Techniques 22Research Instrument 22Research Procedure 24Statistical Treatment of Data 25
CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION 28OF DATA
CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION 48
Summary of findings 48Conclusions 51Recommendations 52
BIBLIOGRAPHY 53
APPENDICES
Appendix A Approval LetterAppendix B Research InstrumentAppendix C Data and Computations
CURRICULUM VITAE
LIST OF TABLES
Table Title Page
1 Distribution of the Respondents by School 222 Frequency, Percentage and Rank Distribution of the
Teachers’ Profile28
3 Frequency, Percentage and Rank Distribution of the Profile of the Students-Respondents
30
4 Computed Weighted Mean of the Visual Preferences of Students
31
5 Computed Weighted Mean of the Extent of Auditory Preferences of Students
33
6 Computed Weighted Mean of the Kinesthetic Preferences of Students
34
7 Computed Weighted Mean of the Analytic Thinkers 358 Computed Weighted Mean of the Global Thinkers 369 Composite Table of the Learning Preferences of Students 3610 Extent of the Actualities of Teachers in Teaching
Mathematics38
11 Extent of the Teaching Strategies in Teaching Mathematics
39
12 Relationship between Students’ Preferences in Learning Mathematics and Students’ Profile
41
13 Relationship between Analytic/Global Thinkers in Learning Mathematics and Students’ Profile
43
14 Relationship between Teachers’ Actualities and Teachers’ Profile
44
15 Relationship between Teaching Strategies and Teachers’ Profile
45
16 Relationship between the Learners’ Preferences and Teaching Strategies in Teaching Mathematics
46
LIST OF FIGURE
Figure Page
1 The Conceptual Model showing the relationship among the Independent Variable, Dependent Variable and Moderating Variable of the Study
8
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Mathematics deals with solving problems. Such problems are similar to all
other problems everyone is confronted with. It consists of defining the problem,
entertaining a tentative guess as the solution, testing the guess, and deriving at a
solution. Mathematics is definite, logical and objective. The rules for determining
the truth or falsity of a statement are accepted by all. If there are disagreements,
it can be readily tested.
Mathematical knowledge by its distinctive nature differs from knowledge in
an empirical science. Under the guidance of a teacher the student can be shown
how to “discover knowledge knew to them” and how to convince themselves that
what they have discovered is correct. This process of learning mathematics is of
great value to them especially in future studies and investigations they will
undertake.
Student has their own learning style in learning mathematics. A learning
style is a student’ consistent way of responding to and using stimuli in the context
of learning. Keefe (1979) defines learning style as the “composite of
characteristics cognitive, affective, and psychological factors that serve as
relatively stable indicators of how a learner perceives, interacts with, and
responds to the learning environment.’ Stewart and Felicetti (1992) define
learning as those “education conditions under which a student is most likely to
learn.” Thus, learning style is not really concerned with “what” learners learn, but
rather “how’ they prefer to learn.
Since learners have their own learning style in learning mathematics, the
researcher wonders to determine the relationship among the learners’
preferences and teaching strategy in teaching mathematics. There are factors to
be considered like the students’ performance which is based on how they prefer
to learn and what they learn from their mathematics teachers using a variety of
teaching strategies. If a teacher is well-equipped with the best teaching
strategies, then his teaching can be considered as an effective one. But this only
happens when his students learn from the teaching-learning process, and if they
can use their knowledge that they have learned in their own lives.
Background of the Study
Education is one of the foundations of success. It is an experience that
has a formative effect on the mind, character or physical ability of an individual.
Education has been one of the emphases of the government in the national
struggle to meet the needs of society. In 1992, the DECS which governs both
public and private education in all levels stated that its mission was “to provide
quality basic education that is equitably accessible to all by the foundation for
lifelong learning and service for the common good.” The department also
stipulated its vision to “develop a highly competent, civic spirited, life-skilled, and
God-loving Filipino youth who actively participate in and contribute towards the
building of a humane, healthy and productive society.” All these ambitions were
embodied in the department strategy called Philippines 2000.
Table 4 shows the visual preferences of students on how they learn
Mathematics.
Table 4 Computed Weighted Mean of the Visual Preferences of Students
StatementsWeighted
MeanVI Rank
The students ….
1. learn how to do something, they learn best when someone shows them how.
3.80 Large Extent 7
2. read, they often find to visualize what they are reading in their mind’s eye.
3.90 Large Extent 7
3. asked to give directions, they see the actual places in their mind as they say them or prefer to draw them.
3.80 Large Extent 7
4. are unsure how to spell a word, they write it in order to determine if it is looks right.
4.00 Large Extent 2
5. are concerned how neat and well spaced the letters and words appear when they are writing.
3.80 Large Extent 7
6. had to remember a list of items, they remember it best if they wrote them down.
3.90 Large Extent 7
7. trying to concentrate, they have a difficult time when there is a lot of clutter or movement in the room.
3.50 Large Extent 13
8. solving a problem, they write or draw diagrams to see it.
4.00 Large Extent 2
9. have to verbally describe something to another person, they would be brief because he/she do not like to talk at length.
3.30 Moderate Extent
14
10. trying to recall names, he/she remember faces but forget names.
3.70 Large Extent 11.5
11. prefer teacher who use the board or overhead projector while they lecture.
3.90 Large Extent 7
12. gives written instructions on how to build something, he/she read them silently and try to visualize how the parts will fit together.
4.00 Large Extent 2
13. keeps to occupied while waiting, he/she look around, stare, or read.
3.70 Large Extent 11.5
14. were verbally describing to someone, he/she would try to visualize what he/she was saying.
3.90 Large Extent 7
Average Weighted Mean 3.80 Large Extent
It can be observed that the visual preferences of students which obtained
an average weighted mean of 3.80. Based on the results, the following activities
of the students are at a large extent: when they are unsure of how to spell a
word, they write it in order to determine if it is looks right; solving problem in
writing or drawing diagrams to see it; and gives written instructions on how to
build something in reading silently and try to visualize how the parts will fit
together obtained the same weighted mean of 4.00.
On the other hand, the students verbally describe something to another
person in brief only at a moderate extent because he/she does not like to talk at
length as revealed by the computed weighted mean of 3.30.
As a whole, the visual preferences of students are at a large extent with
the average weighted mean of 3.80.
Table 5 on the next page shows that the auditory preference of students is
at a large extent with an average weighted mean of 3.47.
It can be noticed that the following students’ activities are at a large extent:
when they are unsure on how to spell a word, they spell it out loud in order to
determine if it sounds right and often say the letters and words to themselves
which both obtained a weighted mean of 4.00. Least in the rank of students’
activities is when they have to verbally describe something to another person into
great detail because they like to talk; and enjoy listening but want to interrupt
which are at a moderate extent since they both obtained a weighted mean of
3.00.
Table 5 Computed Weighted Mean of the Extent of Auditory Preferences of Students
StatementsWeighted
MeanVI Rank
The students ….1. have to learn how to do something, I learn
best when they hear someone tells them how.
3.60 Large Extent 5
2. read, they often read it out loud or hear the words inside my head.
3.30Moderate
Extent10.5
3. asked to give directions, they have no difficulty in giving it verbally.
3.34Moderate
Extent9
4. are unsure how to spell a word, he/she spell it out loud in order to determine if it sounds right.
4.00 Large Extent 1.5
5. writes, he/she often say the letters and words to herself/himself.
4.00 Large Extent 1.5
6. had to remember a list of items, they remember it best if they said them over and over to themselves.
3.40Moderate
Extent7.5
7. trying to concentrate, they have a difficult time when there is a lot of noise in the room.
3.40Moderate
Extent7.5
8. solving a problem, they talk themselves through it.
3.30Moderate
Extent10.5
9. have to verbally describe something to another person, they would go into great detail because they like to talk.
3.00Moderate
Extent13.5
10. trying to recall names, they remember names but forget faces.
3.20Moderate
Extent12
11. prefer teacher who talk with a lot of expression.
3.80 Large Extent 3
12. gives written instructions on how to build something, they read them out loud and to their self as they put the parts together.
3.50Large Extent
6
13. keeps too occupied while waiting, he/she talk or listen to others.
3.00Moderate
Extent13.5
14. were verbally describing to someone, he/she would enjoy listening but want to interrupt and talk themselves.
3.67 Large Extent 4
Average Weighted Mean 3.47 Large Extent
It can be noticed from table 6 that the kinesthetic preference of the
students is at the large extent with an average weighted mean of 3.43.
Table 6 Computed Weighted Mean of the Kinesthetic Preferences of StudentsStatements Weighted
MeanVI Rank
The students …1. have to learn how to do something; they learn best
when they try to do it them selves.3.90 Large Extent 1
2. read, they often fidget and try to “feel” the content. 3.60 Large Extent 33. ask to give directions, he/she have to point or move
her/his body as he/she give them.3.60 Large Extent 3
4. are unsure how to spell a word, they write it in order to determine if it feels right.
3.50 Large Extent 6.5
5. write; they push hard his/her pen or pencil and feel the flow of the words or letters as he/she form them.
3.50 Large Extent 6.5
6. had to remember a list of items, he/she remember it best if he/she moved around and used her/his fingers to name each items.
3.40 ModerateExtent
6.5
7. trying to concentrate, they have a difficult time when he/she have to sit still for any length of time.
3.20 ModerateExtent
11.5
8. solving a problem, they use his/her entire body or move objects to help him/her think.
3.00 ModerateExtent
14
9. have to verbally describe something to another person, he/she would gesture and move around while talking.
3.50 Large Extent 6.5
10. trying to recall names, they remember the situation that he/she met the person’s name or face.
3.50 Large Extent 6.5
11. prefer teacher who use hands-on activities. 3.60 Large Extent 312. gives written instructions on how to build something,
he/she try to put the parts together first and read later.
3.20 ModerateExtent
11.5
13. keeps to occupied while waiting, he/she walk around, manipulate things with my hands, or move/shake my feet as he/she sit.
3.40 ModerateExtent
6.5
14. were verbally describing to someone, he/she would become bored if his/her description gets too long and detailed.
3.13 ModerateExtent
13
Average Weighted Mean 3.43 Large Extent
Table 6 also revealed that students’ learning on how to do something and
learning when they try to do it themselves is at large extent which obtained a
weighted mean of 3.90. Also, their ability to solve problems using their entire
body or move objects to help them think is at a moderate extent which obtained a
weighted mean of 3.00.
Table 7 shows the composite table of the learning preferences of
students.
It can be gleaned that the students’ visual preferences is at a large extent;
their auditory preferences is at a limited extent and their kinesthetic preferences
is at a low extent with the computed weighted mean of 3.80, 3.47 and 3.43
respectively.
It implies that teachers should prepare varied visual materials in order to
help students increase their level of performance.
Table 7 Composite Table of the Learning Preferences of Students
Variables Weighted Mean Verbal Interpretation Rank
Visual Preferences 3.80Large Extent
2
Auditory Preferences 3.47 Limited Extent 4
Kinesthetic Preferences 3.46 Low Extent 5
Table 8 on the next page shows that students are more of being analytic
thinkers than global thinkers as revealed by the computed weighted mean of 3.83
and 3.56, respectively.
Analytic thinkers to respond to word meaning at a very large extent which
obtained a weighted mean of 4.10. Learning is at a low extent when they study
in a well-lighted room with the weighted mean of 3.64.
Table 8 Computed Weighted Mean of the Ways of Students’ Learning
StatementsWeighted
MeanVerbal
InterpretationRank
Analytic Thinkers learn best through…….
1. responding to word meaning. 4.10 Very Large extent 1
2. linearly information processing. 3.80 Moderate Extent 3
3. responding to logic. 3.74 Limited Extent 4
4. formal study design. 3.85 Large Extent 2
5. well-lighted room while studying. 3.64 Low Extent 5
TOTAL 3.83 Large Extent
Global Thinkers learn best through……
1. responding to tone of voice. 3.83 Very Large extent 1
2. information processing in varied order .
3.66 Large Extent 2
3. responding to emotions. 3.63 Moderate Extent 3
4. sound/music background while studying.
3.31 Low Extent 5
5. frequent mobility while studying. 3.38 Limited Extent 4
TOTAL 3.56 Moderate Extent
Whereas, global thinkers learn by responding to tone of voice at a very
large extent which obtained a weighted mean of 3.83.
On the contrary, students learn at a low extent when they study with
sound/music background which obtained a weighted mean of 3.31.
Teachers’ Actualities in Teaching Mathematics
Table 10 on the next page presents the teachers’ actualities observed by
the students with their Mathematics teachers and the Mathematics teachers’
perception of their own actualities in the classroom with an average weighted
mean of 3.88 and 3.96, respectively.
It can be viewed that based on the observation of students that the
teachers often teach them on how to do something, to show and tell how to do it,
and allow them to do it themselves with a weighted mean of 4.12 which rank first.
Also, the teachers often find it difficult to concentrate when there is a lot of
movement and noise in the room and they tend to sit for a length of time which
obtained a weighted mean of 3.61.
On the other hand, the teachers confirmed that they always teach he
students on how to do something that show, tell and allow them to do it with
themselves; they verbally describe or move their body in giving directions; they
write or draw diagrams, talk and move objects to help them think on how to solve
problem; and they talk with a lot of expressions and use hands-on activities
which all obtained a weighted mean of 4.40.
Likewise, teachers often spell a word loudly and write it on the board; and,
have a difficult time when there is a lot of movement and sits for a length of time
trying to concentrate which both obtained a weighted mean of 3.60.
According to Gordon (2003), if teaching-learning processes are working
effectively, a unique kind of relationship must exist between those two separate
parties-some kind of a connection, link or bridge between the teacher and the
learner. In connection, the nearly similar perceptions of both the students and
the teachers on the teachers’ actualities justify what can really be observed in the
classroom.
Table 10 Actualities of Teachers in Teaching Mathematics
StatementsStudent Teacher
W VI R W VI R1. If my teacher teaches me how to do something, he/she
show and tell me how to do it, and allow me to do it with myself.
4.12 Often 1 4.40 Always 2.5
2. When my teacher reads, he/she often stops and tried to describe to us what he/she is reading, reads it out loud and move restlessly.
4.01 Often 4 4.00 Often 7.5
3. When my teacher gives directions, he/she verbally describes and draws out or moves his/her body as he/she gives them.
3.87 Often 8 4.40 Always 2.5
4. If my teacher spells a word, he/she spell it out loud or write it on the board.
3.63 Often 13 3.60 Often 12.5
5. When my teacher is writing something on the board, he/she is concerned on how neat and well-spaced his/her letters and words appear and often say the letters and words while writing.
3.83 Often 9 4.00 Often 7.5
6. If my teacher has to remind us a list of items, he/she writes or says them over and over to everyone and move around and used his/her fingers to name each items.
3.91 Often 7 2.80 Some-times
14
7. When my teacher is trying to concentrate, he/she has a difficult time when there is a lot of movement and noise in the room or he/she sits still for any length of time.
3.61 Often 14 3.60 Often 12.5
8. When solving a problem, my teacher writes or draws diagrams and talks about it, or uses his/her entire body or moves objects to help him/her think.
4.09 Often 2 4.40 Always 2.5
9. If my teacher has to verbally describe something to another person, he/she prefers to be brief, uses gestures while talking.
3.83 Often 10 4.20 Often 5
10. When my teacher is trying to recall names, he/she remembers faces or sometimes names or the situation that he/she met the person.
3.77 Often 11 3.80 Often 10.5
11. My teacher prefers to use the board, talk with a lot of expression and use hands-on activities.
4.04 Often 3 4.40 Always 2.5
12. When my teacher gives written instructions on how to build something, he/she read them out loud and describes to us how the parts fit together, and later put the parts together.
3.99 Often 5 3.80 Often 10.5
13.To keep occupied while my teacher waiting, he/she look around, talk or listen to others, or manipulate things with his/her hands as sitting.
3.65 Often 12 4.00 Often 7.5
14.If someone were verbally describing to my teacher, my teacher would enjoy listening and he/she visualize what the person was saying and id the persons description gets too long and detailed my teacher become bored.
3.94 Often 6 4.00 Often 7.5
Average Weighted Mean 3.88 Often 3.96 Often
Teachers’ Teaching Strategies in Teaching Mathematics
Table 11 presents the teaching strategies used by Mathematics Teacher.
As a whole, the teachers often use varied teaching strategies based on
the perception of students and their perception of themselves with an average
weighted mean of 3.87 and 4.08, respectively.
Specifically, they have observed that the most used teaching strategy of
their Mathematics Teachers is the lecture method which obtained a weighted
mean 4.50 which ranked first; while Inductive Method ranked last with a weighted
mean of 3.61.
According to the teachers, Cooperative Learning is what they always use
in teaching Mathematics which obtained a weighted mean of 4.40 which rank
first. Whereas, it appeared that they seldom use the Deductive Method which
obtained a weighted mean of 1.20 and which ranked last.
Table 11 Teaching Strategies in Teaching Mathematics
StatementsStudents Teachers
Weighted Mean
VI Rank Weighted Mean
VI Rank
1. Lecture Discussion 4.50 Always 1 3.80 Often 42. By giving word problem
activity3.84 Often 2 4.00 Often 2.5
3. Cooperative Learning (by groupings)
3.83 Often 3 4.40 Always 1
4. Deductive Method (general-specific details)
3.62 Often 4 1.20 Seldom 5
5. Inductive Method (specific-general details)
3.54 Often 5 4.00 Often 2.5
Average Weighted Mean 3.87 Often 4.08 Often
According to Brophy (2004), the key features of classrooms are
management, curriculum, instruction, and teacher–student relationships that
create a social context which prepares the way for the successful use of
motivational strategies. Those strategies are meant to be subsumed within an
overall pattern of effective teaching that includes compatible approaches to
managing the classroom and teaching thes curriculum.
Relationship between the Profile of the Students and Their Preferences in Learning Mathematics
Table 12 on the next page shows the relationship between the students’
profile and their preferences in learning Mathematics.
It can be gleaned that there is a highly significant relationship between
students’ profile in terms of age and school and the three kinds of learning
preferences of students and considering that all of them obtained a computed p-
values of 0.000 which is less than the threshold value at 0.05.
Likewise, a highly significant relationship between the auditory
preferences of students and their gender was observed since the computed p –
value of 0.000 is less than the threshold value at 0.05. Thus, the null hypothesis
is rejected.
The foregoing findings are supported by the study of Aguirre (2001) who
affirmed that learning styles of pupils differed significantly in terms of structure,
responsibility and intake and level of mental age accounted for the significant
difference; learning styles – physical, personal and physiological elements were
proven to be the determinants of academic performance.
On the other hand, no significant relationship between the visual and
kinesthetic preferences of students and in terms of gender it was observed in
computed p–values of 0.224 and 0.139 respectively which are greater than the
threshold p–value of 0.05.Hence, the null hypothesis is accepted.
The findings supported by the study of Sainz (2000) which states that sex
or gender is not significant or determinant for better performance in Mathematics.
It implies that sex has nothing to do with the capability of the students when it
comes to mathematical aspects like analysis, computation and reasoning.
The results convey that age and type or status of the schools has
something to do with the learning capability of students although their age has a
minimal factor on their learning style and behavior.
Table 12. Relationship between the Profile of the Students and Their Preferences in Learning Mathematics
Variables ToolsValue ofTest Stat
df p–value Decision Interpretation
Visual
AgePearson r/
t-test129.710 156 0.000 Reject Ho Highly Significant
Gender Chi - Square 5.682 12 0.224 Accept Ho Not Significant
School Chi - Square 31.215 12 0.000 Reject Ho Highly Significant
Auditory
AgePearson r/
t-test143.29 156 0.000 Reject Ho Highly Significant
Gender Chi - Square 188.309 12 0.000 Reject Ho Highly Significant
School Chi - Square 38.378 12 0.0001 Reject Ho Highly Significant
Kinesthetic
AgePearson r/
t-test133.462 156 0.000 Reject Ho Highly Significant
Gender Chi - Square 6.938 12 0.139 Accept Ho Not Significant
School Chi - Square 31.215 12 0.002 Reject Ho Highly Significant
p–value < 0.05 Reject Ho Significantp–value > 0.05 Accept Ho Not Significant
Relationship between the Profile of the Students and Their Ways of Learning Mathematics
Table 13 shows the relationship between the profile of students and their
ways of learning Mathematics.
It can be seen that there is a highly significant relationship between the
way analytic thinkers learn Mathematics and their profile in terms of age, gender
and school. It was observed in their computed p–values of 0.000, 0.001 and
0.001, respectively which are all less than the threshold p–value at 0.05.
Therefore, the null hypothesis is rejected.
Similarly, the way global thinkers learn Mathematics and their profile in
terms of age and school have highly significant relationship since the computed
p-values of 0.000 and 0.0003, respectively are both less than the threshold value
of 0.05. As a result, the null hypothesis is rejected.
In contrast, there is no significant relationship between the global thinkers
learn the subject and their gender since its computed p–value of 0.283 is greater
than the threshold value at 0.05. Consequently, the null hypothesis is accepted.
The idea of Sims (1995) which emphasized that among other things, the
extreme importance of understanding individual differences, learning principles,
factors that affect motivation of students and trainees in learning situations, and
the variety of individual learning style models that instructors and trainers can
consider in their efforts. It should be evident to those responsible for teaching
and training that an increased understanding and use of learning style data can
provide them with important information.
Variables ToolsValue ofTest Stat
df p–value Decision Interpretation
Analytic
AgePearson
Correlation119.189 156 0.000 Reject Ho Highly Significant
GenderChi -
Square5.041 8 0.001 Reject Ho Highly Significant
SchoolChi -
Square31.931 8 0.001 Reject Ho Highly Significant
Global
AgePearson
Correlation127.744 156 0.000 Reject Ho Highly Significant
GenderChi -
Square18.237 8 0.283 Accept Ho Not Significant
SchoolChi -
Square35.838 8 0.0003 Reject Ho Highly Significant
Table 13 Relationship between analytic and global thinkers and students’ profile
p–value < 0.05 Reject Ho Significantp–value > 0.05 Accept Ho Not Significant
Relationship between Teachers’ Profile and Their Actualities
Table 14 shows the relationship between teachers’ profile of the teachers
and their actualities.
It can be noticed that there is a highly significant relationship between the
teachers’ age, educational attainment, length of service and seminars attended
and their actualities while teaching Mathematics since its computed p–values of
0.003, 0.049, 0.000 and 0.000, respectively are less than the threshold value at
0.05. Thus, the null hypothesis is rejected.
On the other hand, the teachers’ gender and civil status have no
significant relationship with their actualities while teaching Mathematics
considering their computed p–values of 0.666 and 0.123 are both greater than
the threshold value at 0.05. Therefore, the null hypothesis is accepted.
Table 14. Relationship between Teachers’ Actualities and Teachers’ Profile
Variables ToolsValue ofTest Stat
df p-value Decision Interpretation
AgePearson
Correlation 6.594 4 0.003 Reject HoHighly
Significant
GenderUnpaired
t-test -0.580 1 0.666 Accept HoNot
Significant
Civil StatusUnpaired
t-test -2.583 2 0.123 Accept HoNot
Significant
Educational Attainment
Unpaired t-test -3.199 3 0.049 Reject Ho
Highly Significant
Length of Service
Unpaired t-test 8.277 7 0.000 Reject Ho
Highly Significant
Seminars Attended
Unpaired t-test 8.277 7 0.000 Reject Ho
Highly Significant
p – value < 0.05 Reject Ho Significantp – value > 0.05 Accept Ho Not Significant
The results are supported by the citation of Bacha (2010) which states that
for a teacher to be effective in instructional strategies that will help the students
understand the concepts: the teachers must provide the students with diverse,
creative and dynamic teaching techniques for the students to become interested
in their own health conditions.
Relationship between Teachers’ Profile and Their Teaching Strategies
Table 15 on the next page shows the relationship between the teachers’
profile and their teaching strategies.
It can be observed that the teachers’ age, educational attainment, length
of service and seminars attended and their strategies in teaching Mathematics
have highly significant relationships since their computed p–values of 0.003,
0.042, 0.000 and 0.000, respectively are all less than the threshold value at 0.05.
Thus, the null hypothesis is rejected.
The findings imply that some of the teachers’ profile affects their choice of
strategies in teaching Mathematics. New graduates who are just starting in their
teaching jobs should gain more knowledge in selecting appropriate teaching
strategies that can be used for teaching different kinds of students.
On the contrary, no significant relationship was observed between the
teachers’ gender and civil status and their strategies in teaching Mathematics
considering the computed p–values of 0.642 and 0.214, respectively which are
both greater than the threshold value at 0.05. Therefore, the null hypothesis is
accepted.
The results imply that gender and civil status has nothing to do with the
strategies used by the teachers in teaching Mathematics. There is no particular
teaching strategy for particular gender and civil status; any teacher can use any
strategy that they think will help their students learn easily.
Table 15 Relationship between teaching strategies and teachers’ profile
Variables ToolsValue ofTest Stat
df p-value Decision Interpretation
Profile
AgePearson r/
t- test6.609 4 0.003 Reject Ho
Highly Significant
GenderUnpaired
t-test-0.629 1 0.642
Accept Ho
NotSignificant
Civil StatusUnpaired
t-test-2.864 1 0.214
Accept Ho
NotSignificant
Educational Attainment
Unpairedt-test
-3.417 3 0.042 Reject HoHighly
SignificantLength of Service
Unpairedt-test
-8.277 7 0.000 Reject HoHighly
SignificantSeminars Attended
Unpairedt-test
-8.277 7 0.000 Reject HoHighly
Significantp – value < 0.05 Reject Ho Significantp – value > 0.05 Accept Ho Not Significant
The findings are confirmed by the results of the study of Nismed (2002)
who testified the several stages in the teaching-learning process. The choice of
teaching strategy for each stage depends in the leaning objectives, the concept
to be learned and the depth of understanding required by the situation – class
size, time, availability of resources, the nature of the learners and the teacher
background.
Relationship between the Learners’ Preferences and the Teaching Strategies in Mathematics
Table 16 shows the relationship between the learners’ preferences and
the strategies in teaching Mathematics.
It can be seen from the table that there is no significant relationship
between learners’ preferences and teaching strategies given that their computed
p–values of 0.311, 0.062 and 0.061, respectively are all greater than the
threshold value at 0.05. Hence, the null is accepted.
Table 16. Relationship between the Learners’ Preferences and Teaching Strategies in teaching Mathematics
Variables ToolsValue ofTest Stat
df p-value Decision Interpretation
Learners’ Preferences
VisualUnpaired
t-test1.158 4 0.311 Accept Ho Not Significant
AuditoryUnpaired
t-test2.564 4 0.062 Accept Ho Not Significant
KinestheticUnpaired
t-test2.586 4 0.061 Accept Ho Not Significant
p–value < 0.05 Reject Ho Significantp–value > 0.05 Accept Ho Not Significant
The results proved that one consequence of studying learning styles is the
recognition that teachers also have their own approaches to the classroom.
While this may have become habitual and while the teacher may define the
classroom according to theirs and not the students’ preferences, teachers have
to acknowledge that their styles will not necessarily suit cluster of students in
their classroom. As teachers attempt to modify their classrooms, they need it
begin by exploring their own styles (http://web.instate.edu/ctl/style//learning.htm).
This chapter summarizes the findings, concludes and presents
recommendation based on the findings of this study.
Summary of findings
The results of this study are summed up as follows:
Most of the students were 16-year-old female from Mabitac National High
School.
The average age of teachers is 31.40 years. Most of them are singles who
hold a degree of Bachelor in Secondary Education with 1-5 years teaching
experience and who have 4-6 seminars.
The three kinds of learning preferences of students which are visual,
auditory and kinesthetic obtained an average weighted means of 3.80, 3.47 and
3.43, respectively.
The analytic way of learning obtained an average weighted mean of 3.83
while the global way of learning obtained an average weighted mean of 3.56.
The teachers’ actualities observed by the students with their
Mathematics teachers and the Mathematics teachers’ perception of their own
actualities in the classroom with an average weighted mean of 3.88 and 3.96,
respectively.
The teachers often use varied teaching strategies based on the perception
of students and their perception of themselves with an average weighted mean of
3.87 and 4.08, respectively.
There is a highly significant relationship between the students’ profile in
terms of age and school and their learning preferences of students and
considering that all of them obtained the computed p-values of 0.000 which is
less than the threshold value at 0.05. Likewise, a highly significant relationship
between the auditory preferences of students and their gender was observed
since the computed p–value of 0.000 is less than the threshold value at 0.05.
Thus, the null hypothesis is rejected. On the other hand, no significant
relationship between the visual and kinesthetic preferences of students and in
terms of gender it was observed in computed p–values of 0.224 and 0.139
respectively which are greater than the threshold p–value of 0.05.Hence, the null
hypothesis is accepted.
There is a highly significant relationship between the way analytic thinkers
learn Mathematics and their profile in terms of age, gender and school. It was
observed in their computed p–values of 0.000, 0.001 and 0.001, respectively
which are all less than the threshold p–value at 0.05. Therefore, the null
hypothesis is rejected.
Similarly, the way global thinkers learn Mathematics and their profile in
terms of age and school have highly significant relationship since the computed
p-values of 0.000 and 0.0003, respectively are both less than the threshold value
of 0.05. As a result, the null hypothesis is rejected.
In contrast, there is no significant relationship between the global thinkers
learn the subject and their gender since its computed p–value of 0.283 is greater
than the threshold value at 0.05. Consequently, the null hypothesis is accepted.
There is a highly significant relationship between the teachers’ age,
educational attainment, length of service and seminars attended and their
actualities while teaching Mathematics since its computed p–values of 0.003,
0.049, 0.000 and 0.000, respectively are less than the threshold value at 0.05.
Thus, the null hypothesis is rejected.
On the other hand, the teachers’ gender and civil status have no
significant relationship with their actualities while teaching Mathematics
considering their computed p–values of 0.666 and 0.123 are both greater than
the threshold value at 0.05. Therefore, the null hypothesis is accepted.
The teachers’ age, educational attainment, length of service and seminars
attended and their strategies in teaching Mathematics have highly significant
relationships since their computed p–values of 0.003, 0.042, 0.000 and 0.000,
respectively are all less than the threshold value at 0.05. Thus, the null
hypothesis is rejected. On the contrary, no significant relationship was observed
between the teachers’ gender and civil status and their strategies in teaching
Mathematics considering the computed p–values of 0.642 and 0.214,
respectively which are both greater than the threshold value at 0.05. Therefore,
the null hypothesis is accepted.
There is no significant relationship between learners’ preferences and
teaching strategies given that their computed p–values of 0.311, 0.062 and
0.061, respectively are all greater than the threshold value at 0.05. Hence, the
null is accepted.
Conclusions
The following conclusions were drawn:
The highly significant differences between the students’ learning
preferences – visual, auditory and kinesthetic - may be due to the homogenous
grouping of students in private schools who may have the same interests and the
heterogeneous grouping of students in public schools who may have varied
interests. In addition, the auditory preferences of both male and female students
do not vary significantly in the sense that both gender are observed to have
similar interests when comes to sounds/music which the Mathematics teacher
use at a large extent.
The actualities and the teaching strategies used by male and female as
well as single and married Mathematics teacher do not tend to differ.
Consequently, Mathematics teachers who are older, have higher educational
attainment, longer experiences in the field of teaching and those who have
greater number of seminars are observed to have more varied actualities and
have greater propensity in the use of different teaching strategies.
The learning preferences of students – visual or auditory, auditory or
kinesthetic and kinesthetic or visual – do not show significant relationship with
the teaching strategies used by the Mathematics teacher which means that any
student who has his/her own learning preference can thrive in a Mathematics
class where the teacher uses wide-range of strategies.
Recommendations
Based on the summary of findings, the following recommendations are
offered:
To promote more effective teaching-learning, professional development
activities should be provided among the teachers to help them address the
diversity of learning styles of students through worthwhile curricular and co-
curricular experiences that focus on helping them learn how to learn.
Learning strategies should be part of every lesson, but they are more than
the lesson. As teachers model these problem-solving strategies daily, they
should also monitor the students as they use them, and they encourage students
to use the strategies in a variety of ways. Students should learn to generalize
these strategies into other areas to become independent learners for life.
Seminars should be conducted by school administrators and principals to
improve the teaching strategies used by the teachers in their respective schools.
Further study on the learning preferences of students and teaching
strategies of Mathematics teachers considering other variables is recommended.
BIBLIOGRAPHY
A. Books
Brophy, Jere. “Motivating Students to Learn.” Lawrence Erlbaum Associates. (2004) pg. 26
Lucas, Maria Rita D. Ph.D. Corpuz, Brenda B. Ph.D. “Facilitating Learning.” Manila: Lorimar Publishing Inc. (2007) pg. 75-79.
Sims, Ronald R. Sims, Serbrenia J. “The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education.” Greenwood Press. (1995) pg. 193.
B. Unpublished Books
Bacha, Erwin M. “The Effectiveness of Mathematics Games as a Strategy in Teaching Mathematics to First Year High School Students,” 2010,
Calalo, John Wilson m. “Mathematics Performance as affected by English Proficiency of Laboratory High School Students at Laguna State Polytechnic University, S.Y. 2009-2010.” Siniloan, Laguna. 2011.
Credo, Edison R.“Determinants of English Performance of High School Students in Famy – Mabitac District S.Y. 2008 – 2009”. Laguna State Polytechnic University, Siniloan Laguna. .2010.
Delos Santos, Cecilla B. “The Teaching of Science and the Students Performance in Publc School.” Master Thesis. 2004.
Gordula, Elaine Rose V. “The Teaching of English and the Students Performance Input, the Faculty and Student Development.” Master Thesis. 2004.
Palino, Carolyn R. “Effectiveness of Teaching Mathematics as Perceived by the Students of Balian National High School A.Y. 2008-2009.” 2010.
“Principles and general objectives of education.” 2003.http://www.seameoinnotech.org/resources/seameo_country/educ_data/philippines/philippines_ibe.htm
Tenedero, Henry S. “Elements of a learner’s preferences.” 2009.http://www.mb.com.ph/articles/230164/elements-a-learner-s-preferences
Travers, Paul & Rebore, Ronald W. “Foundations of education: Becoming a teacher” 1995.http://www.getcited.org/pub/103188225
Republic of the Philippines LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna
COLLEGE OF EDUCATIONNovember 19, 2010
Dr. CORAZON N. SAN AGUSTINDean, College of Education
Madam:
I have the honor to request for the assistance/supervision of MRS. ARLENE G. ADVENTO as my Thesis adviser during the preparation, conduct and final oral defense of my research entitled, “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011.”
Hoping for your kind attention and approval.
Very respectfully yours,
ALELI M. ARIOLA Researcher
Noted by:
ENGR. ROMMEL OCTAVIUS R. NUESTRODirector, Research and Development
Republic of the Philippines LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna
COLLEGE OF EDUCATIONNovember 19, 2010
MRS. ARLENE G. ADVENTO
You are hereby requested by ALELI M. ARIOLA to assist and supervise her in her research under the BSED curriculum.
Accepted:________________________(Signature over Printed Name) Research Adviser
Conforme: CORAZON N. SAN AGUSTIN Ph.D.
Dean, College of Education
Republic of the PhilippinesLAGUNA STATE POLYTECHNIC UNIVERSITY
College of EducationSiniloan, Laguna
November 28, 2010
MRS. MILAGROS B. PUONPrincipal, Mabitac National High SchoolMabitac, Laguna
Madamme:
Good day!The undersigned student is conducting a study entitled “LEARNERS’
PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”.
In connection with this, I would like to ask permission to conduct my data gathering in your institution.
I hope for your kind consideration and most valued support on this matter,Thank you and more power!
Respectfully yours,
ALELI M. ARIOLA
Noted by:
ARLENE G. ADVENTO CORAZON N. SAN AGUSTIN, Ph. D. Research Adviser Dean, College of Education
Approved by:
MIGLAGROS B. PUONPrincipal, Mabitac National High School
Mabitac, Laguna
Republic of the PhilippinesLAGUNA STATE POLYTECHNIC UNIVERSITY
College of EducationSiniloan, Laguna
November 28, 2010
PROF. ELSIE M. PRINCIPEPrincipal, Blessed James Cusmano AcademyMabitac, Laguna
Madamme:
Good day!The undersigned student is conducting a study entitled “LEARNERS’
PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”.
In connection with this, I would like to ask permission to conduct my data gathering in your institution.
I hope for your kind consideration and most valued support on this matter,Thank you and more power!
Respectfully yours,
ALELI M. ARIOLA
Noted:
ARLENE G. ADVENTO CORAZON N. SAN AGUSTIN, Ph. D. Research Adviser Dean, College of Education
Approved by:
ELSIE M. PRINCIPEPrincipal, Blessed James Cusmano Academy
Mabitac, Laguna
Republic of the PhilippinesLAGUNA STATE POLYTECHNIC UNIVERSITY
College of EducationSiniloan, Laguna
November 28, 2010
MRS. SOCORRO R. FUNDIVILLAPrincipal, Paagahan National High SchoolMabitac, Laguna
Madamme:
Good day!The undersigned student is conducting a study entitled “LEARNERS’
PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”.
In connection with this, I would like to ask permission to conduct my data gathering in your institution.
I hope for your kind consideration and most valued support on this matter,Thank you and more power!
Respectfully yours,
ALELI M. ARIOLA
Noted by:
ARLENE G. ADVENTO CORAZON N. SAN AGUSTIN, Ph. D. Research Adviser Dean, College of Education
Approved by:
SOCORRO R. FUNDIVILLA Principal, Paagahan National High School
Mabitac, Laguna
Republic of the PhilippinesLAGUNA STATE POLYTECHNIC UNIVERSITY
College of EducationSiniloan, Laguna
November 28, 2010
MRS. SOCORRO R. FUNDIVILLAPrincipal, Paagahan National High School(Matalatala Extension)Mabitac, Laguna
Madamme:
Good day!The undersigned student is conducting a study entitled “LEARNERS’
PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”.
In connection with this, I would like to ask permission to conduct my data gathering in your institution.
I hope for your kind consideration and most valued support on this matter,Thank you and more power!
Respectfully yours,
ALELI M. ARIOLANoted by:
ARLENE G. ADVENTO CORAZON N. SAN AGUSTIN, Ph. D. Research Adviser Dean, College of Education
Approved by:
SOCORRO R. FUNDIVILLAPrincipal, Paagahan National High School
(Matalatala Extension)Mabitac, Laguna
LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT
MABITAC, LAGUNA S.Y. 2010-2011
Dear Student,Greetings!The following questions pertain to the students’ learning preferences, teachers’
actualities and teachers’ strategies in teaching Mathematics. Please answer the questions as best as you can.
Thank you for your cooperation and may the Lord bless us all!The Researcher
The first table is according to your sensory preferences such as:V – Visual (sight)A – Auditory (hearing)K – Kinesthetic (action)
Sensory Preferences 5 4 3 2 11.If I have to learn how to do something, I learn best when I: (V) watch someone shows me how. (A) hear someone tells me how. (K) try to do it myself.2. When I read, I often find that I: (V) visualize what I am reading in my mind’s eye. (A) read out loud or hear the words inside my head. (K) fidget and try to “feel” the content.3. When asked to give directions, I: (V) see the actual places in my mind as I say them or prefer
to draw them. (A) have no difficulty in giving them verbally. (K) have to point or move my body as I give them.4. If I am unsure how to spell a word , I: (V) write it I order to determine if it is looks right. (A) spell it out loud in order to determine if it sounds right. (K) write it in order to determine if it feels right.5. When I write, I: (V) am concerned how neat and well spaced my letters and words appear. (A) often say the letters and words to myself. (K) push hard on my pen or pencil and can feel the flow of the words or letters as I form them.6. If I had to remember a list of items, I would remember it best if I: (V) wrote them down. (A) said them over and over to myself. (K) moved around and used my fingers to name each items.7. When trying to concentrate, I have a difficult time when: (V) there is a lot of clutter or movement in the room. (A) there is a lot of noise in the room. (K) I have to sit still for any length of time.8. When solving a problem, I: (V) write or draw diagrams to see it. (A) talk myself through it. (K) use my entire body or move objects to help me think.9. If I have to verbally describe something to another person, I would: (V) be brief because I do not like to talk at length. (A) go into great detail because I like to talk. (K) gesture and move around while talking.10. When trying to recall names, I remember: (V) faces but forget names. (A) names but forget faces. (K) the situation that I met the person’s name or face.11. I prefer teacher who; (V) use the board or overhead projector while they lecture.
(A) talk with a lot of expression. (K) use hands-on activities.12. When given written instructions on how to build something, I; (V) read them silently and try to visualize how the parts will fit together.
(A) read them out loud and to myself as I put the parts together.
(K) try to put the parts together first and read later.13. To keep occupied while waiting, I; (V) look around, stare, or read.
(A) talk or listen to others. (K) walk around, manipulate things with my hands, or move/shake my feet as I sit.14. If someone were verbally describing to me, I would; (V) try to visualize what he/she was saying.
(A) enjoy listening but want to interrupt and talk myself. (K) become bored if his/her description gets too long and detailed.
The second table pertains to the Analytic-Global Thinkers.5 4 3 2 1
Analytic Thinkers I learn best through……. 1. responding to word meaning.2. linearly information processing.3. responding to logic.4. formal study design.5. well-lighted room while studying.Global Thinkers I learn best through……1. responding to tone of voice.2. information processing in varied order .3. responding to emotions.4. sound/music background while studying.5. frequent mobility while studying.
B. Teachers’ Actualities
Please rate your Mathematics teacher based on what he/she actually perform using the following scale:
Teachers Actualities 5 4 3 2 11. If my teacher teaches me how to do something, he/she show and tells me how to do it, and allows me to do it with myself.2. When my teacher reads, he/she often stops and tried to describe to us what he/she is reading, reads it out loud and move restlessly.3. When my teacher gives directions, he/she verbally describes and draws out or moves his/her body as he/she gives them.4. If my teacher spells a word, he/she spell it out loud or write it on the board.5. When my teacher is writing something on the board, he/she is concerned on how neat and well-spaced his/her letters and words appear and often say the letters and words while writing.6. If my teacher has to remind us a list of items, he/she writes or says them over and over to everyone and move around and used his/her fingers to name each items.7. When my teacher is trying to concentrate, he/she has a difficult time when there is a lot of movement and noise in the room or he/she sits still for any length of time.
8. When solving a problem, my teacher writes or draws diagrams and talks about it, or uses his/her entire body or moves objects to help him/her think.9. If my teacher has to verbally describe something to another person, he/she prefers to be brief, uses gestures while talking.10. When my teacher is trying to recall names, he/she remembers faces or sometimes names or the situation that he/she met the person.11. My teacher prefers to use the board, talk with a lot of expression and use hands-on activities. 12. When my teacher gives written instructions on how to build something, he/she read them out loud and describes to us how the parts fit together, and later put the parts together.13. To keep occupied while my teacher waiting, he/she look around, talk or listen to others, or manipulate things with his/her hands as sitting.14. If someone were verbally describing to my teacher, my teacher would enjoy listening and he/she visualize what the person was saying and id the persons description gets too long and detailed my teacher become bored.
C. Teaching Strategies
Please rate the extent by which your teacher in mathematics has used the following strategies in teaching the subject using the following scale:
_____ Bachelor of Elementary Education_____ Bachelor of Secondary Education Major in Mathematics_____ Master of Arts in Teaching Mathematics_____ Others (pls. specify)
5. Number of years in service_____ One year and below _____ 11 – 15 years_____ 2 – 5 years _____ 16 – 20 years_____ 6 – 10 years _____ 21 years and above
6. Seminars Attended (From 2000 – present) Year
___________________________________ ______ ______
___________________________________ ______ ______
___________________________________ ______ ______
___________________________________ ______ ______
___________________________________ ______ ______
___________________Signature of respondent
Thank you very much for your cooperation.
ALELI M. ARIOLABSEd III - AResearcher
B. TEACHERS’ ACTUALITIES
Direction: Please indicate your responses on the following items by putting a check ( / ) in the line blank.
Please rate your actualities you performed using the following scale:
As a teacher 5 4 3 2 11. I have to teach my students how to do something through showing and telling to them how to do it, and I do it with myself.2. I describe the context to my students, read it out loud and move restlessly when reading.3. I give directions to my students through verbally describing and drawing out the actual places.4. I write or spell the words out loud in order to determine if it is correct.5. I am concerned on how neat and well-spaced my letters and words appear, and often say it to myself while writing on the board.6. I had to remember a list of items so I wrote it down, said it over and over to myself, and moved around and used my fingers to name each items.7. I try to concentrate when I have a difficult time in cases there are lots of movements and noise in the room, or I sit still for any length of time.8. I draw diagrams and we talk it in my discussions, or use my entire body to help me think when solving a problem. 9. I would be brief, go into details and gestures in verbally describing something to my students.10. I remember the faces or names, and the situations where I met the person I am trying to recall the names.11. I use the board and hands-on activities, and I talk with a lot of expressions.12. I give written instructions on how to build something by reading them silently and visualize the parts and later put the parts together.13. I look around, talk to others and manipulate things with my hands while waiting to keep occupied.14. I visualize and enjoy listening when ever my students verbally describe something to me.
C. TEACHING STRATEGIES
Please rate your prepared teaching strategies in teaching Mathematics subject using the following scale: