Research Mathematics Group Presentation.pptx

Guidelines Abstract

1. “TEACHING APPROACHES IN MATHEMATICS Group 4 Mathematics Research in Mathematics Sibonga Community College

2. CONCEPTUAL BACKGROUND CONCEPTUAL FRAMEWORK Teachers' beliefs, experiences, knowledge, and communication skills all contribute to effective teaching (Das & Bau, 2020). Yet, many students still find math difficult and don't achieve well in it (Fritz et al., 2019; Sun, 2018). There's no one-size-fits-all approach to learning in 21st-century classrooms that emphasize collaboration, creativity, critical thinking, and communication (PISA, 2018). The Philippines scored low in the 2018 PISA math assessment (San Juan, 2020). The DepEd launched the MATATAG program to improve basic education, including math teaching (DepEd, 2023). Math teachers should encourage students' enthusiasm and help them see the real-world benefits of math (NCTM, 2000; Campilla & Castañaga, 2021). This study investigates the teaching approaches used by secondary math teachers in Ocaña National High School. PROBLEM INTRODUCTION STATEMENT OF NULL HYPOTHESIS

3. CONCEPTUAL BACKGROUND CONCEPTUAL FRAMEWORK • The proposed framework investigates how math teachers' demographics (age, sex, experience, degree, training) influence their use of teaching approaches. • The MATATAG program emphasizes innovative and effective math teaching in the Philippines. • Math teachers in the Philippines are typically 30-50 years old, 70% female, with 15.6 years of experience on average. • Most have bachelor's degrees in math, while 42% have master's degrees. • They receive an average of 40 hours of training per year. • Common teaching approaches include conventional (lectures, textbooks), inquiry-based (exploration, discovery), metacognitive (awareness of thinking process), and experiential (hands-on activities). • The inquiry-based approach, for example, improves problem-solving skills and conceptual understanding. PROBLEM INTRODUCTION STATEMENT OF NULL HYPOTHESIS

4. CONCEPTUAL FRAMEWORK CONCEPTUAL BACKGROUND PROBLEM INTRODUCTION STATEMENT OF NULL HYPOTHESIS

5. CONCEPTUAL BACKGROUND CONCEPTUAL FRAMEWORK This study determined the teaching approaches used by Mathematics teachers at Ocaña National High School as the basis for the recommendation plan. Specifically, this study sought to answer the following questions: 1. What is the profile of the mathematics teachers as to: 1.1. Age 1.2. Sex 1.3. Length of Service 1.4. Highest Educational Attainment 1.5. Number of Training Hours Attended 2. What is the extent of the utilization of the teaching approaches as to: 2.1. Conventional 2.2. Inquiry-based 2.3. Meta-Cognition 2.4. Experiential PROBLEM INTRODUCTION STATEMENT OF NULL HYPOTHESIS

6. CONCEPTUAL BACKGROUND CONCEPTUAL FRAMEWORK 3. Is there a significant relationship between the profile of the respondents and to the utilization of the different teaching approaches? 4. Based on the findings of the study, what recommendations can be proposed? PROBLEM INTRODUCTION STATEMENT OF NULL HYPOTHESIS

7. CONCEPTUAL BACKGROUND CONCEPTUAL FRAMEWORK The given null hypothesis was tested and presented at a 0.05 level of significance using the appropriate statistical tool to validate the content of this study. H0: There is no significant relationship in the profile of the respondents to the utilization of the different teaching approaches. PROBLEM INTRODUCTION STATEMENT OF NULL HYPOTHESIS

8. METHODOLOGY SIGNIFICANCE • Students: This study can boost their understanding, appreciation of math, and confidence. • Teachers: This study can help teachers improve their methods, differentiate instructions, and create positive learning environments. • Pre-service teachers: This study can inform them about strategies for facilitating math learning. • Parents: This study can help parents provide educational guidance and advocate for quality math education. • School administrators: This study can inform decisions about curriculum, teacher development, and resource allocation. • Future researchers: This study can identify research gaps, develop new teaching strategies, and contribute to the field of math education. • Other researchers: This study can serve as a reference for future research on teaching approaches in secondary-level math. PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

9. METHODOLOGY SIGNIFICANCE • This research describes teaching approaches among math teachers in Ocaña National High School. • The study used a survey to collect data on teacher demographics and teaching approaches. • Teachers were asked how often they use conventional, inquiry-based, meta-cognition, and experiential approaches. • The study aims to find if teacher profiles influence their use of different teaching approaches. • Ocaña National High School is located in Carcar City, Cebu, Philippines. • The school offers both Junior and Senior High School curricula. • The respondents were all identified Secondary Mathematics teachers in the school. PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

10. METHODOLOGY SIGNIFICANCE Data Gathering Procedures Researchers obtained approval from school administrators for survey conduct. Pre-interviews with teachers refined the survey tool before deployment. After permission, the researchers administered the survey questionnaire. Data analysis involved tabulation, interpretation based on results. Weighted mean determined utilization level of teaching approaches. Pearson's r correlation assessed profile impact on approach utilization. Ethical considerations included informed consent, confidentiality pledge, and access authorization. PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

11. METHODOLOGY SIGNIFICANCE Teachers use real-life examples and student-centered approaches to make math engaging (Nantschev et al., 2020). High-level learning involves integrating content with metacognitive strategies (Das & Bau, 2020). Manipulatives and concrete objects help students learn math effectively (Akaazua et al., 2017; Yeo et al., 2019). The CPA approach improves understanding of algebra and fractions (Yeo et al., 2019). Non-traditional methods like 5Es model promote student engagement and collaboration (Fadlelmula, 2022). PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

12. METHODOLOGY SIGNIFICANCE Effective teaching includes engaging presence, real-world value, and best practice exchange (Gagnon, 2019). Repetition and review help students learn math concepts faster (Bates, 2020). Sense-making and making-sense stances are crucial for complete understanding of math (McCallum, 2018). Deep-rooted product view of math discourages design thinking in math education (Li et al., 2019). Advanced math courses benefit future teachers by connecting domains, developing problem-solving skills, and increasing epistemological awareness (Yan et al., 2021; Marmur et al., 2021). PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

13. METHODOLOGY SIGNIFICANCE PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

14. METHODOLOGY SIGNIFICANCE PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

15. METHODOLOGY SIGNIFICANCE PROCEDURE REVIEW OF RELATED LITERATURE PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

16. FINDINGS SUMMARY CONCLUSION RECOMMENDATION This study investigated the teaching approaches used by Ocaña National High School math teachers. A total of 16 teachers participated in the study. The study also examined the relationship between teachers' profiles and their use of different teaching approaches. A descriptive-quantitative research design was used. A researcher-designed checklist was used to collect data. The checklist had two parts: one for demographic information and one for extent of utilization of teaching approaches. There were four teaching approaches and 10 items on the checklist that teachers used to rate each approach’s utilization level. A 5-point Likert scale was used for the ratings.

17. FINDINGS SUMMARY CONCLUSION RECOMMENDATION Extent of Utilization of Teaching Approaches in Mathematics: Conventional: Used sometimes (mean 2.77). Inquiry-based: Always used (mean 4.36). Meta-cognition: Always used (mean 4.23). Experiential: Used often (mean 3.57).

18. FINDINGS SUMMARY CONCLUSION RECOMMENDATION Relationship between Teacher Profile and Teaching Approaches: Age: As age increases, utilization of new approaches decreases (weak negative correlation). Sex: No significant relationship between sex and preferred teaching approaches. Length of Service: No significant relationship between length of service and preferred approaches. Highest Education: Highest education attainment and preferred approaches have a weak negative correlation (significant). Training Hours: No significant relationship between training hours and preferred approaches.

19. This study investigated teaching approaches used by math teachers at Ocaña National High School. Inquiry-based and Meta-cognition approaches were most frequently used, aligning with active learning trends. Conventional approaches were utilized less often, suggesting a move away from traditional methods. Teachers' gender, experience, and training didn't significantly influence their approach choice. Age and highest education level might have a potential influence, suggesting further research is needed. These findings can inform teacher training programs to embrace diverse methods and support individual styles. CONCLUSION

20. RECOMMENDATIONS Teachers should focus on using Inquiry-based and Meta-Cognition methods as they've proven effective. Collaborative activities and training sessions can help deepen teachers' understanding and implementation of these techniques. Experiential learning is valuable but needs improvement. Providing teachers with modules, efficient activities, and solutions to implementation challenges can help students better apply what they learn through experience.

21. RECOMMENDATIONS While training hours and teaching methods aren't directly linked, training remains crucial. Make sure training programs offer practice opportunities, feedback, and relevance to targeted teaching strategies. More research is needed on factors like teaching context, resource access, and teacher preferences to understand what influences the effectiveness of different teaching approaches.

22. THANK YOU Group 4 Mathematics Research in Mathematics Sibonga Community College