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Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL

B I D D U L P H H I G H S C H O O L T D A F I N A L P R O O F P D FMike Blamires

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The dissertation presentation chen lei GS55768.pptxalading

CONCEPT PAPER.pptxJohnneErikaLarosa

- COURSE STUDENTS’ PROBLEM SOLVING SKILLS AND SELF-EFFICACY IN CALCULUS THROUGH AN ENRICHED NAME
- INTRODUCTION The Trends in International Mathematics and Science Study (TIMSS) as cited by Ambasa (2019), have found that Filipino students have difficulties in solving problem especially when it differs from the textbooks given.
- INTRODUCTION The focus of mathematics teaching should be the development of students’ problem solving skills, since it encompasses skills and functions which are an important part of their daily life (NCTM 2000).
- INTRODUCTION The Mathematics Mean Percentage Score (MPS) 2019 of the STEM students of Valencia National High School is 50.33% which is lower than the Division Math MPS which is 61.31%.
- INTRODUCTION Bandura as cited by Camarista (2015), self- efficacy serves as a strong predictor of their capability to successfully perform academic tasks and produces a positive influence on the matter of problem solving.
- BACKGROUND OF THE STUDY Teachers are in continual search for teaching methods, strategies, approaches and intervention to suit on the needs, preferences and interests of the present generation of diverse learners to elevate their performance especially in mathematics (Mokhtar et al 2013)
- BACKGROUND OF THE STUDY Different Blended Learning sets a rising trend in mathematics classroom, where it combines the face-to-face teaching and learning with the aid of technologically enhance tools which is very useful in problem solving. One of this is the Enriched Virtual Model.
- CONCEPTUAL FRAMEWORK Constructivist Theory - J. Bruner Scaffolding Theory - Lev Vygotsky Learning by doing Theory – John Dewey
- LOCALE AND RESPONDENTS OF THE STUDY Grade 11 STEM students of Valencia National High School, Poblacion, Valencia City, Bukidnon
- RESEARCH DESIGN Quasi-Experimental Research Design
- RESEARCH INSTRUMENT 34-item problem solving test (Researcher-made with Cronbach’s Alpha of 0.872) 24-item Source of Mathematics Self- Efficacy Scale (adapted from Usher and Pajares (2009)
- STATISTICAL TECHNIQUES Descriptive Statistics (Mean, Percentage, Frequency and Standard Deviation) Analysis of Covariance (ANCOVA)
- Problem Objective Hypothesis Instrumentation Statistical Techniques 1. What is the level of students’ mathematical problem solving skills in Basic Calculus exposed to EVILE and those who are exposed to non- EVILE in the pre-test, post-test and retention test based on: a. understanding the problem; b. devising a plan; c. carrying out the plan; and d. looking back? 1. assess the level of students’ mathematical problem solving skills in Basic Calculus exposed to EVILE and those who are exposed to non-EVILE in the pre-test, post-test and retention test based on: a. understanding the problem; b. devising a plan; c. carrying out the plan; and d. looking back Hypothesis Free 34-item problem solving test (Researcher-made with Cronbach’s Alpha of 0.872) Descriptive Statistics (Mean, Percentage, Frequency and Standard Deviation)
- FINDINGS: PRE-TEST Problem Solving Skills EVILE NON-EVILE % Qualitative Interpretatio n % Qualitative Interpretation Understanding the Problem 31.1 Very Low 30.56 Very Low Devising a Plan 34.39 Very Low 33.85 Very Low Carrying Out the Plan 32.04 Very Low 33.86 Very Low Looking Back 25.72 Very Low 29.88 Very Low Overall Mean/MPS 10.63 31.31 Very Low 10.88 32.04 Very Low
- FINDINGS: POST-TEST Problem Solving Skills EVILE NON-EVILE % Qualitative Interpretatio n % Qualitative Interpretation Understanding the Problem 75.48 Low 67.13 Very Low Devising a Plan 68.76 Very Low 60.69 Very Low Carrying Out the Plan 71.38 Very Low 58.34 Very Low Looking Back 71.91 Very Low 61.12 Very Low Overall Mean/MPS 24.48 71.88 Very Low 21.06 61.82 Very Low
- FINDINGS: RETENTION TEST Problem Solving Skills EVILE NON-EVILE % Qualitative Interpretation % Qualitative Interpretation Understanding the Problem 84.96 Moderate 71.77 Very Low Devising a Plan 75.51 Low 65.10 Very Low Carrying Out the Plan 74.23 Very Low 61.48 Very Low Looking Back 76.87 Low 63.48 Very Low Overall Mean/MPS 26.54 77.89 Low 20.29 65.46 Very Low
- CONCLUSION The level of mathematics problem solving skills of the Grade 11 STEM students in Basic Calculus of both the EVILE and the non-EVILE in terms of pre-test and posttest had an identical level which is a very low problem solving skills. The retention results shows no further changes on the non-EVILE group which had a very low problem solving skills while EVILE groups shows a low problem solving skills indicating one level ahead than those in the non- EVILE group.
- RECOMMENDATIONS Mathematics educators may use a variety of innovative strategies as Enriched Virtual Interactive Learning Environment to improved the level of the problem solving skills of the learners since it is observed in this study that there is an increased in the problem solving skills in terms of their posttest and retention test.
- Problem Objective Hypothesis Instrumentation Statistical Techniques 2. What is the self- efficacy level of students exposed to EVILE and those who are exposed to non- EVILE in terms of: a. mastery experiences; b. vicarious experiences; c. verbal-social persuasion; and d. physiological and emotional arousal? 2. describe the self- efficacy level of students exposed to EVILE and those who are exposed to non-EVILE in terms of: a. mastery experiences; b. vicarious experiences; c. verbal-social persuasion; and d. physiological and emotional arousal Hypothesis Free 24-item Source of Mathematics Self- Efficacy Scale (adapted from Usher and Pajares (2009) Descriptive Statistics (Mean, Percentage, Frequency and Standard Deviation)
- FINDINGS: BEFORE THE INTERVENTION Self-efficacy Towards Basic Calculus EVILE Non-EVILE Mean Interpretation Mean Interpretation Physiological and Emotional Arousal 3.63 H 3.49 MH Vicarious Experiences 2.93 MH 2.47 ML Mastery Experiences 2.72 MH 2.41 ML Verbal-Social Persuasion 2.57 MH 2.17 ML Overall Mean Interpretation 2.96 MH 2.63 MH
- FINDINGS: AFTER THE INTERVENTION Self-efficacy Towards Basic Calculus EVILE Non-EVILE Mean Interpretation Mean Interpretation Physiological and Emotional Arousal 3.63 H 3.52 MH Vicarious Experiences 2.87 MH 2.66 MH Mastery Experiences 2.80 MH 2.23 ML Verbal-Social Persuasion 2.56 MH 2.65 MH Overall Mean Interpretation 2.96 MH 2.76 MH
- CONCLUSION The self-efficacy level of the Grade 11 STEM students when exposed to EVILE and non-EVILE before the intervention is moderately high. After the intervention, both the mastery experiences and vicarious experiences of the EVILE and the non-EVILE group is moderately high self-efficacy.
- RECOMMENDATION The teacher may use the Khan Academy platform as interactive learning environment to increase the level self- efficacy of the students that pushes their enthusiasm in learning.
- Problem Objective Hypothesis Instrumentati on Statistical Techniques 3. Is there a significant difference in problem-solving skills of students exposed to EVILE and those exposed to non- EVILE in post-test and retention test? 3. evaluate if there is a significant difference in problem-solving skills of students exposed to EVILE and those exposed to non- EVILE in the post test and retention test. Ho1. The problem solving skills of students in Basic Calculus exposed to Enriched Virtual Interactive Learning Environment (EVILE) has no significant difference from those who are exposed to Non-Enriched Virtual Interactive Learning Environment (Non-EVILE) in the post test and retention test in terms of their: a. understanding the problem; b. devising a plan; c. carrying out the plan; and d. looking back 34-item problem solving test (Researcher- made with Cronbach’s Alpha of 0.872) Analysis of Covariance (ANCOVA)
- FINDINGS: COMPARISON OF PROBLEM SOLVING SKILLS Posttest Group Mean SD N P-value EVILE 24.48 2.58 48 0 .000* Non-EVILE 21.06 4.36 48 Total 22.77 3.47 96 Retention Test Group Mean SD N P-value EVILE 26.54 2.12 48 0.000* Non-EVILE 20.29 4.43 48 Total 23.42 3.28 96 *Significant at 0.05 level
- CONCLUSION The problem solving skills of the students in Basic Calculus exposed to EVILE has a significant difference to those exposed to non-EVILE in their posttest. There is also a significant difference in the problem solving skills of the students in Basic Calculus exposed to EVILE than those exposed to non-EVILE and in their retention.
- RECOMMENDATION Administrators and curriculum makers may also consider the inclusion of home education in an online platform in the event that the brick-and-mortar educational setting could not be possibly availed to enhance the level of student problem solving skills . They may also conduct a series of trainings and workshops to embrace another educational platforms like what is used in this study to have a teacher that is committed to address the improvement of student’s problem solving skills.
- Problem Objective Hypothesis Instrumenta tion Statistical Techniques 4. Is there a significant difference in the self-efficacy level of students exposed to EVILE and those who are exposed to non- EVILE? 4. identify if there is a significant difference in the self-efficacy level of students exposed to EVILE and those who are exposed to non-EVILE. Ho2. The Self-efficacy of students exposed to Enriched Virtual Interactive Learning Environment (EVILE) has no significant difference to those who are exposed to Non- Enriched Virtual Interactive Learning Environment (EVILE) in terms of their: a. mastery experiences; b. vicarious experiences; c. verbal-social persuasion; and d. physiological and emotional arousal. 24-item Source of Mathematics Self- Efficacy Scale (adapted from Usher and Pajares (2009) Analysis of Covariance (ANCOVA)
- FINDINGS: COMPARISON OF SELF-EFFICACY Group Mean SD N P-value EVILE 2.96 0.30 48 0.002* Non-EVILE 2.76 0.19 48 Total 2.86 0.25 96 *Significant at 0.05 level
- CONCLUSION There is no significant difference in the self-efficacy of students exposed to EVILE and those exposed to non- EVILE in terms of mastery experiences and physiological and emotional arousal. The self-efficacy level of the students exposed to EVILE has a significant difference compared to those exposed to non-EVILE in terms of vicarious experiences and verbal- social persuasion. Finally, the self-efficacy of the students exposed to EVILE has a significant difference to those exposed to non-EVILE completely.
- RECOMMENDATION Administrators and curriculum makers may also consider the inclusion of home education in an online platforms in the event that the brick-and-mortar educational setting could not be possibly availed to enhance the level of student self-efficacy in mathematics.
- THANK YOU AND GOD BLESS.

- This means that their belief in thier ability to perform the task uplift their morales in mathematics.