TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE

A Research Proposal
Presented to
Prof. Shem A. Cedeño
College of Education
Mindanao State University
Buug, Zamboanga Sibugay

In Partial Fulfillment
Of The Requirements for the Course
Ed 198 (Methods of Research)

By:

MARIANE T. MALOLOY-ON
January 2019
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 2

Teaching Techniques and the Mathematical Performance

Mathematics teachers today are eagerly trying alternative methods in an effort to better

meet the needs of their students. Teachers want students to do mathematics, not listen to and

watch mathematics being done by the teacher. Teachers want the student to be excited about

doing mathematics and to understand mathematics, pass their classes, and stay in school.

In real life, it is not easy to become a teacher. Teaching has become a very challenging

profession. Classrooms are becoming increasingly diverse in age and background, personal

interest, physical and mental abilities. Teachers should always have the students with varying

abilities. Many students are now entering colleges with poor skills and unwilling to put in time

needed to succeed in the course. Teachers are expected to challenge and motivate students as

well as fill in gaps in student’s educational background.

Another reward of being a teacher is having the chance to develop formal education of

innocent minds. A teacher influences his or her students a lot, so it is duty to fill their minds with

truths and help them understand these truths. To do this, he must possess qualities of a very good

teacher to get the trust of the students.

A very good teacher understands the science of teaching to the fullest. He knows the

subject very well. He uses modern methods of teaching effectively. His centre of attention is the

welfare of the students. He open-minded to suggestions for improvement of his work.

Not only must a teacher know his subject, it is essential that he likes it. If a teacher like

his subject, he’ll do everything to fulfil the students longing to learn. He’ll use initiative to utilize

the different techniques to make students feel that learning is pleasure.

TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 3

A very good teacher is a well-organized person too. He handles classroom routine

competently. His record are kept neatly, correctly and updated. A very good teacher possesses

good mental health and physical health. He depicts character traits that are worth emulating for

the students. He understands every situation good or bad that comes his way. He makes surethat

his appearance set sets a good example to others.

This study will be founded in the belief that most students do want to learn and to

understand, and that is the teacher’s role to exemplify, nurture, and facilitate those desires. Most

obviously, teaching is the communication of the facts, ideas, skills and techniques particular to a

discipline. Less obviously, it is the communication of mind-set, an attitude, a methodology, an

outlook, and an enthusiasm; in other words, the spirit of that discipline. Least obviously, teaching

is the act of communicating the “comprehensibility” of the subject matter-demonstrating a

mastery that reassures the students that they too can understand and master the material

(http://www.csse.monash.edu.au/~damian/papers/HTML/TeachingTechniques.html).
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 4

The findings of a study by de Caprariis, Barman, & Magee (2001) suggest that lecture

leads to the ability to recall facts, but discussion produces higher level comprehension. Further,

research on group-oriented discussion not only produce favourable student performance

outcomes, but also foster greater participation, self-confidence and leadership ability (Perkins &

Saris, 2001; Yoder & Hochevar, 2005).

In the teaching-learning process, the following techniques may be adopted to provide

varied activities.

1. Involvement can be used in introductory, mastery or developmental phases of instruction.

2. Analogy is made up to illustrate the “how” of a concept.

3. Analysis is a strategy which breaks a concept down into a step explanation of it.

4. Modified experimental method involves three steps (a) question is posted, (b) the

students can be speculate on the answer, (c) data are gathered and the question is

resolved.

5. Direct presentation uses lectures or audio-visual display to rapidly dessimenate

information.

6. Teaching by rules summarizing procedure after the “why” and “how” have been

developed by other methods.

7. Teaching by definition is developing a new concept by paralleling old concepts are

structurally similar to new concepts.

8. Teaching by examples is one to one remediation situation where the teacher goes around

the room to check on the progress that students are making with practice exercises.
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 5

9. Teaching by using models is used extensively when introducing numbers, operations,

problem -solving, geometry and measurement concepts.

10. Teaching by games and simulation is a procedure that employs both skill and chance and

usually have a winnee or winners.

The teaching-learning techniques could make the teaching-learning process more

effective

and enjoyable.

This study on Teaching Techniques and the Mathematical Performance of the Grade V

pupils of Buug Pilot Central School is based on the following concepts and constructs which

contribute to the formulation of the problem.

1. For better teaching and learning outcomes, there should be a well-organized plan of

activities.

2. The students would be taught the mathematical skills possibly in the most interesting way

through techniques in teaching and learning situations.

3. Teachers are, under normal conditions, knowledgeable on what to be taught, and how the

teaching-learning process will be evaluated.

TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 6

Conceptual Paradigm

Independent Variable Dependent Variable

Teaching Techniques in Mathematical Performance

Mathematics

More
High

Less
Average

Least Low

The diagram above shows the techniques in teaching mathematics and the performance of the

Grade V pupils. When the teacher uses “More” techniques, the performance is “High”. When the

teacher uses “Less” techniques, the corresponding performance is “Average”. When the teacher

uses “Least” techniques, the corresponding performance is “Low”.

Statement of the Problem

This study will be conducted to determine the techniques in teaching mathematics and the

mathematical performance of the Grade V pupils of Buug Pilot Central School. This research

attempted to identify and answered the following questions: 1.What is the frequency of

techniques in teaching mathematics of the teachers of the Buug Pilot Central School? 2. What is

the mathematical performance of the Grade V pupils of Buug Pilot Central School? 3. Is there a

significant relationship of the frequency of teaching techniques in mathematics and the

performance in mathematics of the Grade V pupils of Buug Pilot Central School?

TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 7

Hypothesis

Ho: There is no significant relationship between the techniques in teaching mathematics

and the performance in mathematics of the Grade V pupils of Buug Pilot Central School.

Ha: There is a significant relationship between the techniques in teaching mathematics

and the performance in mathematics of the Grade V pupils of Buug Pilot Central School.

The continuing conscientious evaluation of teacher’s performance would surely enhance

awareness of the conditions existing in the classroom. Concomitantly, it would lead to the

discovery of strong points, as well as the weak points in teaching techniques and learning

activities of teachers. In the end, utilizing the result of such study would open favourable

avenues where to pick up ways and means of strengthening the strong points in the teaching

learning process.

This study is limited to the Grade V pupils of Buug Pilot Central School all of them were

given a chance to answer the questionnaire.

The scope of the study is to look for significant effect of the techniques in teaching

mathematics and the performance of the Grade V pupils of Buug Pilot Central School year 2018-

2019.
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 8

To make terms easy to read, the following are defined operationally:

Performance refers to the average grades in mathematics that the Grade V pupils earned

after third grading period which are classified as “High” (90-96), “Average” (82-89), and “Low”

(74-81).

Relationship is the connection between the techniques in teaching mathematics and the

performance of the Grade V pupils.

Teaching Mathematics refers to instruction by the teacher in Mathematics in which pupils

will be able to learn.

Teaching Techniques refers to the procedure of teaching that the teachers uses, his in

imparting the lesson. In this study, this is described as “More’, “Less”, and “Least”.

More when the teacher uses 15-20 out of the twenty techniques.

Less when the teacher uses 8-14 out of the twenty techniques.

Least when the teacher uses 1-7 out of the twenty techniques.

The term technique as used in this study, has key characteristic: (1) it is defined as a

systematic procedure, formula, or routine by which a task is accomplished, (2) the body of

specialized procedures and methods used in any specific, especially in area of applied science,

(3) method of performance; way of accomplishing, and (4) in technical skill; ability to apply

procedures or methods so as to effect desired result.

TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 9

Mathematics is used throughout the world as an essential tool in many fields, including

natural science, engineering, medicine, and the social sciences.

Galileo Galilei (1564-1642) said, “The universe cannot be read until we have learned the

language and become familiar with the characters and which it is written. It is written

mathematical language, and the letters are triangles, circles and the other geometrical figures,

without which means it is humanly impossible to comprehend a single word. Without these, one

is wandering about in a dark labyrinth.

Carl Friedrich Gauss (1777-1855) referred to mathematics as the “Queen of the

Sciences”. Benjamin Pierce (1809-1880) called that mathematics “the science that draw

necessary conclusions”

David Hilbert said if mathematics “We are not speaking here of arbitrariness in any

sense. Mathematics is not like a game whose tasks are determined by arbitrarily stipulated rules.

Rather, it is a conceptual system possessing internal necessity that can only be so and by no

means otherwise.”

Albert Einstein (1879-1955) stated that “as far as the laws of mathematics refer to reality,

they are not certain; and as far as they are certain, they do not refer to reality”

(en.wikipedia.org/wiki/Mathematics)

According to NICHCY (1997, p.3), learning strategies “include what we think about

(e.g., planning before writing, realizing when we are not understanding something we are

reading, remembering what we have learned previously on the topic under study) and what we

physically do (e.g., taking notes, rereading to clear up confusion, making a chart, table or a story

map to capture the most important information.)”. Teachers who teach students learning
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 10

strategies teach students how to learn and how to be successful in and out of the academic

setting.

In terms of student’s preferences for teaching methods. A study by Qualters ( 2001)

suggests that students do not favor active learning methods because of the in class time taken by

the activities, fear of not covering all of the material in the course, and anxiety about changing

from traditional classroom expectations to the active structure.

The following are studies related to this study.

Mathematics is a very interesting subject although to some it is difficult. Mathematics is a

discipline that is need in all walks of life.

In the school, mathematics should be made meaningful by allowing the learners to

explore the mathematical concepts, relationships and possibilities in the environment. The

learners should be taught the mathematical skills possibly in the most interesting way, through

varied strategies and techniques in teaching and learning situations where they could gain

mastery of the skills of valuable meaning and have ready applications in one’s everyday life.

Bautista ( 1996) states that, “For better teaching-learning outcome, there should be a well

organize plan of activities, this will enable the teacher and the learners to perform better in the

teaching-learning process, doing their tasks as the right time and in the right way”.

Cagaan (1993) stated that the following principles in teaching mathematics could help in

improving skills. 1. Equip the classroom with exploratory materials and visual materials. 2.

Emphasize the use of exploratory and visual materials grades to help young students to discover

meaningful mathematical ideas.

Preparing a teaching aid for every skill to be developed, it will motivated the learner to

learn better rather than teaching –learning verbally with limited or without any devices. Having
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 11

such devices for every activity will make the job easier or the part of the teacher and in making

the learners always busy in learning.

Turtoga’s write up entitled “Creative teaching in Mathematics” states that for meaningful

effective learning, learner should acquire skill, understanding the insight. These can be achieved

in three types of teaching, namely: (1) teaching by rule, (20 meaningful lectures, and (3)

discovery insight.

According to Ancheta (2000), in math problems, a learner becomes a good problem-

solver when he/she can readily understand the important features of a problem. He can sense

whether his/her answer is correct or not.

Method

This study will be used the descriptive method. The descriptive survey, otherwise known

as normative survey, is directed toward ascertaining the prevailing condition, that is, the fact that

prevails in a group of cases in the study. It is used to collet demographic data about people’s

behaviour, practices, beliefs, attitudes, opinions, interest, perceptions, and the like (Calderon &

Gonzales, 1993).

This study will be designed to gather and describe information about the teaching

techniques in mathematics subject and the mathematical performance of the Grade V pupils of

Buug Pilot Central School.

The Respondents

The respondents of the study are the Grade V pupils of Buug Pilot Pentral School

enrolled for school year 2018-2019. The Grade V classes are divided into three sections namely;

Uranus, Mercury, and Saturn.

TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 12

Instrument

The instrument that will be used in collecting data is used in the form of a questionnaire.

The copies of the questionnaire will be personally distribute by the researcher to the respondents.

After some explanation, the respondents are given time to answer the questionnaire, then all the

copies distributed were also retrieved personally.

Statistical Tool

To determine the relationship between the teaching techniques and the mathematical

performance of the Grade V pupils in Buug Pilot Central School. , the chi-square test will be

used as indicated below:

2
∑(𝑜 − 𝑒)2
𝑥 =
𝑒

where:

𝑥 2 = Chi-square

𝑜 = Observed frequency

𝑒 = Expected frequency

𝑑𝑓 = (𝑟 − 1)𝑥(𝑐 − 1)
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 13

References

Bautista, Belen C. Improving and the Teaching-Learning Abilities in Mathematics.

The Modern Teacher

Balasabas, Renante M. (2008). Strategies in Teaching Mathematics and the Performance

Of the Third Year High School Students of Del Monte National High School

UnderGraduate Thesis. MSU- Buug, Buug Zamboanga Sibugay.

Liberto, Roberto R. (2004) Factors Affecting the Performance in Mathematics III of the Third

Year High School Students of Buug National High School

Undergraduated Thesis. Msu Buug, Buug, Zamboanga Sibugay.

TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 14

Paler, Contessa C. (2004). The Relationship of the English Performance of the Second Year

High School and Their Level of Competence in Subject-Verb Agreement

Undergraduate Thesis. MSU- Buug, Buug, Zamboanga Sibugay

Basic Math Teaching Strategies. Retrieved on December 26 2018 from

https://education.cu-portland.edu/blog/classroom-resources/basic-math-teaching-

strategies/

Best Strategies for Teaching Elementary Math. Retrieved on Dec. 26 2018 from

https://study.co.dreambox.com/blog/best-strategies-for-teaching-elementary-math-

Teaching

Strategies for Elementary Math. Retrieved on January 04 2019 from

https://www.com/academy/lesson/teaching-strategies-for-elementary-math.html

Techniques and Strategies in Teaching Math. Retrieved on January 04 2019 from

https://www.slideshare.net/assylalyssa/techniques-and-strategies-in-teaching-math
TEACHING TECHNIQUES AND THE MATHEMATICAL PERFORMANCE 15