Category: PH.D. CANDIDATE

About the Research

          This research aimed to develop an instructional package for Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino for Grade 11 students based on the least mastered competencies. It was implemented to eighty-seven (87) Grade 11 students and two Filipino teachers as participants. The development of the instructional package utilized the ADDIE model. The instruments used in this study were the researcher-made test, students’ and experts’ evaluation questionnaire for the efficiency and usability, and interview schedule for experiences in the used of the instructional package. The developed instructional package were validated by teachers and was further enhanced through their comments and suggestions. Frequency count, mean, standard deviation, rank, thematic, and document analysis were employed to analyze the data. The overall evaluation of the efficiency and usability of the instructional package was “very high” which means it is excellent and has met the standards in developing IM’s. The results also showed that the instructional package encompasses all the Dimensions of Curriculum Design. It can be concluded that the inclusion of the teacher’s manual and slidetext seem to enhance convenience for students in learning, as well as teachers in teaching the said subject. It is recommended that the developed instructional package will be used in the classroom for it can serve as an effective instructional material that will help students learn and understand KPWKP better.

About the Research Proponent

The researcher is a Ph.D. in Education major in Curriculum Development candidate. He is a former faculty member of Iloilo National High School and a Program Specialist in Filipino in the Division of Iloilo. He is currently an Asst. Professor III of West Visayas State University teaching Filipino subjects in the undergraduate and senior high school students in the university. Aside from being a lecturer, he is also an active researcher and extentionist.

About the Research

Generally, students have difficulties in dealing with calculations especially in signed numbers and working with mathematical problems. The researcher was challenged to find new teaching methods that could make the subject more interesting and appealing to the learners. The purpose of
this study was to investigate the effect of using technology-supported instruction in students’ attitude, difficulties, and performance in General Mathematics with special reference to the topic of Functions and Rational Functions in order to improve learner performance. The study used the
pretest-posttest quasi-experimental research design using quantitative approach. The results indicated that there was a significant differences existed in the attitude of students towards mathematics in terms of confidence in mathematics, t (40) = 4.680, p < .05; importance of
mathematics, t (40) =3.741, p < .05; and engagement in mathematics, t (40) = 4.288, p < .05 in favor of students who were exposed to technology-supported instructions. From the results it was evident that the use of technology-supported instruction had a positive effect on learners’ attitude
and understanding of Functions and Rational Functions and decreased their difficulties encountered in General Mathematics as reflected in their performance and on their attitude towards mathematics, as seen in the questionnaire responses.

About the Researcher:

The researcher is a Master Teacher II of Lamberto H. Tirol National High School, Yapak, Boracay Island, Malay, Aklan. Over the past 13 years, she has taught Mathematics passionately. This has inspired her to pursue a Doctorate degree in order to make important contributions and development in the field of Mathematics. She is very interested in shaping curriculum and shaping students in order to prepare them for a modern world. She is also helping her fellow mentors by sharing her expertise as resource speakers during seminars and workshops.

About the Research

The study aimed to investigate the assessment of the learning progression of students in physics and science teachers’ formative assessment practices to develop a module in physics. Results revealed that the Grade 11 students had not mastered skills in inferring how the movement of the particles of an object affects the speed of sound through it, investigating relationship between the angle of release and the height and range of the projectile, inferring the relationship between current and charge, describing the horizontal and vertical motions of a projectile, and inferring that the total momentum of the system before and after collision is equal. Meanwhile, the formative assessment strategies of science teachers were classroom discussion, problem-solving, observation, rubrics, Venn diagram, multiple-choice, and self/peer assessments. Science teachers utilized the results of these formative assessments to elicit evidence about students’ learning and to modify or adjust teaching and learning instruction. The teaching module in physics was overall rated excellent by the teachers in terms of objective, content, activities, assessment, design, and presentation. Hence, the teaching module can be used as support instructional material for teachers to shorten the gaps in the learning progression of students in physics. It is recommended that students may engage in daily instructional activities that will best move them to deeper learning and application of knowledge.

About the Research Proponent:

       The researcher is a Ph.D. in Science Education major in Physical Science candidate. He is presently a senior high school faculty member of Maasin National Comprehensive High School- Schools Division of Iloilo teaching science and research subjects. He supports the DepEd thrust of doing action research to answer the increasing need of strengthening classroom instruction and delivery to improve the quality of basic education.

About the Research

This focused ethnographic study of qualitative research paved the way for unraveling Ethnomathematics in Panaeaba. I used ethnomathematical analysis to unravel the Ethnomathematics and document analysis to identify the mathematical concepts and principles vis-à-vis K-12 competencies used by the fourteen (14) Manugtaeaba who were chosen purposively. This study was generally governed by the epistemological umbrella of constructionism and symbolic interactionism as its interpretive approach for the thematic, ethnomathematical and document analyses. Results show that ethnomathematics along Numbers and Number Sense, Algebra, Measurement, Geometry, Business Mathematics and Logic were unraveled in Panaeaba. The EKPS on numbers and number sense used by Manugtaeaba were rational numbers, paghuyap, pareho, indi’t pareho, bana-bana, pagdugang, pagbuhin, pagpaabo, pagpartida, ratio and proportion. For EKPS along Algebra includes the parabola, relations and functions in line with size or area of oyster shell, tubo, eotaw, karga, agad’s/tuhog’s length and quantity, minimum function, navigational speed, gataw, and tidal activity. Out of the results on the unraveled EKPS in Panaeaba, I came up with the matrix of the mathematical concepts and principles patterned from EKPS and K-12 learning competencies known as TALAMATH. From this matrix, I developed TALAMATH lesson exemplar that can be used in the teaching and learning process of mathematics a well as guide for potential development of instructional materials contextualized in oyster farming.

About the Researcher

The researcher is a faculty of Senior High of Capiz National High School at Roxas City, Capiz. He wants to promote mathematics contextualization that is why he ventures Ethnomathematics research believing that this is an avenue to connect mathematics to the life’s space (culture) of the learners. His study becomes a reality because being a Capizeño but by dialect an Akeanon he wants to prove that indeed Capiz is the seafood capital of the Philippines aside from being grateful to what he has achieved today, that he was once a Manugtaeaba (Oyster Farmer) and now becoming a PhD holder.

About the Research

The research aimed to find out the effects of a researcher-made programmed module instruction to the learners‟ mathematics performance, collaborative skills and critical thinking skills in General Mathematics. Results showed that after the intervention, the learners‟ mathematics performance is at a „Proficiency level” and critical thinking skills improved to “Moderately Strong”. There was no significant difference in the mathematics performance of learners and critical thinking skills before exposure to non-programmed module instruction and programmed module instruction. There was significant difference in the mathematics performance and critical thinking skills of learners after exposure to non-programmed module instruction and programmed module instruction. The programmed module gave enjoyment, motivation, clear and simplified approach in presenting the lesson, encouraged the learners to work independently using computer and offered valuable instructional material for learners.

About the Researcher

Presently, the researcher is a Senior High School Teacher at Rufino G. Palabrica Sr. National High School, San Matias, Dingle, Iloilo. He has a passion in teaching mathematics to the millennial learners. For him, pursuing the doctorate degree is a requirement for the teacher to improve their teaching strategies and style in teaching millennial learners.