AN ASSESSMENT OF THE MATHEMATICS ACHIEVEMENT OF SENIOR STUDENTS OF THE AGUSAN DEL below average level of achievement, except on Circles
average level of achievement, except on Circles which fall within average level
SUR PUBLIC HIGH SCHOOLS.
THE PROBLEM
This study assessed the mathematics mid-year achievement of senior students of the Agusan del Sur public
high schools during the school year 2001-2002. Specifically, the study sought to answer the following questions:
1. What is the level of achievement in Mathematics of senior students of the Agusan del Sur public high
schools in terms of the following:
A. Content areas
1. Counting Techniques
2. Polynomial Function
3. Circles
4. Plane Coordinate Geometry
B. Mathematical skills
1. Acquisition of Concepts
2. Computation Skills
3. Problem Solving Ability
2. What are the common difficulties encountered by the students in learning the different content areas in terms of
the different mathematical skills?
METHODOLOGY
This study utilized the descriptive method of research. The respondents consisted of 600 students coming
from the five classified big schools, 182 students from four classified small schools, and 188 students from the
four public high schools along the river towns of the Agusan del Sur of school year 2001-2002. The main
instrument used was the teacher-made test to determine the level of achievement in the content of high school
Mathematics IV in the New Secondary Education Curriculum.
There were 180 items in the preliminary draft of the test based on the table of specifications. This was face
validated by the panel of test evaluators. The test items were shortened to 160 items and were pilot-tested to sixty
senior students of Sta. Irene National High School. The first try-out was administered to 185 senior students of
Lapinigan National High School. The test items were analyzed and revised based on the result of the item
analysis using the U-L Index Method. Of the 160 original items, 181 items were accepted as good, 19 items were
retained after revision while the remaining 60 items were improved and included in the pool bank for future
reference.
To see if the newly constructed 100 item test including those revised items were good, another item
analysis was conducted to 187 randomly selected students of the Agusan del Sur National High School.
Result showed that of the 100 items 95 items were accepted good and 5 items were retained after
revision. To establish concurrent validity of the test, the test was administered to 100 randomly selected students
of the Agusan del Sur National High School. The obtained coefficient of the test using the Pearson-
Product Moment of Correlation was 0.88, a high correlation.
To establish the reliability of the constructed test of 100 items, the test was administered to 100 randomly
selected students of the Prosperidad National High School. The obtained reliability coefficient of the test was 0.81,
a high correlation, using the Pearson correlation.
CONCLUSIONS
In view of the findings, the following conclusions are drawn:
1. The overall mean achievement of senior students which is 38.23% is within the below average level of
achievement.
2. The mean achievement level of the students in terms of all four content areas, such as
Counting Techniques, Polynomial Functions, Circles and Plane Coordinate Geometry, fall within
of achievement.
3. The mean achievement level of the students in terms of those mathematical skills, namely: acquisition
of concepts average level while computational and problem solving skills are within below average
level of achievement.
RECOMMENDATIONS
On the basis of the foregoing findings and conclusions, the researcher offers the
following recommendations:
1. That the test be administered as a pretest to senior high school students at the beginning of the school
year to determine their strengths and weaknesses for the teacher to use as basis for instruction. The
same test or an equivalent from of the test given at the end of the semester to find out if the students
have achieved something.
2. In order to have more concrete diagnosis of error patterns committed by the students in problem solving
and computational skills, the students should be given opportunity to write or show solutions to their
answers.
3. The future researcher should conduct similar investigations on assessing students achievement in any
subject area in high school so that he/she can properly guide students for academic growth.
4. Teachers in Mathematics IV should stress and clarify and, if possible, provide concrete real
life situations as examples in the teaching of the following topics: counting techniques,
polynomial functions and plane coordinate geometry. The use of modules and worksheets should
be provided.
5. School heads should conduct conference among math teachers after each grading period to discuss
problems encountered in the classrooms. They can have sharing of ideas on teaching styles and on
solutions to existing problems. If possible, Mathematics teachers who need assistance in teaching the
contents of Mathematics IV be sent to trainings and seminars.
6. Administrators should conduct seminar workshops on teaching strategies of Mathematics IV.If
possible competent trainers from known universities of institutions be hired for this purpose.
BIBLIOGRAPHY
Books
Baur, Gregory R. and Darleen Pigford.1984. A Survival Guide for the Junior / Middle School
Teacher. Parker Publishing Company, Inc. Nyack, N.Y.
Begle, Edward G. 1979.Critical Variables in Mathematics Education. Washington D. C. : Mathematical
Association of America and NCTM.
Gregorio, Herman C. 1982. Principles and Methods of Teaching.Quezon City: R. P. Garcia Publishing Co.
Hart, William H. 1983. Essentials of Algebra. New York: Boston D. C. and Co., Inc. 1992. Mathematics IV
Textbook. Philippines:Capitol Publishing House, Inc.
1992. Mathematics IV Manual. Philippines:Capitol Publishing House, Inc.
Oriondo, Leonora, et. al. 1998. Evaluating Educational Outcomes. Manila: Rex Publishing Co.
Reyes, Fe and Jose Marasigan. 1982. College Algebra. Quezon City: JMC Press.
Ruiz, Macario. 1967. Evaluation and Measurement for Philippine Schools. Quezon City: R. P. Garcia
Publishing Co.
Sanchez, Luz B. 1986. Developing and Evaluating Research Proposal, Masters Thesis and Doctoral
Dissertation.Davao City: Great Book Trading.
Sevilla, Consuelo G. and Jesus A. Ochave, et. al. 1992. Research Methods. Rex Printing Co.
Wiggins, G. 1998. Educative Assesment: Designing Assessments to Inform and Improve Student
Performance. San Francisco, U.S.A.
Periodical / Journals
Page 1 of 7
Black, P., and Williams, D. Inside the black box: Raising standard through classroom assessment. Phi
Delta Kappan, 80(2), 139-148.
Carpenter, Thomas P. et. al. April 1980.Result and Implication of the Second NAEP Mathematical Assessment in
Elementary School, Arithmetic Teacher, 27, No. 8.
Pandey, Tej. 1990. Elementary Mathematics Assessment. California Department of Education.
Shepard, L. A. 2000. The Rule of Assessment in a Learning Culture. Paper at the annual meeting of
the American Educational Research Association.
The Nations Report Card. 1990. Mathematics Objectives: An Assessment. U.S.A.. December 2000. TIMSSR
1999. Third International Mathematics and Science Study Report. Chestnut Hill, MA.
Dissertation, Theses and Special Projects
Alunan, Lorila. 1995. Secondary School Students Strategies and Errors in Algebra Notre Dame of
Marbel University.
Buco, Gerard U. Development and Validation of an Achievement Test in a Flexibly-paced Program in
Mathematics I. PNU, Manila.
Dapito, Liwayway O. 1996. The Evaluation of New Secondary Education Mathematics Curriculum in District V,
Division of City School, PNU, Manila.
Florentino, Crispin N. 1996. Development and Validation of an Achievement Test in Four Selected Areas
of College Algebra at the New Era University. PNU, Manila.
Lahoylahoy, Myrna E. 1981. The Mathematical Readiness of the Incoming High School Freshmen in Iligan City
University of the Philippines, Diliman, Quezon City.
Leano, Byron. 1995. The Mathematics Achievement of Junior High School Students of the Nueva Viscaya
General Comprehensive High School S.Y. 1994: A Basis for Evolving an Instructional Model. PNU, Manila.
Punzalan, Lolita. 1997. Development of a Diagnostic Test in Basic Mathematics for Pre-Service Teachers. PNU,
Manila.
Tungcul, Linda P. 1993. Impact Evaluation of the Mathematics Training Under the SEDP as Revealed in
the Fourth Year Level Students Performance. Saint Paul University.
Zulueta, Rodolfo D. 1992. The Development, Validation and Initial Standardization of a Test in Science
and Technology III for Junior Students among Public Secondary Schools in Metro Manila. PNU, Manila.
Other Materials
Nivera, Gladys. Curriculum Support Materials: College Algebra. PROBE-CHED-DECS.
Orbita, Ramil. Curriculum Support Materials: Mathematics Teaching and Learning. PROBE-CHED-DECS.
Ramirez, Jerome N.. Curriculum Support Materials: Teaching Trigonometry Using a Hands-on
Approach. PROBE-CHED-DECS.
Tagaliad, Anita R.. Curriculum Support Materials: Test Construction. PROBE-CHED-DECS.
TEACHING PRACTICES OF MATHEMATICS TEACHERS AT AGUSAN NATIONAL HIGH SCHOOL,BUTUAN
CITY- Fritzie B. Inchoco
A. Objectives
This study aimed to determine the common Teaching Practices of Mathematics Teachers at Agusan National
High School during the school year 2003-2004. Specifically, the study sought to answer the following questions:
1. What is the socio-demographic profile of the mathematics teachers of Agusan National High School?
2. What are the common teaching practices of mathematics teachers at Agusan National High School
as perceived by the mathematics teachers and the students?
3. Is there a significant difference between the perception of the mathematics teachers and the students
on the different teaching strategies at Agusan National High School under the following:
a. Discussion
b. Practical Work
c. Practice and Consolidation
d. Problem Solving
e. Think, Pair, Share
f. Group Mathematical Investigation?
B. Methodology
This study used the survey approach of research specifically, the descriptive method. It utilized the
said approach in as much as the main purpose of this research was to determine the teaching practices of
mathematics teachers at Agusan National High School.
The respondents were the high school mathematics teachers of Agusan National High School and the 156
high school students randomly taken from all year levels during the school year 2003-2004.
The study was conducted in the city division of Butuan, particularly in Agusan National High School.
The research study used the purposive sampling technique. In determining the teaching practices
of mathematics teachers, the researcher used questionnaire checklist with 5-point scale rating with descriptive
rating
5 - (VO) Very Often, 4 (O) Often, 3 (S) Sometimes, 2 (N) Never, 1 (NA) Not Applicable.
Simple random sampling was used through the questionnaire checklist with 5-point rating scale
in determining the perception of the students on the teaching practices of the mathematics teachers.
The data gathering instruments used in this study were the following: a) Questionnaire Checklist form to
establish the demographic profile of the respondents; b) Questionnaire Checklist to determine the teaching
practices as perceived by teachers and students; c) The Video Coverage to supplement the data that were
gathered with the use of the questionnaire and to actualize further the perception of respondents regarding the
teaching practices.
The procedure involved the following steps: a) Preliminary; b) Pilot testing; c) Second trial Run; d) Final
Run; and e) Video Coverage of Actual Footage of the teaching done by the respondents.
Statistical treatments used were the following: a) Weighted Mean; b) Tally Percentage; and c) z-test.
Findings
The main findings of the study were:
A. Teachers Profile
1. Half of the 26 mathematics teachers were 51-60 years old.
2. Twenty-three (23) of the mathematics teachers were married and perceived as matured and
responsible.
3. Twenty-two (22) of the mathematics teachers were female.
4. Thirteen (13) of the mathematics teachers were Bachelor of Secondary Education-degree holders with
Master of Arts units.
Page 2 of 7
 5. Ten (10) of the mathematics teachers had rendered service for 21 and more years in the public schools.
6. Thirteen (13) of the mathematics teachers occupied the rank of Secondary School Teacher-I.
7. All of the mathematics teachers teaching mathematics subjects were qualified teachers for they had all
passed the qualifying examinations for teachers.
8. All of the mathematics teachers were equipped with the current teaching strategies after they
had participated in seminars and workshops required by the Department of Education.
B. The Common Teaching Practices in Mathematics at Agusan
National High School as Perceived by the Mathematics Teachers and Students were:
1. Teachers communicated very often in a manner easily understood by the students. Sometimes these
teachers showed pictures, tables, graphs and other visual presentation in their classes.
2. Teachers evaluated very often the skills acquired by the students. They sometimes conducted
outdoor activities where students could take and record measurements, do program computation, and
discuss and illustrate findings. These teachers present often solutions containing errors; they spotted
and corrected these errors.
3. Teachers presented often solutions containing errors; students would spot and correct these errors.
4. Teachers very often acquainted their students with the steps in solving word problems, while
employing often the problem solving strategies.
5. The same teachers taught their students very often various mathematical conclusions and often
discussed the relevance of the topics to real life situations.
6. The mathematics teachers often let each pair complete the table based on the discovered equation
and draw the graph while often letting each pair perform the drawing of different figures, measuring
different figures, cutting figure forms and formulating conclusion.
7. The teachers often employed group games as teaching strategy in developing the lesson and
sometimes prepared group puzzles to enhance manipulative skills of students.
C. Over-all Frequency of Common Teaching Practices of the Mathematics Teachers was "Often".
D. Perception on the Teaching Strategies practiced by the Mathematics Teachers as perceived by students are
the following:
1. Teachers asked their students very often to discuss solutions or to write answers on the board.
They sometimes encouraged students to give their own solutions instead of depending only on
teachers solution.
2. Students very often were given worksheets or activities to solve after discussion. Sometimes
outdoor activities were conducted where students could take measurements, record measurements,
perform computation and discuss and illustrate findings.
3. Students evaluated very often the skills or concepts learned while they were often given opportunities to
make their own generalization.
4. Students employed often the problem solving strategies.
5. Students discussed very often the relevance of the topic to real life situation and were often made
to define important mathematical terms in their own words.
6. Students were often asked by teachers to solve the "think of this" problem on the textbook.
7. Students employed often group games as learning strategy and often made to undergo research by
groups on a certain topics to formulate and to make their own problem.
E. Over-All Teaching Strategies practiced by the mathematics teachers as perceived by the students was "Often".
F. Perception of mathematics teachers and students on the teaching strategies is described as "often" as
seen and transcribed on the actual footage of demonstration teaching of mathematics teachers at Agusan
National High School.
G. No significant differences were observed between the perceptions of the mathematics teachers and
students on the implementation of the discussion, practical work, problem solving, and exposition as
teaching strategies used in mathematics. However, there were significant differences between the
mathematics teachers and students perceptions on the implementation of practice & consolidation; think, pair,
share; and group mathematical investigation as teaching strategies practiced by the mathematics teachers.
Conclusions
In view of the findings, the following conclusions were drawn:
1. Mathematics teachers of Agusan National High School, SY 2003-2004 are married and responsible.
Majority of them are female teachers who fall under the bracket of 51-60 years old.
2. Ten (10) of the mathematics teachers had rendered services for 21 and above years and are,
therefore, experienced in teaching.
3. Thirteen (13) of the mathematics teachers occupied the teaching position as secondary school teacher
I.
4. Sixteen (16) of the mathematics teachers rendered a teaching load of 30 hours and above per week.
5. The mathematics teachers are considered qualified teachers for they all passed the qualifying
examinations for teachers.
6. All of the mathematics teachers are equipped with the current teaching strategies, seminars and
workshops by the Department of Education.
7. The over-all teaching strategies practiced by the mathematics teachers falls on the descriptive rating
of "Often" for both the teachers and the students.
8. The mathematics teachers and students had similar perceptions on the implementation of discussion,
practical work, problem solving, and exposition as teaching strategies used by the mathematics
teachers. On the other hand, the mathematics teachers and students differ significantly in their
perception of implementation of practice and consolidation; think, pair, share; and group mathematical
investigation as teaching strategies used by the mathematics teachers.
9. The teaching strategies as seen on the actual footage of demonstration teaching of mathematics
teachers at Agusan National High School fall on the descriptive rating of "Often".
Recommendations
On the basis of the foregoing findings and conclusions, the researcher offers the following recommendations:
1. The administrators of school should give scholarship grants for teachers in mathematics to help these
teachers upgrade their competencies in teaching.
2. Teachers may implement Higher Order Thinking Skills Learning Strategies in order to be able to render
a meaningful and effective teaching-learning experience in mathematics. They can:
2.1 Show pictures, tables, graphs and other visual presentations as motivational strategy during
discussion. Teachers shall encourage students to give their own solution.
2.2 Conduct outdoor activities where students can:
a. take measurements
b. record measurements
c. perform computation
d. discuss and illustrate
2.3 Let the class prove certain theorems, present solutions containing errors, spot and correct them.
2.4 Make discussions on the relevance of the topic to real life situations.
2.5 Mathematics teachers should use frequently the Think, Pair, Share as a teaching strategy.
2.6 To enhance the manipulative skills of the students, mathematics teachers can prepare instructional materials
for students to work on and with time limit.
2.7 Let each group do research on a certain topic, formulate and make their own problem.
2.8 Give students opportunities to make own generalization.
2.9 Let students define important mathematical terms in their own word.
Page 3 of 7
3. Administrators should conduct seminar-workshops on teaching strategies with more emphasis on the HOTS
Learning Strategies.
4. Future researchers may dwell on the comparative study on the HOTS Learning Strategies to the
achievement performance result of students.
5. Teachers should encourage parents to help their children by making follow-up of their childrens
school activities, particularly in mathematics.
DEVELOPMENT AND VALIDATION OF INSTRUCTIONAL MATERIALS FOR BASIC MATHEMATICS
Prof. Cesario C. Galanida
The Problem
The main problem of the study is to develop and validate instructional materials for college Basic
Mathematics at Philippine Normal University, Agusan Campus. Specifically, it aims to answer the following
questions:
1. What are the desired learning competencies of college basic mathematics indicated in the syllabus to be
included in the development of instructional material as perceived by the students?
2. What are the lessons or topics that need supplementary activities necessary in attaining the desired
learning competencies?
3. How valid and applicable are the developed instructional materials of each lesson/topic as perceived by
experts in mathematics professors/instructors?
Procedure
The research process was categorized into three phases: 1.) Planning Phase, 2.) Writing Phase, and
3.) Validation Phase. The Planning phase included the selection of topics from the desired learning competencies
by the student respondents.
Writing Phase included the preparation of guidelines, format, and the instructional materials to
be developed. The experts, mathematics professors/instructors, did validation Phase.
Findings
Result of data analysis showed the following findings.
1. The desired learning competencies that were included in the development of instructional material
for college Basic Mathematics as perceived by the students were Rational Numbers, Measurement,
and Introduction to Algebra & Trigonometry.
2. The learning activities prepared by the researcher based on the needs assessment of
students perceptions are as follows: (a) Ratio and Proportion, (2) Rate, (3) Decimal, Fraction,
and Percent, (4) Measurement, (5) Introduction to Algebra, and (6) Introduction to Trigonometry.
3. Analysis of the ratings given by a team of five mathematics professors showed that the 71 out of
72 learning activities were considered valid applicable) in meeting the desired learning objectives for
each topic. Activity number 69 (Cosine Law) was rated less valid. Generally, the selected experts in
mathematics rated the developed instructional materials for college Basic Mathematics satisfactorily
valid and applicable.
Conclusion
From the findings of the study the following conclusions were drawn:
1. The seventy-one (71) out of seventy-two (72) activities of the developed instructional materials
are satisfactorily applicable.
2. Instructional Materials are useful in teaching college basic mathematics.
3. Instructional materials with manipulative activities are helpful in developing basic concepts of
mathematics.
4. Concepts in ratio, proportion, rate, measurement, and integers were found to be least understood as
perceived by the students.
Recommendations
In the light of the finding and conclusion of the study, the following recommendations were offered:
1. Conduct a field study to find out if the developed instructional materials will really improve the
academic performance of students.
2. In developing instructional material teachers should include outdoor activities for the students
(future educators) to be exposed to this kind of teaching strategy. Math teachers should develop
instructional materials in a form of worksheets using manipulative materials.
3. School administrators should encourage and supports teachers in developing instructional materials.
AN EVALUATION OF THE SECONDARY SENIOR STUDENTS PERFORMANCE IN MATHEMATICS IN
THE PROVINCE OF AGUSAN DEL SUR
The study was designed to evaluate the performance of the secondary senior students in
mathematics in the Division of Agusan del Sur. This study used the descriptive survey research design
to determine the mathematics performance using the validated achievement test in mathematics. A
mathematics anxiety questionnaire was used to determine the status of students mathematics anxiety
levels and the beliefs and attitude scale to determine the beliefs and attitudes of the fourth year students
toward mathematics. The teachers questionnaire was used to draw information about the teachers
educational qualification, length of teaching experience, inservice trainings, seminar-workshops, and
teaching practices.
Findings revealed that 1) the achievement of the secondary students of the division of Agusan del
Sur is only 38% very far below the 75% achievement required by the Department of Education. 2) The
teachers teaching strategies do not jibe to the standards suggested by experts. 3) The students from
public schools are performing better than the students from private schools in the achievement test in
mathematics. 4) The students from the schools along the highway towns perform better than the
students from the schools along the river towns in the achievement test in mathematics. 5) The students
from the big schools are as good as the students from the small schools in the achievement test in
mathematics. 6) The teachers educational qualification significantly influenced the students scores in
the mathematics achievement test. 7) Teachers inservice trainings, seminars and workshops
significantly influenced the students scores in the mathematics achievement test. 8) Teachers beliefs
and attitudes in teaching mathematics IV did not significantly influenced the students scores in the
mathematics achievement test. 9) The beliefs and attitudes of students in mathematics IV significantly
influenced their scores in the mathematics achievement test. 10) The mathematics anxiety of students
in mathematics has negative effect to their scores in the mathematics achievement test.
In view of the findings, the following conclusions are drawn. 1) The achievement of the secondary
students in the division of Agusan del Sur is poor. 2) Students scores in the mathematics achievement
test significantly differ in terms of type of school and geographical location, but not in school size. 3) The
teachers educational qualification, teachers in-service trainings, seminars and workshops are good
predictors of students achievement scores in mathematics IV but teachers beliefs and attitudes in
teaching mathematics IV is not a predictor. 4) The length of teaching experience slightly influenced
students scores in the mathematics achievement test. 5) The beliefs and attitudes of students are good
predictors of their scores in the mathematics achievement test. 6) The students mathematics anxiety
had significantly affected their scores in the mathematics achievement test.
On the basis of the foregoing findings and conclusions, the researcher offers the following
recommendations 1) Mathematics teachers should try to follow the teaching strategies suggested by
Page 4 of 7
 experts. 2) Secondary school mathematics teachers should be encouraged to take graduate studies
related to mathematics. 3) Mathematics teachers should be encouraged to create a classroom
atmosphere that will allow students to develop positive attitudes towards mathematics and reduce
anxiety. 4) School heads should conduct conference among mathematics teachers after each grading
period to discuss problems encountered in the classrooms, share ideas and teaching styles that were
proven effective. Mathematics teachers who need assistance in teaching the contents of mathematics
IV should be sent for trainings and seminars. Inservice trainings in mathematics should be focused on
content. 5) Administrators should conduct seminarworkshops in mathematics content and on teaching
strategies of mathematics IV. 6) The Division Mathematics Supervisor may form a task group by
choosing the best trained mathematics teachers in the division to assist some teachers who have
difficulty in teaching mathematics. They may ask linkages to the Philippine Normal University-Agusan
Campus Mathematics Instructors for this purpose. 7) Secondary schools may conduct an enhancement
program in mathematics during summer to bridge the learning gap of students from elementary to
secondary levels.
DEVELOPMENT OF TEACHERS SUPPORT MATERIALS FOR TEACHING SOLVING WORD PROBLEMS IN
COLLEGE ALGEBRA USING MICROSOFT-EXCEL PROGRAM
Prof. Jeim G. Alvar
THE PROBLEM
Objectives
The purpose of this study was to develop teachers support materials for teaching Solving Word Problems
in College Algebra using Microsoft-Excel Program at Philippine Normal University-Agusan Campus,
Prosperidad, Agusan del Sur. Specifically, this study intended to:
1. identify the learning objectives of the topics on word problem solving, particularly:
1.1 general objectives; and
1.2 specific objectives
2. develop a set of instructions for the topics on solving word problems in college algebra using Microsoft-Excel
program, specifically, on the following topics:
2.1 number problems;
2.2 age problems;
2.3 geometry-related problems;
2.4 work problems;
2.5 mixture problems;
2.6 motion/distance problems;
2.7 investment problems
3. design a format of presentation using Microsoft FrontPage 2000;and
4. determine the level or degree of acceptability of the developed materials in terms of:
4.1 Objectives;
4.2 Content Quality;
4.3 Instructional Quality;
4.4 Technical Quality; and
4.5 Significance
METHODOLOGY
The research study followed three major stages in the research and development cycle, namely, (a)
Planning Stage, (b) Developing/Designing Stage, and (a) Evaluation Stage.
The planning stage, involved a collection of resource materials, review of related studies and literature
and formulation of general and specific objectives. This process also involved the sequencing of presentations of
the activities and exercises.
The design and developing stage was divided into two categories: a.) the design of a format of
presentation program using Microsoft FrontPage 2000 in a Hypertext Mark-up Language (HTML) format, as
presentation software, and b.) the development of the module on how to use Microsoft Excel program to solve
word problems in college algebra.
In evaluating the developed learning material, the researcher used a 5-point Likert scale as suggested by
Avila (1998) for computer-aided instruction software (CAI) evaluation. The evaluation checklist was divided
into categories, namely; a.) Objectives (3 questions), b.) Quality of Content (6 questions), c.) Instructional Quality
(8 questions), d.) Technical Quality (7 questions), and e.) Significance (4 questions).
RESULTS
From the results of evaluation, the summary mean responses for each criterion were as follows: a.)
Objectives 3.44, b.) Quality of Content- 3.28, c.) Instructional Quality 3.29, d.) Technical Quality 3.05, and
e.) Significance 3.21. The over-all mean rating was 3.25.
CONCLUSION
Based on the analyses and findings of the data gathered, it was concluded that the content of the
developed module is fairly acceptable and can be used as a resource material or a supplement for teaching and
learning word problem solving in algebra using Microsoft Excel program. However, due to some limitations of
the research study, the researcher would like to emphasize that these teachers support materials are subject
for further validation in terms of their content effectiveness. Further revisions and necessary improvements in
their contents will increase the level of their acceptability in teaching and learning.
RECOMMENDATIONS
Given the limitation of the research, it is suggested that this developed teachers support materials
for teaching solving word problem in college algebra be tried out, explored, and experimented for
further improvements as this will validate more the acceptability of the developed module.
From the findings on the results of evaluation, it is recommended that teachers should also design
and develop a computer-based material or a computer-aided instruction in their own respective fields
of specialization. Especially in the field of science (such as physics) and mathematics, these materials open
more opportunities for teachers for further teaching explorations and innovations.
The researcher believes that this kind of innovations offers a lot of techniques in teaching and
learning solving word problems in algebra using computer technology, specifically, using Microsoft-excel program.
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