CHARACTERIZING OUTCOMES-BASED MATHEMATICS TEACHING: MARK OF PAULINIAN EDUCATION
Keywords:
Education, Paulinian Education, Characterizing Mathematics Teaching, Outcome-based Teaching & LearningAbstract
The study determined outcomes-based mathematics teaching characteristics that mark Paulinian education in St. Paul University Surigao Junior High School. The instruments used were researcher-made questionnaires for the 6 Junior High School Mathematics teachers and 151 Science Class students who taught and enrolled respectively in St. Paul University Surigao during the school year 2019-2020. Data gathered were analyzed using the means, standard deviation, and t-test. Exploratory Factors Analysis was also employed to yield generally significant characteristics based on the data from the responses. The mathematics teachers perceived that the students under study achieved the mathematics learning outcomes and competencies, to some extent. The said students also perceived that they have achieved, to some extent. Hence, the teachers' instructional approaches and perception of their students’ achieved mathematics learning outcomes and competencies are validated by the students' actual achievements. It was then revealed that there is no significant difference between the participants’ perceptions on the extent of the mathematics learning outcomes and competencies achieved by the students, except for the honesty and truthfulness traits. Exploratory factor analysis revealed five (5) most significant Mathematics learning outcomes and competencies categories that characterize the outcomes-based mathematics teaching in SPU Surigao Junior High School
References
Boston, M., Melissa, D., Drillon, F., Smith, M., & Miller, S., (2017). Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9–12. Reston. VA: National Council of Teachers of Mathematics.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
Cree, V., & Macaulay, C. (Ed.) (2000). Transfer of Learning in Professional and Vocational Education. Routledge.
Department of Education (2016). The Conceptual Framework of Mathematics Education in the Philippines. Department of Education of the Republic of the Philippines. Retrieved from http://depedbohol.org/v2/wp-content/uploads/2016/03/Math-CG_with-tagged-math-equipment.pdf
Demir A, Ozer B.U., Ferrari J.R (2009). Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons. J Soc Psychol. 2009 Apr;149(2):241-57. doi: 10.3200/SOCP.149.2.241-257. PMID: 19425360.
Gu, F., & Gu, L. (2016). Characterizing mathematics teaching research specialists’ mentoring in the context of Chinese lesson study. ZDM - Mathematics Education, 48(4), 441–454. https://doi.org/10.1007/s11858-016-0756-1
Hammouri, H. (2004). Attitudinal and motivational variables related to mathematics achievement in Jordan: Findings from the Third International Mathematics and Science Study (TIMSS). Educational Research. 46. 241-257. 10.1080/0013188042000277313.
Kishore, N., & Ma, X. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26-47.
Khair, T.M.A.M., & Khairani, (2012). Level of students' achievement in mathematics at the end of elementary education in Yemen. Englewood Cliffs, N.J: Prentice-Hall.
Mackintosh, N. J. (2011). IQ and Human Intelligence (second ed.). Oxford: Oxford University Press. ISBN 978-0-19-958559-5. LCCN 2010941708. Retrieved 15 June 2014.
Mastrangeli, J., (2019). Beyond the Classroom: Mathematics in Service. Journal of Humanistic Mathematics. Jul2019, Vol. 9 Issue 2, p212-225. 14p.
Pa, N.A.N. and R. Tapsir, (2013). Analysis of instruments measuring values of mathematics education. Procedia-Social and Behavioral Sciences, 90: 449-457.Available at: https://doi.org/10.1016/j.sbspro.2013.07.114.
Polya, G. (1945). How to solve it; a new aspect of mathematical method. Princeton University Press.
Scriven, M. and Paul, R. (1987) Defining Critical Thinking. 8th Annual International Conference on Critical Thinking and Education Reform.
http://www.criticalthinking.org/pages/defining-critical-thinking/766
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects Vol. 5 No. 1 (June 2018) Pupils’ Attitudes towards Mathematics 24 of motivation, interest and academic engagement. The Journal of Educational Research, 95(6), 323–332.
Sisters of Paul of Chartres Education Ministry, P.P. (2018). “Mainstreaming interculturality in paulinian education: paulinian formation program”. Pasig City, Philippines.
Spady, W. (1994). Choosing Outcomes of Significance. Educational Leadership 51, 5: 18–23.
Steffe, L.P., Gale, J. (2012). Constructivism in Education. Book Reviews. Hillsdale, NJ: Lawrence Erlbaum.
Steinmeyer, P. (2020). Supporting Advanced Learners: New Roles for Parent Advocates During Times of Remote Learning. National Association for Gifted Children. Retrieved from: https://www.nagc.org/blog/supporting-advanced-learners-new-roles-parent-advocates-during-times-remote-learning.
Yu, R., & Singh, K., (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. Journal of Educational Research. 2018, Vol. 111 Issue 1, p81-94. 14p.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
