Effects of Reflective Learning Resource Material on Achievement of Mathematics Learning Outcome

This study developed and used a Reflective Learning Resource Material in Grade 9 Mathematics in effort to improve the performance learning outcome. It aimed to determine the effect of the developed learning resource material to the learning outcome in terms of analysis, representation and problem-solving skills. The study used descriptive research design utilizing the pretest/ posttest assessments and survey questionnaire as the main instruments, with 35 Grade 9 students during the school year 2020-2021 as participants of the study. The results revealed that reflective learning resource material is highly effective in the achievement of the Mathematics learning outcome. Further data resulted to a significant difference and an increased Mathematics learning outcome assessment on analysis, representation, and problem-solving skills implying that the use of reflective learning resource material helped the students improve their Mathematics skills. From lower proficiency levels, learners were able to reach advanced and proficient levels, indicating mastery of the competencies. This demonstrates the use of RLRM has a good significant relationship with mathematical skills development. The results suggest that incorporating reflective learning resource material into students’ learning activities can improve Mathematics learning outcome

Application of Task-Based Learning Module in Mathematics V

This study aimed to determine the effectiveness of the task-based learning module in Mathematics in improving the computational skills of Grade V Students. The study used descriptive-experimental research design focused on students’ perception of the lesson structure, evaluation of the module, and its effectiveness in improving the computational skills of the students. Generally, the students perceived the structure of the module in terms of pre-task, task, and review as very well structured. Likewise, the findings showed the evaluation in terms of adaptability, clarity, validity, usability, and aesthetic value to a very great extent. The results also showed a significant difference in the pre-test and post-test scores of the students in computational skills in terms of problem solving, decision making, sequencing, algorithm formation, and quantitative measurement. However, no significant relationship was found between the perceived structure of the lesson and the mean scores of the students in computational skills. Moreover, the perceived evaluation of the module has no significant relations with the computational skills. The study recommends the use of task-based learning module in Mathematics following the structure of pre-task, task, and review to improve the computational skills of the students

Math Anxiety and Mathematical Representations of Grade 7 Students

Naturally, students are afraid to learn Mathematics that progresses as a fear of getting things wrong. This study utilizes the descriptive-correlational research design to test how the math anxiety and mathematics are connected to each other. Forty-two (42) Grade 7 students participated in the study during the school year 2020-2021. It used a researcher-made survey questionnaire on math anxiety and an examination on mathematical representations through modular learning. The math anxiety is indicated by mathematics test anxiety and numerical anxiety both with ten statements. Meanwhile, the examination was focused on the different components of mathematical representation such as pictures, manipulative models, written symbols, real-world situations and oral language. The result showed that students have high level of anxiety towards mathematics. Although students experience high level of test and numerical anxiety, their mathematical representations examination showed ‘developing’ level of performance. These two inverse results were supported by a no significant relationship between the math anxiety and students’ performance in mathematics. Although the inverse relationship proved the effect of the anxiety on the test scores, the null hypothesis on the relationship of the variables was rejected. The study recommends further testing involving different modalities of learning such as online and hybrid

Effectiveness of Realistic Mathematics Education Approach on Problem-Solving Skills of Students

Mathematics is concerned with the method used in the teaching and learning process in addition to issues encountered in the cognitive domain. The Philippines’ education system is still dominated by traditional mathematics teaching, which frequently overlooks the goal of mathematics education—to prepare students to deal successfully with real-life situations. This affects the declining performance of the students in their overall mathematical ability, especially in problem-solving. Hence, this study utilized a pre-experimental design to measure the effectiveness of the Realistic Mathematics Education (RME) approach in the problem-solving skills of the students in terms of understanding the problem, devising a plan, carrying out the plan, and looking back. Furthermore, the cluster sampling technique was used in choosing thirty-five grade 9 students and evaluated their problem-solving ability using a pre-test and post-test assessments. Based on the result, there is a highly significant difference in the mean pre-test and post-test performance of the respondent before and after using the RME approach in all the four phases of problem-solving (p-value=0.000). This implies that the RME is an effective teaching approach that successfully improved the mathematical proficiency of the students, especially in all aspects of problem-solving skills. The findings verify that educators can use the RME approach to expose their students to more collaborative teaching-learning processes that incorporate real-world scenarios. Future researchers may also conduct a similar study in face-to-face learning to comprehensively use the RME approach

E-Learning Games Enjoyment to Pupils’ Learning Behaviors in Mathematics Classroom

One of the hardest courses for students to grasp is mathematics, yet it’s a crucial ability to have. In order to figure out why students behave in a certain way when studying mathematics, researchers must look for the factors that influence their behaviors. This study helped by presenting the Grade 6 students’ learning behaviors in mathematics and their enjoyment of e-learning games. With thirty (30) grade six students as respondents to the adapted-modified survey questionnaire, the study’s objectives for the academic year 2021–2022 were successfully met through the descriptive-correlational research design and purposive sampling technique. The findings demonstrate a positive significant relationship between interest, confidence, motivation, and usefulness that is consistent with students’ learning behavior in mathematics and the enjoyment of e-learning games in terms of concentration, goal clarity, feedback, challenge, autonomy, immersion, social interaction, and knowledge improvement. Findings showed that e-learning games were helpful at increasing students’ interest in the subject. This means that using e-learning games as a good teaching tool can help to enhance and enhance students’ learning behavior. Taking into account the limitations on a specific subject, the study suggests further scrutiny on the enjoyment of e-Learning games as applied in other disciplines

Effectiveness of Team Assisted Individualization as a Teaching Approach

This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students

Online Learning Expectations among Engineering Students: Analyzing Pre-Determined Factors in the Implementation of Flexible Learning

Academic Institutions shifted to a new model of teaching and learning due to the COVID-19 pandemic. In order to carefully study the gradual implementation of synchronous and asynchronous learning considering its flexible schedule to engineering students in one state university in Laguna, this research paper focused on determining what is expected among students exploring the pre-determined factors in online learning. The descriptive research design used a standardized instrument answered by 30 computer engineering and 55 electronic and communication engineering students of the academic year 2020-2021. The study revealed that both groups of engineering students have a high level of online learning expectations as to proficiency with technology, the capability of the course instructor, delivery of the course content, setting social interaction, ensuring course organization, and realizing time management and convenience. This supports that there is no significant difference between the expectation levels of engineering students to study online. Further, there is a significant positive relationship between and among the pre-determined factors in implementing flexible learning. However, no significant relationship is depicted on proficiency with technology to the capability of the course instructor, delivery of the course content, and course organization. The result served as a guide to the institution to ensure an organized policy crafted toward smooth implementation of flexible learning and examine pre-determined expectations that can be satisfied

Task-Based Learning Module in Mathematics in Improving the Computational Skills of Grade V Students

This study aimed to determine the effectiveness of the task-based learning module in mathematics in improving the computational skills of Grade V Students. The study used descriptive-experimental research design. This focused on how the students perceived the structure of the lesson, and that of the respondents' evaluation of the module, and determining the effectiveness of using the task-based learning module in improving the computational skills of the students. The result of the study revealed that the respondents perceived the structure of the module in terms of pre-task, task, and review as very well structured. Likewise, the findings show that the respondents’ perceived module based on the criteria of evaluation in terms of adaptability, clarity, validity, usability, and aesthetic value to a very great extent. Further, the result showed a significant difference in the pre-test and posttest scores of the students in computational skills in terms of problem solving, decision making, sequencing, algorithm formation, and quantitative measurement. Furthermore, no significant relationship was found between the perceived structure of the lesson and the mean scores of the students in computational skills. Moreover, the findings also revealed that there is no significant relationship between the perceived evaluation of the module and the computational skills of the students. Thus, this study recommends the use of task-based learning module in mathematics following the structure of pre-task, task, and review to improve the computational skills of the students

Reflective Learning Resource Material and the Mathematics Learning Outcome of Grade 9 Students

Students’ high achievement is one of the main concerns of every mathematics teacher. The use of different learning strategies is necessary to help learners address their difficulties in mathematical skills and fully understand the lesson. Meanwhile, the lack of organized actual teaching-learning processes within the classroom affects students' scholastic achievement. To address this, the study aimed to determine the impact of the developed learning resource material in the mathematics learning outcome of the learners in terms of analysis, representation and problem-solving skills. The study used a descriptive research design utilizing the pretest/posttest assessment and survey questionnaire as the main instruments which led to achieving its objectives with 35 Grade 9 students as respondents of the school year 2020-2021. The results of the study revealed that reflective learning resource material is highly effective in improving the mathematics learning outcome of the students. Further, findings resulted in a significant difference and an increase in the mathematics learning outcome assessment on analysis, representation, and problem-solving skills which imply that the use of reflective learning resource material helped the students improve. This indicates that from approaching proficiency in analysis skills, representation from developing and proficiency level, and development in problem-solving skills, the learners were able to reach advanced and proficient levels, indicating mastery of the competencies. In certain ways, this demonstrates that the student's reflection in the use of RLRM has a good significant relationship with their mathematics learning outcome. This result suggests that incorporating reflective learning resource material into students' learning activities improved their mathematics learning outcome