Joint Productive Activity Method (JPAM) made use of collaboration to attain a certain goal in teaching and learning process. This study was conducted to: (1) determine the students’ level of problem-solving skills and interest towards Mathematics before and after exposure to JPAM and for those exposed to non-JPAM in terms of: pretest score, post-est score, and retention test score; and (2) ascertain whether there is a significant difference in the problem-solving skills acquired and interest towards Mathematics between those who are exposed to JPAM and those who are not. This study was conducted at Kiburiao National High School, Kiburiao, Quezon, Bukidnon. The chosen participants were the grade 11 students. The findings of the study showed that students’ problem-solving skills were very low in their pretest result but the posttest and retention test showed a remarkable improvement. Thus, it can be said that students’ problem-solving skills when exposed to JPAM were significantly higher than those who were not. Highly significant difference was observed between the two groups as to the students' level of interest in Mathematics. The increase in students' interest in Mathematics of those exposed to JPAM was better compared to those exposed to non-JPAM.
Mathematics is regarded as a fundamental discipline because arithmetic and logical reasoning are the basis of Science and Technology. For some reason, educational authorities emphasize students' proficiency in computational skills and problem-solving 1. However, the latest Trends in International Mathematics and Science Study 2019 by the International Association for the Evaluation of Educational Achievement (IEA) revealed a challenge for the Philippines wherein it was shown that the Philippines scored significantly lower than any other countries that participated. Filipino also ranked low in Program for International Student Assessment (PISA) for mathematics and science respectively against the OECD average for both categories 2. Mathematics is considered a difficult subject in school which is supported by the study of Gafoor et al. 3. Even great scientists also struggle in math, one of them is Thomas Edison (1847-1931) who once said “I can hire mathematician, but they can not hire me”. The same with Charles Darwin (1809-1882) which accordingly came down with some serious math envy and as collegiate student loathed the subject. Accordingly many students tend to dislike the subject as well as the teacher, which could really affect the students’ ability to comprehend mathematics problems 3. In Kiburiao National High School students get low scores in standardized exams in Mathematics. Also, as revealed in their proficiency level shown in curriculum management support system (CMSS) only few students got a high proficiency level such as very satisfactory in which it is recorded that 104 out of 404 grade 11 senior high school students or 25.7% and 50 out of 404 or 12.37% are outstanding for the fourth quarter of the school year 2021-2022.
Another problem is they tend to skip questions that involve problem-solving according to them. However, it is critical for daily life to have strong problem-solving abilities. Problem-solving in Mathematics has long been seen as a crucial component of the subject 5. Mathematical problem-solving is encouraged in many mathematics curricula around the globe. But it is crystal clear in the current trend that many students have low levels of problem-solving ability due to some contributing factors 5. That is why at some point the author took this concerning issue as a matter that needs to be addressed.
An intricate behavioral component of Mathematics is interest in the subject. It has so many traits and may be used to explain so many different situations 6. According to earlier studies mentioned by Azmidar et al. 7, students' interest in Mathematics is still low because the majority of them believe the subject to be very challenging, dull, impractical, and full of abstract theorems that are challenging to comprehend. However, in 2009, a study by Ridlon 8 indicated that students who worked in teams were more engaged and ready to complete their assignments. They enjoyed Mathematics because they felt empowered by it, and it was also beneficial.
In addition, the study of Hanna et al. 9 concluded that collaborative learning could be a potential factor in changing situational interest. Also, it is suggested that interest in Mathematics and academic achievement of a high school student should be motivated and made genius in the schools for success of the effective classroom 6.
Many studies in the field of education focus on teaching strategies 10, 11, 12, 13, 14, 15, 16, assessment techniques and tools 17, 18, 19, 20, 21, teachers’ competencies and attributes 22, 23, 24, 25, 26, 27, 28, teachers’ perceptions and challenges 29, 30, 31, 32, 33, and other student and teacher-related factors 34, 35, 36, 37, 38, 39, 40 in an effort to find ways to increase students' learning outcomes. According to Ebuña's 41 research, new theories of learning and accompanying teaching strategies have been developing over the past 20 years in the domains of Science, Mathematics, Engineering, and Technology (STEM). This appears to be especially important given the current state of internet, wireless, and other connectedness, where these tools have the potential to divert kids. Taking into account that everyone's attention span appears to be getting shorter as time goes on owing to numerous destructions that are obvious in the neighbourhood 42.
However, allowing the students to participate in an activity with one another might improve the students' capacity for learning. Education may benefit from enabling students to work in groups and from letting them express and communicate together. It was also discovered that all participating foreign language teachers successfully adopted several JPAM standard components, with a clear intention to keep utilizing and promoting the JPAM standard within the department 12. Though cooperative learning has been proven to effectively increase the learning outcomes of students, these studies were done in the pre-pandemic era.
A tested and proven technique for assisting students in developing their problem-solving abilities is the Joint Productive Activity Method (JPAM), often known as the idea of student-teacher collaboration, a student with peer working towards a particular aim. The improvement of students' mathematics skills will help them make better decisions and develop more desired skills and outputs. This method is hoped to eventually help them develop into lifelong learners. In order to increase both the students’ interest in the subject and their ability to solve mathematical problems, hence, this study.
The study assessed the students’ mathematical problem-solving skills and interest through Joint Productive Activity Method at Kiburiao National High School Senior High for SY 2022-2023. A quasi-experimental research design was employed in the study. For a quantitative collection of data, a pretest, posttest, and retention test was used. The two (2) groups were randomly selected to be the participants of the study using random sampling (toss a coin), then pretest was conducted on mathematical problem solving skills and interest. After the pretest, one group of students were exposed to joint productive activity method (JPAM) while the other group were exposed to K-12 strategies and posttest was administered after the implementation of the method. After a week, the retention test was then administered. Then, analysis and interpretation of the quantitative collected data was made. There were two (2) instruments used to successfully gather the data, namely, the students’ mathematical problem-solving skills questionnaire and the adopted mathematics interest inventory. After the completion of the preliminary steps and proper protocols had been followed, determination of students' mathematical problem-solving skills and interest of Grade 11 students using JPAM followed. The study implementation was divided into 5 phases and these were the following: In Phase 1, the pre-inventory of Mathematics Interest Inventory and Pretest in a face to face set-up was conducted. Phase 2 was the integration of joint productive activity method in class discussion while the other group was exposed to K-12 strategies by the Department of Education (DepEd. The integration of the method was commonly done in the activity, analysis, and abstraction of the lesson. The researcher make used of the 4A’s template foe lesson plan.
For Phase 3, after the students were exposed to JPAM, post-inventory for Mathematics interest was administered together with the posttest for mathematical problem-solving skills. Phase 4, one (1) week after the post-test, the researcher administered the final test which was the retention test.
Finally in Phase 5, after completion of all the tests, the analysis and interpretation of data was done respectively.
The following rating scale was used to better understand the data:
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This section presents the interpretation and analysis of data gathered on students’ problem solving skills and level of interest towards Mathematics among grade 11 students. The presentation was in the order of the objectives of the study.
3.1. Students’ Problem Solving Skills in Mathematics in PretestTable 1 displays the summary of the mathematical problem solving skills of the students in their pretest. The table includes the frequency and percentage in different levels of problem solving skills.
Table 1 shows the pre-test mean scores of the students exposed to joint productive activity method and non joint productive activity method. It was revealed that 13 or 36.11% of the student were predetermined to have low problem solving skills and 26 students or 63.89% which comprises majority of the students are under very low problem solving skills. Meanwhile, to students exposed to non-joint productive activity method their pretest scores indicate that 17 or 42.5% of students have to low problem solving skills. Followed by 23 students or 57.5% possessed a very low problem solving skills. Generally, it was pointed out that the pre-test mean percentage score of students exposed to joint productive activity method and non joint productive activity method are 71% and 72% respectively that both implied “very low problem solving skills”.
This revealed that the pretest scores of students exposed to joint productive activity method and non joint productive activity method both failed to meet the standards set. However, it was shown that students under JPAM have lower mean score compared to the students who were not exposed to JPAM. The result is somehow expected knowing that students were not yet taught about the content of the test, in which they will only rely on their prior knowledge during their previous mathematics lessons. It follows that students in both groups were incomparable. In addition both class need to improve their problem solving skills in Mathematics.
The above result is supported by the findings of Day-ongao and Tan 44 in which they claimed that the outcomes of the pretest can be attributed to the students' prior understanding to which they were exposed. Also, given the fact that the teacher did not discuss yet the said topic, very low scores were expected
Similarly, the study of Cambaya and Tan 45 provided the same findings that reiterate the students’ prior knowledge was the basis for the results of their pretest. However, learning competencies were not met by the students. Students’ performance level in the pretest was deficient as previously observed. And these findings are expected due to the insufficient basic knowledge of students. More so, they have no foundation for the concepts yet. Similarly, students’ poor performance in mathematical problem-solving is due to the lack of mathematical skills needed to solve problems, and they do not know how to apply these skills to particular problem situations.
In addition, it is somewhat similar to the study Behzadi et al. 46 wherein they stated that one of the major problems with high school students' problem-solving abilities is low self-confidence, which has a negative impact on their learning in Mathematics. Teachers of Mathematics frequently encounter students who are passive in their approach to problem-solving and want to avoid it. The study's findings identified the primary influencing factors; include aptitude, drive, tenacity, feeling of helplessness, and inhibitor
Table 2 revealed students' post-test scores when exposed to joint productive activity method and non joint productive activity method. The table comprises the frequency and percentage in different students’ mathematical problem solving skills. It also shows the improvement in their post-test scores as reflected by the mean scores and mean percentage scores.
Table 2 reveals students' post-test scores when exposed to joint productive activity method and non joint productive activity method. They have a mean score of 35.53 with an MPS of 85% indicating “moderate problem solving skill” and 34.15% with an mps of 83 which indicates “moderate problem solving skill” respectively.
Notably, there was an increase in students' mean score for both experimental and controlled groups. For students under joint productive activity method, there were 15 or 41.57% who obtained "very high problem solving skill", 6 (16.67%) attained "very high problem solving skill", 8 (22.22%) reached "moderate problem solving skill", and 6 students or 20% of the total population belonged to "very low problem solving skill". The posttest overall mean score of 35.53 with percentage equivalent of 85% which indicated “moderate problem solving skill". This means that there was an increase in students' mathematical problem solving skills after exposure to the method applied. Specifically, there were students who have reached very high problem solving skills, high problem skills, and moderate problem solving skills due to the exposure of the mentioned joint productive activity method (JPAM).
Interestingly, there was also an increase in the mean score of students exposed to non-joint productive activity method. There were 12 students or 30% of student who have achieved "very high problem solving skill", under "high problem solving skill" were 6 students or 15% of the whole class. In continuation 35% or 14 students belonged to "moderate problem solving skill", with 3 (7.5%) of students got "low problem solving s kill". Lastly, 6 or 12.5% of students did not meet 75% which means "very low problem solving skill". The post-test overall mean score was 34.5 with mean percentage score (MPS) of 83% which indicated "moderate problem solving skill".
Generally, the two groups of learners demonstrated an increase in their problem solving skills regardless of the methods they were exposed to. But it was evident that students under joint productive activity method have manifested an increase in their individual problem solving skills. It was revealed also that they have a higher increase considering that they have lower pretest result.
It is consistent with the study by Cambaya and Tan 45, who claimed that although students' problem-solving skills were good on the posttest, they were still comparatively poor on the pretest. The students' problem-solving skills also improved, as seen by the posttest and retention test mean findings.
In addition it conforms to the findings that teachers play an important role in problem solving disposition of the students by creating and maintaining classroom environments. The students are encouraged to explore, take risks, share failures and successes and ask queries from one another. This creates a supportive environment, which causes students' development of confidence in their abilities and willingness to engage in and explore problems, and they are more likely to pose problems and to persist with challenging problems 47.
Furthermore, Senthamarai et al. 48 stated that experience in solving the problems of the subject is very important to develop students’ thinking skills and help them gain more skills in solving the problem in daily life.
Table 3 displayed students’ retention test results when exposed to joint productive activity method and non joint productive activity method. Two groups have a mean score of 34.94 with a corresponding MPS of 84%, indicating “moderate problem solving skill” and 34.05% having an mps of 83% which indicates “moderate problem solving skills” respectively.
Based from the result, there was a decrease in students' mean percentage score (MPS) for both experimental and controlled groups as compared to the post test scores. For students under joint productive activity method, there were still 15 (41.67%) who obtained "very High problem solving skill", while 8 or 22.22% of students attained "high problem solving skills", also 5 students that is 13.89% belonged to "moderate problem solving skills" then, 1 student or 2.78% got “low problem solving skill” followed by 6 students or 15% who still fall on “very vow problem solving skills). The retention test overall mean percentage score (MPS) is 81.19% which indicates “moderate problem solving skill”. This means that in terms of retention test results there was a decrease on students’ mathematical problem solving skills compared to post test after exposure to the method applied. But, it is remarkably higher compared to the pretest result.
On the other hand, there was also a decrease in the mean percentage score of students exposed to non-joint productive activity method. There were 13 (32.5%) students who have "very high problem solving skill", 8 (20%) students attained “high problem solving skills”, followed by 5 (12.5%) students got “moderate problem solving skill” and 8 (20%) reached “low problem solving skill”. Still, there were students who fall behind 75% which means “very low problem solving skill” comprised by 6 students equivalent to 15%. The retention-test overall mean percentage score (MPS) was 83% with a mean score of 34.05 which indicated a “moderate problem solving skill”.
The result showed that both groups of students possessed “moderate problem solving skill” despite from the exposure of two different teaching methods. They only differ on the frequency of a certain level of problem solving skill. It was also observed that compared to their post test score both groups have decreased their scores. But, when compared to pretest it exhibited a desirable increase in their scores even if the said test was administered after the post test.
The result conforms to the study which observed that those students exposed to an exciting teaching strategy improved their problem-solving skills in the posttest and retention test. A similar study revealed that students perform better in the posttest and retention tests. It is also supported by research results that students exposed to different teaching environments showed increased content in knowledge and higher retention after the treatment 45.
The result conforms with the study of Aguanta and Tan 49 which found out that quiz buddy in a collaborative learning (CLQB) increased student retention and limits anxiety as students are not overloaded with information and students actually get time to think about, to talk about, and process information. The result is also in line with the findings of Sampsel 50 wherein an increase in students’ participation during class discussion, increased comfort when sharing their thoughts and ideas with peers was observed.
3.2. Students Level of Interest in Mathematics Before and After Exposure to JPAMTable 4 shows students’ level of interest towards mathematics prior the administration of the desired method
For students under joint productive activity method the mean score was 20.54 that denote “below average interest” towards mathematics. For students under non-joint productive activity method the overall mean was 23.23 that imply “average interest” towards Mathematics.
For students under joint productive activity method it was observed that 1 (2.78%) has "Low Interest". 13 (36.11%) gained "below average interest", 15 (41.67%) obtained "Average Interest". Lastly, 7 (19.44%) of students have "above average interest" towards Mathematics. The said group has an overall mean score of 20.54 that implies "below average interest" towards mathematics.
On the other hand, for students under non-joint productive activity method class it was revealed that 2 (5%) has “low interest”. 11 (27.5%) gained “below average interest”, 20 (50%) obtained “average interest” towards Mathematics, 7 (17.5%) of students has “above average interest”. Lastly, 2 (5%) has a “high interest”. The second group has an overall mean score of 23.23 that implies “Average Interest” towards Mathematics.
The result depicted that students under the joint productive activity method have lesser interest in learning Mathematics as compared to the group of students who are exposed to non joint productive activity method for some valid reasons.
At some point it relates to the study of Heinze, et al. 51 that students on one hand face mathematics instruction comparatively fearless and on the other hand, pay a certain amount of attention. However, does not imply an above average interest in Mathematics. It may assume that for many students learning Mathematics at the lower secondary level is mainly extrinsically motivated.
Table 5 summarizes students' level of interest in Mathematics after the administration of the desired method. For students under joint productive activity method the mean score was 24.14 that denote "average interest" towards Mathematics. For students under non-joint productive activity method the overall mean was 23.60 that imply "average interest" towards Mathematics. Notably, there was an increase for the mean score of both groups but the students under joint productive activity method has a higher increase in level of interest as compared to students under non-joint productive activity method. This implied that the use of joint productive activity method is a favourable teaching method among students in learning Mathematics.
As for students under joint productive activity method it was observed that 7 (19.44%) gained “below average interest”; 14 (38.89%) obtained “average interest”; 12 (33.33%) of students has “above average interest, finally, there were 3 (8.33%) who have “high interest” in Mathematics. The said group has an overall mean score of 24.14 that implies “average interest” towards Mathematics. The increase on the mean score for this class is evident.
On the other hand, for students under non-joint productive activity method class it was revealed that 2 (5%) has “low interest”. 5 (15%) gained “below average interest”; 22 (55%) obtained “average interest”; 8 (20%) of students has “above average interest”; lastly, 2 (5%) has a “high interest” towards Mathematics. The second group has an overall mean score of 23.60 that implies “average interest” towards Mathematics. The said group manage to maintain their interest in learning Mathematics.
The result coincided with the study of Anigbo 52 wherein the claim is teacher, student, class size, government factor, instructional strategy, mathematics anxiety, and infrastructural problem factors were the factors that influence mathematical interest. The variables teacher factor, student factor, instructional strategy, mathematics anxiety and infrastructural problem factors were positively related to students' interest in Mathematics.
3.3. Analysis of Covariance on Students’ Problem Solving SkillsTable 6 presents the analysis of covariance on students’ problem solving skills in terms of their pretest and post test score.
Table 6 shows the analysis of covariance (ANCOVA) on students' problem solving skills. The pre-test was used as a covariate to statistically compare unrelated predictive variables which may affect the analysis. A mean score of 35.53 with a standard deviation of 8.14 for students exposed joint productive activity method and 34.15 who have a standard deviation of 7.64 for students in non joint productive activity method.
In addition, the computed F-value between groups is 22.48 with a p-value of 0.00 this denotes a highly significant difference between two groups. Remarkably, students under joint productive activity method performed better than those in the non joint productive activity method class. This resulted to the rejection of the null hypothesis that there is no significant difference on the students’ problem solving skills between students under joint productive activity method and to those under non joint productive activity method. The said finding is characterized by the students’ exposure to joint productive activity method as a teaching method. Thus, joint productive activity method improves problem solving skills. It can be said that the employed teaching method by the researcher is statistically significant in improving problem solving skills.
It is supported by a study that emphasizes that teachers play an important role in problem solving disposition by creating and maintaining classroom environments. The students are encouraged to explore, take risks, share failures and successes, and question one another. This creates a supportive environment, which causes students' development of confidence in their abilities and willingness to engage in and explore problems, and they are more likely to pose problems and to persist with challenging problems 47.
This is also parallel to the study where findings revealed that a significant difference existed in the students’ problem-solving skills from pretest to posttest 44. Thus, this results proves the potential of joint productive activity method in enhancing problem-solving skills.
Table 7 shows the analysis of covariance (ANCOVA) on students' problem solving skills. The pre-test was used as a covariate to statistically compare unrelated predictive variables which may affect the analysis. A mean score of 35.22 with a standard deviation of 7.81 for students exposed joint productive activity method on on end a mean score of 34.15 with a standard deviation of 7.21 for students in non joint productive activity method. Still, the mean scores appeared so close with each other, which means that both groups have almost the same problem solving skills after a week of administering the treatment.
In addition, the computed F-value between groups is 21.78 with a p-value of 0.54 this denotes no significant difference between two groups. Comparing the two groups, it can be said that in terms of their retention test result, the two groups are most likely the same in which both of them have decreased their scores compared to their post test score. As a result we fail to reject the null hypothesis that there is no significant difference on the students’ problem solving skills between students under joint productive activity method and to those under non joint productive activity method in terms of retention test.
In connection, one of the best theories and perspectives on what constitutes a problem and mathematical problem solving are those put forth by George Polya 53. Once a problem solver comprehends the statement or nature of the problem, he or she must remember from memory several pieces of knowledge pertinent to the situation 53. Which we can say that students failed to do.
The above findings are contradicted by related studies on getting significant differences in the problem-solving skills of the students exposed to treatment in terms of retention tests as well as the retention scores 44. But students under the joint productive activity method has a higher mean and corresponding MPS as compared to the students under the non-joint productive activity method.
3.4. Analysis of variance (ANOVA) on Students’ Level of Mathematics InterestTable 8 shows the analysis of variance (ANOVA) on students' level of interest in Mathematics.
The mean score of the students’ level of interest towards Mathematics was 24.14 with a standard deviation of 5.18 for students exposed to joint productive activity method and 23.60 having a 3.88 standard deviation for students in non-joint productive activity method. The computed F-value between groups is 11.16 with a p-value of 0.00 indicating highly significant difference. Even in their level of interest before the intervention it can be said that they statistically differ.
As a result, the null hypothesis that states there is no significant difference in students' level of interest towards Mathematics when exposed to joint productive activity and to those who are not was hereby rejected. It follows that exposure to joint productive activity method enhances the students level of interest towards Mathematics.
The study conforms with what is revealed by several researchers that there is a positive and statistically significant relationship between students’ interest and student motivation to learn Mathematics. The results further suggest that the more students are motivated to learn Mathematics, the more students demonstrate interest in the subject. This study contributes to the literature of mathematics education that student are interested in Mathematics most of the time if students are motivated to learn the subject. The educational leaders and stakeholders are required to initiate measures that promote students’ motivation since it has a direct relationship with the student interest in learning Mathematics 54.
This also coincides with the conclusion arrive by researchers that there is a significant difference in interest in Mathematics and academic achievement of high school level students in respect of their type of management 6. Moreover, students be trained and exposed to various problem-solving skills as a supportive technique to reinforce the learning Mathematics. So, teachers need to help students understand the importance of Mathematics in giving out maximum practice.
Based on the findings of the study, the following conclusions were drawn:
The level of students' problem-solving skills during the pretest is very low and both moderate in the posttest and retention tests. The group manifested a significant improvement based on the mean scores in the pretest, posttest, and retention tests.
Students have below average interest in mathematics before and become average interest after exposure to joint productive activity method (JPAM).
The students’ problem-solving skills are statistically significant in the posttest but not in retention tests but they still attained a high mean score. JPAM helps students build and improve their skills as they become ready and willing enough to respond to every given problem.
Based on statistics, there is a significant difference in the level of interest in Mathematics when exposed to JPAM. Students show improvement in their interest in learning Mathematics.
Based on the findings of the study, the following are the recommendations:
Mathematics teachers are advised that before introducing a topic, they should perform diagnostics to determine what should be emphasized during the teaching and learning process. Also, parents may allow their children or students to solve real-life problems anytime.
Mathematics teachers may explore educational strategies that might pique students' interest in the subject. Because JPAM improves students' problem-solving abilities, math educators and curriculum designers may want to use it to help pupils learn. They are more equipped to tackle and solve problems.
Furthermore, it makes learning Mathematics easier and more significant. It is advised that mathematics teachers adopt the joint productive activity technique (JPAM) while instructing students since it gives them engaging and meaningful experiences throughout the learning process. Additionally, it is advised that parents support their student's interest in mathematics education by monitoring it and encouraging it.
Finally, future researchers may find other teaching methods to improve students’ problem-solving skills and interest. The application of this study is highly significant, and the use of this method is highly recommended.
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| In article | |||
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| In article | |||
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| In article | |||
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| In article | |||
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| In article | View Article PubMed | ||
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| In article | |||
| [44] | Day-ongao, Y.L & Tan, D.A (2022). Effects Of Vedic Mathematics Technique (Vmt) On Students' Problem-Solving Skills And Motivation Toward Mathematics. Sci. Int. (Lahore), 34(3), 237-248. | ||
| In article | |||
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| In article | |||
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| In article | |||
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| In article | |||
| [50] | Sampsel, (2013). Finding the effects of think - pair - share on studenrs confidence and participation. Honors projects. 28. https://scholarworks@bgsu.edu/honorsproject/28. | ||
| In article | |||
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| In article | View Article | ||
| [52] | Anigbo, L. (2016). Factors Affecting Students’ Interest in Mathematics in Secondary Schools in Enugu State. Enugu State University.Enugu State. International Journal of Education and Evaluation. Vol. 2. | ||
| In article | |||
| [53] | Carifio, J. (2015). Updating, Modernizing, and Testing Polya's Theory of Mathematical Problem Solving in Terms of Current Cognitive, Affective, and Information Processing Theories of Learning, Emotions, and Complex Performances. Journal of Education and Human Development, 4(3), 105-117. | ||
| In article | |||
| [54] | Mutodi, P. (2014). The influence of students’ perceptions on mathematics performance. A case of selected high school in south africa. Mediterranean journal of social sciences. | ||
| In article | View Article | ||
Published with license by Science and Education Publishing, Copyright © 2023 Neljoy A. Ermac and Denis A. Tan
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| In article | |||
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| In article | |||
| [30] | Caballes, D. G., Quintos, C. A., Gapad, E. M., & Valdez, M. R. (2020). Perceptions of teachers on the different strains of online modalities of learning: an adoption to new normal. CiiT International Journal of Software Engineering and Technology, 12(4), 69-74. | ||
| In article | |||
| [31] | Caballes, D. G., Peregrino, L. P., & Javillonar, M. G. (2020). Public secondary school teachers’ awareness of open educational resources (OER). CiiT International Journal of Programmable Device Circuits and Systems, 12(4), 76-80. | ||
| In article | |||
| [32] | Caballes, D. G., & Narca, M. L. (2020). Philosophical bases of pedagogy in teaching knowledge, skills, attitudes of Sebastinian graduates. CiiT International Journal of Digital Image and Processing, 12(3), 49-52. | ||
| In article | |||
| [33] | Caballes, D. G., & Belen, J. L. (2020). The beginning teachers’ challenges in an inquiry-based approach to teaching science: provision for a special science research elective course. CiiT International Journal of Software Engineering and Technology, 12(3), 38-44. | ||
| In article | |||
| [34] | Tan, D.A. (2018). Mathematical Problem Solving Heuristics and Solution Strategies of Senior High School Students, International Journal of English and Education, 7(3), July 2018, 1-17. | ||
| In article | |||
| [35] | Tan, D.A. & Limjap, A.C. (2018). “Filipino students’ use of metacognitive skills in mathematical problem solving: An emergent model”, International Journal of Development Research, 8, (05), 20430-20439. | ||
| In article | |||
| [36] | Tan, R.D.A., Pañares, E.J.A., Pañares, F.J. A. Pagonzaga, E. D., Jumawid, J.A.M., Hinampas, R.T., Tan, D.A. (2021). Investigating the Effect of Social Media on Students’ Academic Performance and Well-being During the Pandemic. International Journal of Scientific & Technology Research, 10(7), 145-151. | ||
| In article | |||
| [37] | Pagtulon-an, E. & Tan D. (2018). Students’ Mathematics Performance and Self-efficacy Beliefs in a Rich Assessment Tasks Environment. Asian Academic Research Journal of Multidisciplinary. 5(2), 54-64. | ||
| In article | |||
| [38] | Cordova, C., & Tan, DA. (2018). Mathematics Proficiency, Attitude and Performance of Grade 9 Students in Private High School in Bukidnon, Philippines‖. Asian Academic Research Journal of Social Sciences and Humanities, vol. 5, issue 2, pp. 103-116, February 2018. | ||
| In article | |||
| [39] | Balasico, C.L., & Tan, D.A., (2020). Predictors of Performance of Central Mindanao University Laboratory High School Students, PEOPLE: International Journal of Social Sciences, 6(2), 1-21. | ||
| In article | View Article | ||
| [40] | Duque, C. & Tan, D. (2018). Students’ Mathematics Attitudes and Metacognitive Processes in Mathematical Problem Solving. European Journal of Education Studies, 4(11), 1-25. | ||
| In article | |||
| [41] | Ebuña, J. (2008). Vignette instruction: its effects on mathematical understanding of freshmen at Bocboc national high school S.Y: 2007-2008. | ||
| In article | |||
| [42] | Bradbury, N. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advance in physiology eduction. | ||
| In article | View Article PubMed | ||
| [43] | Hueston, C (2017). Instructional Coaching For Joint Productive Activity: Working with World Language Teachers.University of Colorado. | ||
| In article | |||
| [44] | Day-ongao, Y.L & Tan, D.A (2022). Effects Of Vedic Mathematics Technique (Vmt) On Students' Problem-Solving Skills And Motivation Toward Mathematics. Sci. Int. (Lahore), 34(3), 237-248. | ||
| In article | |||
| [45] | Cambaya, E.D., & Tan, D.A (2022). Enhancing Students’ Problem-Solving Skills And Engagement In Mathematics Learning Through Contextualized Instruction. Sci. Int.(Lahore), 34(2), 101-109. | ||
| In article | |||
| [46] | Behzadi et al. (2013). The study of effect of the main factors on problem solving self-conficence using cooperative learning. Mathematics education trends and research 2013: 1 – 7. | ||
| In article | View Article | ||
| [47] | NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics (NCTM). | ||
| In article | |||
| [48] | Senthamarai, K.B, et al,. (2016) A study on problem solving ability in mathematics of IX standard students in Dindigul disrict International Journal of Applied Research. 797-799. | ||
| In article | |||
| [49] | Aguanta, E., & Tan, D.A. (2018). Effects of Dyad Cooperative Learning Strategy on Mathematics Performance and Attitude of Students Towards Mathematics, International Journal of English and Education, 7(3), 303-313. | ||
| In article | |||
| [50] | Sampsel, (2013). Finding the effects of think - pair - share on studenrs confidence and participation. Honors projects. 28. https://scholarworks@bgsu.edu/honorsproject/28. | ||
| In article | |||
| [51] | Heinze, A. (2005). Mathematics achievements and interest in mathematics from differential perspective. Germany. Journal of Mathematical Sciences. ZDM, 212 – 220. | ||
| In article | View Article | ||
| [52] | Anigbo, L. (2016). Factors Affecting Students’ Interest in Mathematics in Secondary Schools in Enugu State. Enugu State University.Enugu State. International Journal of Education and Evaluation. Vol. 2. | ||
| In article | |||
| [53] | Carifio, J. (2015). Updating, Modernizing, and Testing Polya's Theory of Mathematical Problem Solving in Terms of Current Cognitive, Affective, and Information Processing Theories of Learning, Emotions, and Complex Performances. Journal of Education and Human Development, 4(3), 105-117. | ||
| In article | |||
| [54] | Mutodi, P. (2014). The influence of students’ perceptions on mathematics performance. A case of selected high school in south africa. Mediterranean journal of social sciences. | ||
| In article | View Article | ||
