Orca Share Media1669512007925 7002440892888450447

Title: TOPIC ABSTRACT FORM
School
Proponent
Strand
Proposed Title/s
Development of Real Life Problem-based Learning Module in General Mathematics to Enhance
Grade 11 Students’ Conceptual Knowledge and Math Skills
Background of the Proposed Topic:
A transition is occurring in education, from one centered on factual information to one based on inquiry.
This strategy provides students with alternative options to participate in the learning process. Teachers
know that a student-centered approach prevents students from reaching their full potential, particularly in
acquiring new knowledge and skills. Students learn most effectively when they participate in the process
and engage in active learning (Gentry, 2012, pg. 3). In a student-centered classroom, Problem-Based
Learning (PBL) allows students to discover on their own or in collaboration with classmates. The
relationship between problem-based approaches and experience-based education has a long history.
According to Hmelo and Silver (2013), when students learn through problem-solving experiences, they
gain both content knowledge and critical thinking skills. Consequently, they have defined PBL as an
instructional style in which students learn through problem-solving facilitation.
A global poll puts the Philippines 115th out of 142 nations in terms of perceived math and science
education excellence (Tandoc, 2012). The 2018 National Achievement Test MPS (mean percentage
score) for Grade 6 mathematics was 36.66 (de la Cruz, 2017). The results of these standardized
assessments indicate that mathematics education in the Philippines is lacking.
The researcher, a teacher in the eleventh grade at Dagatan National High School in Dolores, Quezon,
under the Division of Quezon, also discovered a deficiency in mathematics education. This is reflected in
the school's mathematics MPS for 2021-2022: 31% for the first quarter and 32% for the second quarter.
Both MPS scores are considered as "below average performance." All these findings corroborate the
researcher's contention that the school needs a stronger mathematics education foundation, particularly in
the senior high school levels (Grade 11 and Grade 12). The present curriculum calls for a better
mathematical foundation and emphasizes real-world applications and links. In addition to lacking such
real-world applications, there are insufficient educational materials for General Mathematics. Teachers
who also used DepEd-issued materials lament the lack of activities and practice tests to evaluate student
performance in all General Mathematics areas.
According to studies such as those conducted by Travaux (2018), there is evidence that hands-on
learning and real-world applications are more effective at engaging student interest and promoting
content retention. The researcher relies on the potential of mixing real-world applications with problem-
based learning to produce a mathematics instruction manual. Similarly, the activities and examples in the
Real-Life Problem-based Learning Module (RL-PBLM) will be designed to enhance the knowledge of
the General Mathematics competencies.
Based on the aforementioned studies above and the scenario, and the fact that though modules are
provided by the department, there is inadequacy concerning the development of the learner's problem-
solving and critical thinking skills. For this reason, the researcher seeks to construct a real-world
problem-based learning module to improve the conceptual understanding and skills of Grade 11 students
in General Mathematics in the Division of Quezon for the 2022–2023 school year.
General Objectives:
This study seeks to construct a real-world problem-based learning module to improve the conceptual
understanding and skills of Grade 11 students in General Mathematics in the Division of Quezon for the
2022-2023 school year. Specifically, it aims to achieve the following goals:
1. Determine the profile of the two groups of respondents in terms of:
1.1. Teachers
1.1.1. age;
1.1.2. sex;
1.1.3. civil status;
1.1.4. educational attainment;
1.1.5. years in service;
1.2. Grade 11 Learners
1.2.1. age;
1.2.2. sex;
1.2.3. home location;
1.2.4. educational attainment of parent;
1.2.5. occupation of parents?
2. Determine the level of acceptability of the Real-Life Problem-based Learning Module (RL-PBLM) in
General Mathematics as evaluated by the teacher with respect to:
2.1. content;
2.2. language;
2.3. presentation; and
2.4. assessment?
3. Establish whether there is a significant difference on the level of acceptability of the Real-Life
Problem-based Learning Module (RL-PBLM) as evaluated by the respondents in terms of their
profile?
4. Determine the level of performance of the learners before and after the conduct of the RL-PBLM.
5. Establish whether there is a significant difference in the level of performance of the learners before
and after the conduct of the RL-PBLM.
6. Establish whether there a significant difference in the performance of the learners before and after the
the conduct of the RL-PBLM in terms of their profile?
Research Methodology:
This study will employ descriptive and developmental research wherein a real-life problem-based
learning module will be developed and used to test if there will be an improved conceptual knowledge
and skills of the learners in mathematics.
The following tools will be used to analyze and interpret the data that will be collected:
- To determine the profile of the teacher and learner respondents, frequency, percentage, and rank
distribution will be used.
- To determine the level of acceptability of the developed module, a weighted mean will be used.
- To determine the significant difference in the level of acceptability of the developed module as
perceived by the teacher respondents concerning the cited aspects in terms of their profile, One
Way Analysis of Variance (ANOVA) will be applied.
- To determine the learner’s performance in their pretest and post-test results, frequency, percent,
weighted mean, standard deviation and mean percentage score will be utilized.
- To determine the significant difference in the performance of the learners in the pretest and post-
test results, dependent t-test will be used.

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