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Statement of the Problem

Specifically, this study seeks answers to the following questions:

1. What are the characteristics of the following:

1.1 Pupils1.1.1 Gender,1.1.2 Study Haits,1.1.! "ttitude towards #athe$atics,1.1.% Parents& 'ollow()p, and1.1.* "+ailaility of e-took

1.2 eachers1.2.1 "ge,1.2.2 Gender,1.2.! eaching /-perience,1.2.% "ttitude towards #0, and

1.2.* elated rainings Se$inars "ttended2. What are the respondents& le+el of using #0(#3/ instruction ased on:

2.1 4nstructional #aterials

2.2 Strategies!. What is the effect of using #0(#3/ instruction to the teaching of #ath as

regards to: !.1 "ddition, !.2 Sutraction,

!.! #ultiplication, and !.% 5i+ision%. What is the effect of using #0(#3/ instruction to pupils in learning

#athe$atics%.1 Pupils

%.1.1. Gender,%.1.2. Study Haits,%.1.! "ttitude towards #ath,%.1.% Parents& 'ollow(up, and%.1.* "+ailaility of e-took

%.2 eachers%.2.1 "ge,%.2.2 Gender,%.2.! eaching /-perience,%.2.% "ttitude towards #0, and%.2.* elated rainings Se$inars "ttended


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Hypothesis

Prole$s 1, and 2, are hypotheses 6 free.

7n the asis of prole$ !, the following null hypothesis was tested at

8.8* le+el of significance.

Ho1. here is no significant relationship of using #0(#3/ instruction to theteaching of #ath as regards to: "ddition, Sutraction, #ultiplication and 5i+ision.

Chapter 4

PRESENTATION, ANALYSIS AN INTERPRETATION O! ATA

his chapter deals with the presentation analysis and interpretation of data

fro$ 5istrict 4 , 5i+ision of /l Sal+ador 9ity. "$ong the eight schools are San

'rancisco de "sis, Hinigdaan /le$entary School, 0olisong /le$entary School,

alaaylaay /le$entary School, 9ogon /le$entary School, ionon

/le$entary School, 9ity 9entral School and Sinaloc /le$entary School.he data

shows the respondents status and contriutions for each school. he data gather

fro$ research instru$ents through questionnaire(checklist. hese instru$ents

were used to deter$ine the effect of teaching $athe$atics y using #0( #3/.

he data elow were otained fro$ the responses on questionnaire(

checklist answered y the respondents on the prole$s as follows:

Problem "#" $hat are the %hara%teristi%s of the p&pils in terms of'

1.1.1 Gender,1.1.2 Study Haits,


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1.1.! "ttitude towards #athe$atics,1.1.% Parents& 'ollow()p,

1.1.* "+ailaility of e-took and

1.1.; 3anguage )sed at Ho$e

Table "

istrib&tion of P&pil Respon(ents in Terms of )en(er

)en(er !re*&en%y Per%ent

#ale ;1 !;.*!


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'e$ale 18; ;!.%281!?"

large nu$er of literature on education of wo$en clearly suggest that

educating a wo$an is equal to educating a fa$ily and that wo$an are worth

training $ore than their counterparts, $en, in $any respects. Howe+er,

despite the fact that positi+e contriution of wo$en education to the econo$y

and society has long een known, education of wo$en in $any nations,

particularly in de+eloping countries, needs to attract $ore attention.

"ccording to prokelara .co$ >281*?, gender roles are defined y the

social cultural nor$s of any society. 4n $ost of the societies the fa$ily syste$s


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are ased on the gender roles and it is the pre(designed gender roles that help

$e$ers of the fa$ily to run the fa$ily with ound responsiilities.

Table +

istrib&tion of P&pil Respon(ents in Terms of St&(y Habits

St&(y Habits $eihte(

-ean

Stan(ar(

e.iation

/erbal

es%ription1. 4 do $y assign$ents regularly. 2.1% 8.!!@2 So$eti$es

2. 4 e-ert $ore efforts when 4 do

difficult assign$ents.

2.8< 8.2%AA So$eti$es

!. 4 spend $y +acant ti$e in doing

assign$ents.

2.@2 8.2;A< "lways

%.4 study $y lessons, e+en if 4 was

asent fro$ the class.

2.A; 8.!*1@ "lways

*. 4 study harder to i$pro+e $y

perfor$ance when 4 get low grades.

2.@2 8.2;A< "lways

;. 4 study and prepared for quiBBes

and tests.

2.@2 8.2;A< "lways

2.%A? +erally descried as always.

he highest $ean rating >2.@2? fall in ite$ >! # 4 spend $y +acant ti$e in doing

assign$ents.?, 4te$ >*. 4 study harder to i$pro+e $y perfor$ance when 4 get low

grades. 0and 4n 4te$ >;. 4 study and prepared for quiBBes and tests. 0, +erally

descried as always.


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7n the other hand, the lowest $ean rating >1.!*? falls in 4te$ >18. 4 ha+e a

specific place to study at ho$e. ?, +erally descried as ne+er.

he data in the highest $ean i$ply that >2.@2? +erally descried as

always

he data in the lowest $ean re+eal that >1.!*? +erally descried as

ne+er.

#any children in /le$entary School e-perience frustration and failure in

school. 4tDs not ecause they lack aility, ut ecause they do not ha+e adequate

study skills. Good study haits are i$portant for success in school now and

especially in the future. 3isted elow are few resources to assist you in

de+eloping the right study skills.

he highest weighted $ean is >2.@2? they spend ti$e in doing their

assign$ents and +eral description is always. he tale shows in the lowest

weighted $ean is that they don&t ha+e specific place to study their lessons and

the +eral description is ne+er.

Table 1

istrib&tion of the P&pil Respon(ents in Terms of Attit&(e To2ar(s -ath


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Attit&(e To2ar(s -athemati%s $eihte

( -ean

Stan(ar(

e.iatio

n

/erbal

es%ription

1. 4 lo+e to study this su=ect. 2.2; 8.%%1A So$eti$es2. 4 really en=oy this su=ect. 2.2; 8.%%1A So$eti$es

!.his su=ects de+elops Good reasoningaility. 2.!2 8.%2.1.@;? +erally descried as

ne+er.

ale %

istrib&tion of the P&pil Respon(ents in Terms of Parents !ollo2 3 &p


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Parents !ollo2 &p $EI)HTE

-EAN

STANAR

E/IATION

/ER5AL

ESCRIPTI

ON

1. #y parent talks to $y teacher

aout our ho$ework policies.

2.A% 8.!;A8 "lways

2. #y parents and 4 agree to set ti$eto do ho$ework e+ery day.

2.28 8.!@@% So$eti$es

!. #y parents $ake sure that

$aterials needed to do assign$ents

are co$plete and a+ailale.

2.1! 8.!!@2 So$eti$es

%. #y parents guide $e in answering

$y assign$ents.

2.8< 8.2%AA So$eti$es

*. #y parents super+ise $y

ho$ework and study ti$e.

2.1! 8.!!@2 So$eti$es

;. #y parents li$it E +iewing when 4$ake $y assign$ents.

2.1< 8.!!@2 So$eti$es

2.A%? falls in ite$ >1 # #y

parent talks to $y teacher aout our ho$ework policies, +erally descried as

always.


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7n the other hand, the lowest $ean rating >1.%@? falls in 4te$ >18.?,

+erally descried as ne+er.

he data in the highest $ean i$ply that >2.A%? +erally descried as

always. he data in the lowest $ean re+eal that >1.%@? +erally descried as

ne+er.

Table 6

istrib&tion of the P&pil Respon(ents in Terms of a.ailability of Te7tboo8

A.ailability of Te7tboo8 $eihte(

-ean

Stan(ar(

e.iation

/erbal

es%ription

1. #y teacher pro+ides $e ooks

that are related to #ath.

2.2; 8.A1!A So$eti$es

2. #y parents uy ooks in $ath

for $y own use

.

2.*< 8.

%. #y teacher gi+es us so$e

ooks that are useful to us.

2.%% 8.;1;* "lways

*. #y teacher orrows ooks when

we get low score in $ath.

2.11 8.

7+erall 2.%A 8.*A8@ "lways


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he ale shows the distriution of the pupil respondents in ter$s of

a+ailaility of te-took.

"s to a+ailaility of te-took, the o+erall $ean >2.%A? +erally descried

as always. he highest $ean rating >2.@!? falls in ite$ >!##y teacher pro+ides

$e of any $aterials that are related to $ath. ?,+erally descried as always.

7n the other hand, the lowest $ean rating >2.11? falls in 4te$ >*. #y

teacher orrow ooks when we get low score in $ath.?, +erally descried as

so$eti$es.

he data in the highest $ean i$ply that >2.%A? descried as always.he

data in the lowest $ean re+eal that >2.11? descried as ne+er.

PRO5LE- +' What are the characteristics of the eachers as to "ge, Gender,and eaching /-perience, "ttitude towards #0, and elated rainings Se$inars "ttended

TA5LE 9

istrib&tion of the Tea%hers Respon(entsin Terms of Ae

Ae !re*&en%y Per%ent

3ess than !8 and elow ! 2*.8

!1 6 %8 ! 2*.8

%1( *8 ! 2*.8

"o+e *8 ! 2*.8

otal 12 188.8


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ale 2 presents the characteristics of the teachers as to age the

tale shows that according to age that $ost of the teachers are ha+ing equal

age. 3ess than !8 and elow has a frequency of ! and 2*.8 Percent. "ge !1 6

%8 frequency with frequency of ! and 2*.8 Percent. "ge %1( *8 frequency of !

and 2*.8 Percent. "o+e *8 has frequency of ! and has a Percent of 2*.8 and

total of 12 and has a Percent of 188.8

"s shown on age, there is e+en distriution into each age

le+els, with all in >! or 2*.8F?.

Table :

istrib&tion of the Tea%hers Respon(entsin Terms of )en(er

)en(er !re*&en%y Per%ent

'e$ales 12 188.8

otal 12 188.8

ale < shows the eachers espondents in er$s of Gender. he

tale show that all are fe$ale respondents.

4n gender, all >12 or 188.8F? are fe$ales. he data re+ealed that

fe$ales do$inated the sa$ples.

ale A

istrib&tion of the Tea%hers Respon(entsin Terms of Tea%hin E7perien%e

Tea%hin E7perien%e !re*&en%y Per%ent

1(* years ! 2*.88

;(18 years 1 A.!!

11(1* years ! 2*.88

1;(28 years 1 A.!!

21 years and ao+e % !!.!!


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otal 12 188.8

ale A shows the eaching /-perience With regards to teaching

e-perience the $a=ority >% or !!.!F? on 21 years and ao+e, and a +ery few >1 or

A.!!F? on ;(18 years, and 1;(28 years. he data re+ealed that $ost of the

respondents ha+e een teaching within 21 years and ao+e.

"ccording to the data $ost of the teacher respondent is already

e-perienced in ter$s of teaching e-perience than ;(18 years and 1;(28 years.

Table ;

istrib&tion of the Tea%hers Respon(ents

in Terms of Attit&(e To2ar(s -T5

Attit&(e To2ar(s

-T5

$eihte( -ean Stan(ar( e.iation /erbal es%ription

1. #y pupils can

understand easily in

#0.

2.2; 8.A1!A So$eti$es

2. #y pupils can

answer y using

#0.

2.*< 8.

%. #y pupils can

co$prehend the

lessons.

2.%% 8.;1;* "lways

*. #y pupils can

understand #0 than

in 'ilipino.

2.11 8.


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18. #y pupils 4s

updated with present

trends in #0.

2.;; 8.%2.2A? +erally descried as

so$eti$es. he highest $ean >2.@!? falls in ite$ >!.#y pupils can get high

Scores in $ath.?, +erally descried as always. 7n the other hand, the lowest

$ean >2.11? falls in ite$ >*. #y pupils can understand #0 than in 'ilipino.?,

+erally descried as so$eti$es.

he data in the highest $ean i$ply that >2.@!? +erally descried as

always. he data in the lowest $ean re+eal that >2.11? +erally descried as

ne+er.

Table " Le.el of @sin -T5-LE Instr&%tion 5ase(on Instr&%tional -aterials s&%h as !lash%ar(s

A# !LASHCARS $EI)HTE

-EAN

STANAR

E/IATION

/ER5AL

ESCRIPTION

1. 'lashcards is i$portant for

reading re$ediation.

2.A! 8.!A@8 "lways

2. he pupils can easily sol+e

$ath y showing nu$ers.

2.@A 8.21@8 "lways

!. #y pupils can read easily

through flash cards.

2.;* 8.%@28 "lways

%. 4t is easy for the$ to sol+e y

showing flashcards.

2.;< 8.%@21 "lways

*.#y pupils easily read the words

y showing flashcards.

2.;; 8.%@22 "lways

7+erall 2.2.2.@A? falls in ite$ >2 the pupils

can easily sol+e $ath y showing nu$ers.?, +erally descried as always.

7n the other hand, the lowest $ean rating >2.;*? falls in 4te$ >!. #y pupils

can read easily through flash cards.?, +erally descried as always.


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he data in the highest $ean i$ply that >2.@A? +erally descried as

always.

he data in the lowest $ean re+eal that >2.;*? +erally descried as alway

Table "+Respon(ents> Le.el of @sin -T5-LE Instr&%tion 5ase(

on Instr&%tional -aterials s&%h as Pi%t&res

5#PICT@RES $EI)HTE

-EAN

STANAR

E/IATION

/ER5AL

ESCRIPTION

1. he teacher can pro+ide

$aterials for the

lesson.

2.A1 8.!A@8 "lways

2. he teacher can pro+ide

pictures in teaching $ath.

2.A2 8.!A@1 "lways

!. he teacher can pro+ide +isual

aids.

2.A! 8.!A@2 "lways

%. #y pupils can easily identify

the picture that 4 used.

2.@< 8.22A< "lways

6# hey will understand $y

lesson will.

2.;< 8.%@28 "lways

7+erall 2.A2 8.!


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7n the other hand, the lowest $ean rating >2.;


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he data in the highest $ean i$ply that there is effecti+eness in teaching

the real o=ect it is +erally descried as always. he data in the lowest $ean

re+eal that $ost of the teacher did not used $anipulati+e toys in teaching

$athe$atics.


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TA5LE "4

RESPONENTS> LE/EL O! @SIN) -T5-LE INSTR@CTION 5ASE ON

STRATE)IES S@CH AS CASE ST@Y

A# CASE ST@Y $EI)HTE

-EAN

STANAR

E/IATION

/ER5AL

ESCRIPTIO

N

1. eacher used situation that is related to

pupils.

2.*8 8.*228 "lways

2. each students with different acade$ic

ailities.

2.*1 8.*2!8 "lways

!. Willing to teach pupils with special

needs>e .g hearing, +ision, speech

ailities?

2.*2 8.*2%8 "lways

%. he teacher let her pupils to do their

task assigned.

2.@* 8.228@ "lways

*. he teacher let students work

indi+idually.

2.;< 8.%@28 "lways

7+erall 2.;! 8.!*1* "lways

ale 1% presents the respondents& le+el of using #0(#3/ instruction

ased on strategies such as case study.

"s shown on case study, the o+erall $ean >2.;!? +erally descried as

always. he highest $ean rating >2.@*? falls in ite$ >% #he teacher let her pupils

to do their task assigned ?, +erally descried as always.

7n the other hand, the lowest $ean rating >2.*8? falls in 4te$ >1. eacher

used situation that is related to pupils?, +erally descried as always.

he data in the highest $ean i$ply that there is effecti+eness in their task

assigned y the teacher.

he data in the lowest $ean re+eal that that so$e of the teachers did not

used situations that are related to pupils.


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Table "6

RESPONENTS> LE/EL O! @SIN) -T5-LE INSTR@CTION 5ASEON STRATE)IES S@CH AS COOPERATI/E LEARNIN)

5# COOPERATI/E LEARNIN) $EI)HTE

-EAN

STANAR

E/IATION

/ER5AL

ESCRIPTIO

N

1. 4 let $y students e-plain using

thinking process.

2.1< 8.!A@ So$eti$es

2. 4 let $y pupils do practical work. 2.1A 8.!@8 So$eti$es

!. 5id you gi+e ti$e for your

students to render group report

2.1@ 8.!@1 So$eti$es

%. 5id you super+ise your pupils

when they grouped for report

2.*8 8.*22 "lways

*. 5oes your pupils cooperate their

groups

2.*1 8.*2! "lways

7+erall 2.!1 8.%*;!A So$eti$es

ale 1* presents the respondents& le+el of using #0(#3/ instruction

ased on strategies such as case study, cooperati+e learning, and rain

stor$ing.

4n ter$s of cooperati+e learning, the o+erall $ean >2.!1? +erally

descried as so$eti$es. he highest $ean rating >2.*1? falls in ite$ >*. 5oes

your pupils cooperate their groups?, +erally descried as always.

7n the other hand, the lowest $ean rating >2.1


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he data in the lowest $ean re+eal that so$e of the teachers did not let

their students e-plain using thinking process.

Table "9

RESPONENTS> LE/EL O! @SIN) -T5-LE INSTR@CTION 5ASEON STRATE)IES S@CH AS 5RAIN STOR-IN)

C# 5RAIN STOR-IN) $EI)HTE

-EAN

STANAR

E/IATION

/ER5AL

ESCRIPTIO

N

1. How often do you ask students

to e-plain the reasoning ehind the

idea

2.*8 8.*2% "lways

2. How often they represent and

analyBe relationships usingaddition, sutraction, $ultiplication

and di+ision.

2.*1 8.*2* "lways

!he teacher $oti+ate her pupils. 2.@8 8.28A< "lways

%. he teacher gi+es sol+ing

prole$s to the pupils.

2.*2 8.*2* "lways

*. he teacher let the pupils

$e$oriBe $ultiplication tale.

2.;< 8.%@2 "lways

7+erall 2.;* 8.%*%@ "lways

ale 1; presents the respondents& le+el of using #0(#3/ instruction

ased on strategies such as rain stor$ing.

4n ter$s of rain stor$ing, the o+erall $ean >2.;*? +erally descried as

always. he highest $ean rating >2.@8? falls in ite$ >!#he teacher $oti+ate her

pupils0, +erally descried as always.


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7n the other hand, the lowest $ean rating >2.*8? falls in 4te$ >1 .How

often do you ask students to e-plain the reasoning ehind the idea?, +erally

descried as always.

he data in the highest $ean i$ply that $ost of the teachers $oti+ate

their students.

he data in the lowest $ean re+eal that so$e of the teachers did not let

their students to e-plain the reason ehind the idea.

PRO5LE- 1# $hat is the effe%t of &sin -T5-LE instr&%tion to thetea%hin of -ath as rear(s to' A((ition, S&btra%tion, -&ltipli%ation an(i.ision?

TA5LE ":

E!!ECT O! @SIN) -T5-LE INSTR@CTION TO THE TEACHIN) O!-ATHE-ATICS AS RE)ARS TO AITION, S@5TRACTION,

-@LTIPLICATION AN I/ISION

E!!ECT O! @SIN) -T5-LE INSTR@CTION TO THE

TEACHIN) O! -ATHE-ATICS

TEACHIN) O!

-ATHE-ATIC

S

CORRELATIO

N

COE!ICIENTS

PRO5A5ILITY

=LE/EL O!

SI)NI!ICANC

E

RELATIONSHI

P

ECISION

ON Ho'

"ddition 8.AA< 8.888 Eery High SignificantSutraction 8.;


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"s shown, a +ery high positi+e relationship e-isted etween the effects of

using #0(#3/ instruction to the teaching of #athe$atics with addition >8.AA


23/31

"ttitude

towards

#athe$atics

8.;!2 8.82< #oderate Significant

Parents&

'ollow()p

8.;C? or "99/P Cot Significant

ale 1A presents the effect of using #0(#3/ instruction to pupils in

learning #athe$atics in ter$s of gender, study haits, attitude towards

#athe$atics, parents& follow(up, and a+ailaility of te-took.

"s shown, $oderate positi+e relationship e-isted etween the effect of

using #0(#3/ instruction to pupils in learning #athe$atics with a+ailaility of

te-took >8.;


24/31

PRO5LE- 4#+ $hat is the effe%t of &sin -T5-LE instr&%tion to Tea%hersin terms of Ae, )en(er, Tea%hin E7perien%e, Attit&(e to2ar(s -T5, an(Relate( Trainins = Seminars Atten(e(?

TA5LE ";

E!!ECT O! @SIN) -T5-LE INSTR@CTION TO TEACHERS IN TER-S O!A)E, )ENER, TEACHIN) EDPERIENCE, ATTIT@E TO$ARS -T5, AN

RELATE TRAININ)S = SE-INARS ATTENE

E!!ECT O! @SIN) -T5-LE INSTR@CTION TO TEACHERSTEACHERS

CORRELATIO

N

COE!ICIENTS

PRO5A5ILITY

=LE/EL O!

SI)NI!ICANC

E

RELATIONSHI

P

ECISION

ON Ho'

"ge 8.? or C7 "99/P Significant.8; and up 6 Cot e=ect >C? or "99/P Cot Significant

ale < shows the effect of using #0(#3/ instruction to teachers in

ter$s of age, gender, teaching e-perience, attitude towards #0, and related

trainings se$inars attended.


25/31

"s shown, +ery high positi+e relationship e-isted etween the effect of

using #0(#3/ instruction to teachers with attitude towards #0 >8.@A2?,

closely followed y teaching e-perience >8.@;%?, and related trainings se$inars

attended with >8.@1!?.

he findings i$ply that ased fro$ the findings of the pre+iously

conducted studies that there is a significant effect of using #0(#3/ instruction

to teachers with attitude towards #0.

4n addition, high positi+e relationships e-isted etween the effects of using

#0 to teachers with age with >.8


26/31

CHAPTER 6

S@--ARY, !ININ)S, CONCL@SIONS, AN RECO--ENATIONS

his chapter presents the su$$ary, findings, conclusions, and

reco$$endations. his chapter is the su$$ary of the study of the researchers

#0(#3/ instruction and its effect on teaching and learning $athe$atics on the

ases of the findings and conclusions.

S&mmary

he study entitled I#0 ( #3/ 4CS)947C "C5 4S /''/9 7C

/"9H4CG "C5 3/"C4CG #"H/#"49S. Was conduced in eight schools

in district 4 of /l Sal+ador 9ity. his study utiliBed the hand($ade test. he hand(

$ade (test was design to the #0 6#3/ instruction and its effect teaching and

learning $athe$atics. his design is used when $aking a study to know the

effect of teaching and learning $athe$atics,. he questionnaires will e the $ain

tool in the data gathering. he instru$ent was a hand($ade test and undergone

the test of +alidity and reliaility. he respondents of the study were the 1;H#9? should handle

se$inar to the teachers with regards to the i$portance of using #0 6

#3/instruction.

!.? " follow(up study will e encouraged to $onitor the use of #0(#3/

to the students.

%.? he teacher should ha+e a se$inar aout instructional $aterials in

teaching $athe$atics.


30/31

ACNO$LE)E-ENT

he researcher e-presses her profoundest thanks to all personnel who in

one way or another who ha+e shared their knowledge and e-pertise to $ake this

research successful.

5r. "l$a . Gurrea, he researcher&s ad+iser and $entor as well, for the

constant guidance, patience in e+ery part of this work. for sharing $e in her est

of e-pertise to finish this work and to eco$e successful.

5r. "l$a . Gurrea, 5irector, 4nstitute of Professional and Graduate

Studies 979 PH4C#" for her inspiring words, encourage$ents and for always

eing their to ha+e ti$e in helping $e.

he Panel of /-a$iners 5r. 9ar$elita 7. /lanuena, 5r. /strella S.

'erenal, and 5r. Pepa E. Pontillas, sharing their ti$e in full e-a$inations of this

work and re$arkale co$$ents, $otherly, sharing their e-pertise and

suggestions on its i$pro+e$ent of this study.

5r. 3ina 9.0e=iga and Gene+ie+e /. 3usterio for their words of

encourage$ent to pursue graduate studies.

Her School 5i+ision Superintendent 5r. 9ora . "sa for the appro+al

and enlighten$ent on the ad$inistration of the study all schools in 5istrict 4.

Her School "d$inistrator 9harlotte J. Ktang, for inspiring $e to study

$asters degree.

he grade two teachers of 5istrict 4 who offered and support to conduct

the test.


31/31

o her 'a$ily, her lo+ale husand 9ecilo 0. Sa$son for his financial

full support to her study and let her inspired. Her one and only son Gelryan .

Sa$son who $ake her inspired, Her aunt and cousin lefe '. Eal$ores who help

her thesis successful.

"o+e all to the "l$ighty God for all the lessings, that $ade this

research work possile.

edited 4-5.docx

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