Chapter 1 5 To CV

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION

Region IV – A CALABARZON
Division of Cavite
CAVITE WEST POINT COLLEGE
Governors Drive, Ternate, Cavite
CHAPTER I
THE PROBLEM AND ITS SETTING
This chapter includes the background of the study, theoretical
framework, statement of the problem, conceptual paradigm, scope and
limitation, conceptual framework, significance of the study and the definition of
terms used.
A. BACKGROUND OF THE STUDY
Changes in educational system today give new roles for the subject
teacher whether his/her assignment is in English, Social Studies, Sciences or
Mathematics. With technological advances, new techniques and strategies,
approaches and methods should find their ways into many school systems.
In the Philippines Education, the government actively seeks to expand
access and participation in education and tries to enhance the quality of
education. (Plaza,2018).
The Philippine Education System has two unique strategies, the "Chalk
and Talk" teaching method, and the 21 st century "Edtech" method. From the
year 2002 to 2011, Department of Education (DepEd) implemented the basic
Education Curriculum (BEC), that primarily uses the traditional method of
teaching. However, from 2012 up to present, DepEd implemented the new
K12 curriculum that encourage kindergarten to Grade - 12 to integrate the
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Technology dependent or 21st Century method of teaching. (Duarte et
al.,2018)
K to 12(Kindergarten to Grade 12) Curriculum in the Philippines, The
Republic Act No. 10533, the Enhanced Education Act of 2013, seeks to
improve the basic education system of the Philippines by strengthening its
curriculum and lengthening the number of years of basic education from ten to
twelve years. It aims to provide every Filipino child with the education s/he
must contend in a global context. The new curriculum aims to provide Filipino
students ample time to acquire concepts and abilities so they would be ready
for post-secondary education when the time comes, (ICEF,2013) In addition, it
highlights the significance of technology in education for students, as many of
the lessons taught in schools nowadays require the use of the internet and
electronic devices for the students to follow along. (Duarte et. al,2018)
The course of education has modified significantly over the course of
centuries. From a one-room building to the multi-faceted buildings of today,
education has gone through several changes to teach children in the most
effective method. (Simpson et. al,2013)
The way of teaching in every student in the school are important to the
student nowadays. The way of teaching tends to change as the time passes
by. A lot of teachers are currently using the modern way of teaching than the
traditional one but still some of the teachers prefer to use the chalk and talk.
Some teachers both use the two learning methods because they believe that
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it is the best way for a student to learn something. These two ways of
teaching are both expected to increase every student’s knowledge and
capabilities in any way. (University of San Diego,2018)
There are instances when instructors or students struggle to
comprehend the lessons in a certain subject. Senior high school courses
include many challenging topics, theories, formulas, and other material. Since
solving mathematical problems involves formulae that demand a higher
degree of comprehension and concentration, many teachers find that using a
traditional chalk and board helps them deliver their lessons accurately and
with focus. Teachers utilize PowerPoint presentations, TV, and other modern
teaching methods, also known as "Edtech," to help pupils visualize various
media, including images, videos, and sounds.
Through this the researchers came up to the study to compare the
effectiveness of using “Chalk and Talk” method and “Edtech” method of
teaching to Senior High School (SHS) Students based on their examination
performance.
However, classroom instruction is based on teachers’ experiences and
what they perceive to be the best way to deliver the curriculum for the
academic success of their students.
This study seeks to compare the perceptions of the students about “Chalk
and Talk” and “Edtech” method of teaching in the classroom. Furthermore, it
also seeks to identify and recommend what appropriate teaching method can
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be used by the teachers in teaching their specific subject of Science,
Technology, Engineering, and Mathematics (STEM) students of Cavite West
Point Colleges (CWPC).
B. STATEMENT OF THE PROBLEM
Generally, this research study seeks to know the the level of
acceptance and practice of the student using the "Chalk and Talk" and
"Edtech" method of teaching mathematics. Besides, it also was to ascertain
the effectiveness of "Chalk and Talk" and "Edtech" method of teaching based
on the exam performance of Cavite West Point Colleges (CWPC) students.
Specifically, this research study seeks to answer the following
questions:
1. What is the profile of STEM students in Statistics and Probability at
CWPC according to:
1.1 Sex
2. What is the difference between the learning of the students in terms of:
1.1 Chalk and Talk method; and
1.2 Edtech teaching
3. Is there an improvement in the knowledge and capability of the
learners using the chalk and talk and edtech method of teaching?
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C. SIGNIFICANCE OF THE STUDY
Teaching methods are significantly changes over time, just like in the
Philippines. Traditional Method of Teaching was primarily used during the
Basic Education Curriculum (BEC) then due to changes of Curriculum from
BEC to K to 12 Curriculum also the teaching methods have changed. K to 12
Curriculum encourage the educators to use Technology in Teaching or in short
adopting the Modern Way of Teaching.
However, this research study aims to determine the effectiveness of
traditional “Chalk and Talk” and modern “Edtech” teaching method based on
the examination performance of the students of CWPC.
Furthermore, the results of this study will give insights and pertinent
information to the following sectors:
To the Department of Education (DepEd), The results of this study will
assist the government in learning more about the efficacy of the two teaching
methods. It will present them concepts for upcoming advancements as well as
guidelines and regulations pertaining to technology. Through this, the
educational system of the Philippines will be good to every Filipino, because
they will cope up to the world knowledge and trends.
Administrators, the officials/staffs of Cavite West Point Colleges will find
out the appropriate teaching method on the specific subject of Senior High
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School (SHS). Therefore, the administrators may adapt it so that there will be
good performance of the students at the said school. Furthermore,
administrators may adapt it to the subjects for better results of performance of
the students on other specific subjects.
Teachers, this study will improve the rapport between educators and
learners by with the use of their expertise in tactics and methods. In order to
meet the requirements and interests of the students, it will equip educators
with the knowledge necessary to successfully incorporate technology into
their subject areas. Teachers will develop into advisers, topic experts, and
coaches.
Students, they will understand the lessons without confusion about
concepts, formulas, theories etc. through this they will get a better grade. This
course will offer students several approaches and strategies for efficiently
teaching mathematics. They'll come to understand the value of instructional
tactics and techniques.
Future Researchers, they will learn about the development of technology
in mathematics education, modifications to teaching methods, and the impact
these developments have on students' academic achievement via this
research. It can serve as a guide and a source of resources for future
research on connected topics.
D. SCOPE AND LIMITATIONS
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The study entitled “the effectiveness of “chalk and talk”and “edtech”
method of teaching in examination performance of the students of CWPC”
aims to determine the effectiveness of “chalk and talk” method and “Edtech”
method of Teaching among the STEM 11 students at Cavite West Point
Colleges (CWPC). It will be conducted during the Second Semester of S.Y.
2023 – 2024.
This study is limited in the following data information to avoid being
untracked and alien factors.
The study will only focus on STEM 11 students of CWPC. The research
involves 28 students only. Although the research has reached its aims. There
were some unavoidable limitations. First, only a limited population was
studied for this study due to time constraints and number of students of
CWPC. Thus, in order to extrapolate the findings to wider populations, the
research should have more people participating in it. Second, the findings of
the study on the relationship between students' performance and motivation to
learn may be impacted by their hectic schedules and other unforeseen
circumstances. However, the results of this study were generalized outside
the school.
E. THEORETICAL FRAMEWORK
This study concern to investigate the effectiveness of the traditional
"Chalk and Talk" and modern "Edtech” method of teaching to Senior High
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School (SHS) students of Cavite West Point Colleges (CWPC). It will provide
a common understanding for the text by summarizing the relevant knowledge,
which this study builds on.
Beyond the Chalk and Talk Method of Teaching, according to the
Herbartianism Theory (1976) by Johann Friedrich Herbart. This theory is
anchored in the observation that as a mental process that combines new
ideas with the ideas that are already in a person’s mind. Knowledge and
learning, according to Herbart, are not something that comes naturally. It is an
understanding developed by associating a new observation with previous
knowledge or experiences. To facilitate observation, experiences must be
organized systematically and orderly inside one’s mind. Therefore, in general
as long as one’s soul activities are functioning naturally, the learning activities
would always be self-initiated and motivated. Learning through Chalk and Talk
method would not only ensure that knowledge is gained accurately and
excessively, but the retention would also be permanent. The knowledge
gained is not rigid, but flexible and adaptable to daily lives.
Mayer (2010), the three cognitive principles of learning, the CTML
outlines seven factors of multimedia design, multimedia principle (people
learn better from words and pictures than from words and pictures alone);
spatial contiguity principle (people learn better when related words and
pictures are in close proximity); temporal contiguity principle (people learn
better when related words and pictures are close together in time); coherence
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principle (people learn when irrelevant words, pictures and sound are
eliminated from the presentation); modality principle (people learn better from
narration and animation than from text and animation); redundancy principle
(people learn better from narration and animation compared to animation,
narration, and text); and individual difference principle (individuals with low
prior content knowledge and individual with high spatial skills most from
animation and narration-presented),and evaluated these principles based on
transfer.
According to Austin (2009), he explains the bases of Cognitive Theory
of Multimedia Learning (CTML) is based on of three cognitive science
principles of learning: The human information processing system includes
dual channels or visual/pictorial and auditory verbal processing (i.e., limited
capacity assumption); and active learning entails carrying out a coordinated
set of cognitive processes during learning (i.e., active processing
assumption). The cognitive theory of multimedia learning specifies five
cognitive processes in multimedia learning: selecting relevant words from the
presented test or narration, selecting relevant images from the presented
illustration, organizing the selected words into a coherent verbal
representation, and integrating the pictorial and verbal representations and
prior knowledge
Through the help of these studies, the researchers come up to study
the difference of the two methods on teaching. The researchers will seek to
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find information about these methods and techniques when it comes to
teaching Mathematics, learning and changes in the strategies in teaching and
how it affects students' performance.
F. CONCEPTUAL FRAMEWORK
This study will focus on the effectiveness of two methods of teaching
that were prominent in the Philippines, namely the ‘Chalk and Talk’ method
and ‘Edtech’ method.
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Figure 1: The Input-Process-Output (IPO) model of the Study
G. CONCEPTUAL PARADIGM
The study entitled “The Effectiveness of “Chalk and Talk” and “Edtech”
Method of Teaching in Examination Performance of the Students of CWPC.”
will be focus on the perceptions of the students regarding the methods of
teaching that was used in the said school.
Based on the conceptual framework of this study, it illustrates the IPO
model of the study. Through this, it showed the flow of this research. In input,
due to the research problem, the researchers were able to formulate their
research questions that are necessary to conduct the study. The student
profile based on their sex since the researchers aim to determine whether the
students' sex influences the efficacy of both approaches. Do the learners'
motivation and learning outcomes change between the two approaches? Is
there an improvement in the students' knowledge and skills when they use
this Chalk and Talk and Edtech teaching method?
In the process that is used by the researchers to gather data and
information to find a solution on the problems and questions stated in the first
frame. The first process is using pre-test and post-test to determine the level
of effectiveness of the method that is used to the capability and interest of the
learners. Next, is class observation. The researchers observe the learners’
motivations and attitudes towards the topic in each method. The third process
is the survey on the students to know their perception about the two method
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that they experience. Lastly, the assessment of the students about the
performance of the teacher for the researcher to know if the teacher
performance affects the effectiveness of the two methods in leaning
Mathematics.
The third frame is the output of the process, it is the result of the
analysis of the data and information that is gathered by the researchers. It is
the product of the study that was conducted by the researcher. The last frame
is the feedback about the study to know if the study was a success and to
know if there are rooms for improvement or it must be done again.
H. DEFINITION OF TERMS
Chalk and Talk – the method of teaching that uses chalk and board.
Differentiate – the way of identifying the similarities and differences between
two methods/concepts/ideas.
Education – the study that deals with the way of teaching of a teacher.
Educators – a person who teach or gives information to students using a
certain teaching method/s.
Edtech - it is the modern way of teaching, and it uses gadgets like laptops,
computers, cellphones etc. because of the PowerPoint presentations videos
and many more.
Effectiveness – the producing of a result that is wanted or successful.
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Student – the one who is being learned; the one who is being taught by the
teacher.
Teaching Method - the ways of teaching by a teacher.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies after the
thorough and indepth search done by the researchers. The purpose of this
chapter is to provide the reader with a general overview about the study.
A. Related Literatures
Education is at a critical stage where educators are trying to determine
the path classroom instruction should follow. For centuries, students have
been taught from the aspect of a teacher centered classroom. Teachers who
teach using traditional methods are limited to instruction within the boundaries
and the resources of the school. Inside those boundaries, teachers give
students the benefits of their knowledge of a particular subject as well as life
experiences. Besides traditional teaching methods, a classroom instructor
teaches many other important life lessons (Willoughby, 2010).
John Sole (2015) in his article "10 Hallmarks of 21st Century Teaching
and Learning" discussed that the technology in the 21st century has
permeated most aspects of education and culture and has changed
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everything. Use of technology with students is now the key to unlocking those
21st century global skillsets so that students can lead and compete in a world
where geography has become. This literature was related to the current study
that mentions the role of the 21st teaching and learning. By teaching with the
use of modern teaching styles it is more interesting for the students to study,
and this is also the way they learn easily and faster.
The Concept of Learning
The most important aspect of child development is learning. Attempts
are made from earlier times to understand and find the various factors
affecting learning. Many psychologists tried to define the term Learning.
Mussen, Conger, Kagan (1969) has defined learning as “the process
by which behavior, or the potentiality for behavior, is modified as a result of
experience. It is the establishment of new relationship - bonds of connection -
between units that were not previously associated”.
Eason (1964) defined learning as “those changes in behavior that are
determined primarily by the individual’s interaction with his environment.”
Whittaker (1965) defined learning as “the process by which behavior
originates or is altered through experience”
Seifert (1991) says “learning is any relatively permanent change in
behavior, thinking, skill, or emotion that results from some relatively specific
experience.”
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Mohan (2002) says “true learning is not merely acquisition of certain
traits or skills; it is a change in behavior brought about by training or
experiences.
All the definitions have mentioned that learning is a change in behavior
due to the experience received from the environment. The change in behavior
and thinking takes place through small steps to reach a complete whole and
on minute false step can impair learning.
Learning involves a relatively permanent change in behavior of
knowledge due to experience (Chance, 1988). Learning occurs when
information is understood and remembered by an individual. Information to be
learned can be presented in many ways.
The components of learning should be considered when forming goals
for an instructional system. Goldstein (1993) lists three components: 1)
original learning, 2) transfer, and 3) retention. Original learning refers to the
knowledge, skills, and abilities (KSAs) the learner can exhibit at completion of
the instruction. Transfer refers to the degree to which the KSAs acquired
during instruction and which transfer to the actual task environment or can be
used to solve some real-world problem. Retention refers to the KSAs the
learner can exhibit at some time interval after instruction is completed.
Traditionally, learning has relied on a textbook and lecture format for
the transfer of knowledge. Technological advancements, multimedia systems
in particular, have enabled presentation of information in a number of medias
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including text, audio, video, graphics, and animation. Multimedia also adds the
element of user interaction with the information presented. With the
introduction of new media and user interaction comes the challenge for using
them effectively to transfer knowledge to the learner. It is important to
understand how people learn and process information to successfully design
and implement multimedia for learning.
Learning in the 21st Century: Teaching Today's Students on Their Terms
Today, Information and Communications Technologies (ICTs) infiltrate
classrooms around the world at an exceedingly rapid pace. According to
International Education Advisory Board (2013), technology already serves as
an extraordinary tool to shape and enhance the learning environment. Along
with equipment, digital literacy skills are necessary to ensure the technology is
used to supplement—and not substitute for—highquality instructional
methods. Undeniably, the instruments in our hands are not as important as
how they are used to effectively shape the learning environment for today’s
students. Thus, great teachers using digital technology with certified
computing skills will be the most powerful educators in the 21st century.
School and Teaching Practices for Twenty-first Century Challenges
Additionally, according to UNESCO (2016), that there is indeed a
growing trend in the surveyed countries/economies to integrate transversal or
technological competencies into education. Thus, it shows that efforts within
schools are fostering commitment and determination among educators to
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develop transversal competencies in their students. Kindergarten to Grade
12 Curriculum (K-12 Curriculum)
According to Uyquiengco (2018), the K to 12 curriculum is designed to
enable graduates to join the workforce right after high school, and suitably
prepare those who want to go on to higher education.The new curriculum will
also support college graduates seeking work abroad. Developed countries,
according to the Department of Education’s (DepEd) briefer, “view the 10-year
education cycle as insufficient.”All in all, the enhanced K to 12 curriculum is
designed to provide a holistic education for all. Now decongested, it will give
students ample time to master basic academic skills as well as to participate
in co-curricular and community activities.
Teaching Methods
According to Teach.com (2018), it refers to the general principles,
pedagogy and management strategies used for classroom instruction.The
choice of teaching method depends on what fits the educators — his/her
educational philosophy, classroom demographic, subject area(s) and school
mission statement. Thus, there are four teaching approaches namely:
Teacher-Centered Approach to Learning, the students are seen as
"empty vessels " who inactively get learning from their instructors through
addresses and direct guidance, with a ultimate objective of positive outcomes
from testing and appraisal. In this style, instructing and evaluation are seen as
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two separate elements; understudy learning is estimated through unbiasedly
scored tests and appraisals.
Student-Centered Approach to Learning, the educator's essential
job is to mentor and encourage understudy learning and in general
cognizance of material, and to quantify understudy learning through both
formal and casual types of appraisal, similar to aggregate activities,
understudy portfolios, and class investment. In the student-centered
classroom, educating and appraisal are associated on the grounds that
understudy learning is persistently estimated amid instructor guidance.
High Tech Approach to Learning, the high tech approach to deal with
learning uses diverse innovation to help understudies in their classroom
learning. Numerous instructors use PCs and tablets in the classroom, and
others may utilize the web to dole out homework. The web is likewise valuable
in a classroom setting as it gives boundless assets. Educators may likewise
utilize the web so as to associate their understudies with individuals from
around the globe.
Low Tech Approach to Learning, while innovation without a doubt
has changed instruction, numerous teachers select to utilize an increasingly
conventional, low tech way to deal with learning. Some learning styles require
a physical nearness and connection between the instructor and the
understudy. Also, some examination has appeared lowtech classrooms may
help learning.
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Innovative Methods of Teaching
Dr. Damodharan V. S. ACCA, AICWA and Mr. Rengarajan.V AICWA
(2013) in their article "Innovative Methods of Teaching" discussed that the
innovative methods is a powerful tool which is useful in educational
institutions. It has the potential not only to improve education, but also to
empower people, strengthen governance and galvanize the effort to achieve
the human development goal for the country. This literature is closely related
to the current study for it directly mentions the role of innovative methods
specifically to enhance more the student learnings and by this way, students
will learn more about the lessons that the teacher will teach.
Traditional Classroom Instruction
Cuban (1993) has defined traditional instructions as verbally presented
material by the teacher with the help of blackboard. In traditional method
instruction occurs frequently with the whole class; small group or individual
instruction occurs less often; teachers look upon the textbook to guide
curriculum and instructional decision making; and classroom furniture is
arranged into rows of desks or chairs facing a chalkboard.
Students are instructed by the teacher to study the textbook. The
teacher provides information to the students, including concepts, facts, terms,
and diagrams. Class periods are lecture based and involve note taking,
usually using a chalk board or white board. In this instructional style, it is
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expected that students will answer questions generated by their teachers.
(Sungur & Tekkaya, 2006)
Manila Standard (2018) in its article "Exceeding the traditional way of
teaching" discussed that the said teaching plans guide teachers on how to
teach each concept in setting a clear aim aligned with a learning outcome,
conducting an activity, analyzing applying it in everyday life, and finally
assessing what children have learned. This literature is related to the present
study. The traditional way of teaching benefits the children by enhancing
curiosity, confidence, and thinking skills. It can help the students prepared for
all of their future opportunities.
Traditional Teaching Education
Teacher education programs in most colleges and universities are set
up to prepare aspiring young people to become teachers. According to
Lowery, Roberts, and Roberts (2011), most teacher education programs have
a specific structural context after which they pattern themselves. If most
colleges and universities instruct by traditional methods via lecture,
blackboard, and drill and practice, then new teachers will usually follow that
same pattern. When teachers follow the traditional ways of teaching, their
classrooms are usually teacher centered.
According to Sadker & Zittleman (2006), in a teacher centered model of
instruction, knowledge, information, and skills are transferred from the teacher
to the student and the learning process is controlled by the teacher. In the
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traditional classroom, teachinglearning is face-to-face interaction between the
teacher and the student, according to Ram (2008). The teacher is concerned
with being in control of the learning environment. Through this method,
teachers usually find themselves spending a lot of time speaking and
explaining the curriculum in their classes. Students are usually required to sit
in their seats passively and listen to the teacher (Wang, 2007). Other aspects
of traditional teaching, the students are expected to memorize rules, rote
vocabulary, and skills from textbooks. In traditional methods of teaching, the
teacher plays the most important role in the instructional process. Through
this process of teaching, materials are used to present facts and information,
and the teacher’s teaching style is formal and impersonal (Wang, 2007).
Traditional Teaching Methods
There are several methods of traditional teaching. Lecture, whole
group discussion, and drill and practice are three methods that are regularly
employed in classrooms.
Lecture. Lecture is a traditional teaching method that is often used in
schools. Held and McKimm (2009) defined lecture as a style of teaching used
to transfer new knowledge and skills to promote and stimulate further
learning. Through this style of teaching, an oral presentation is used to
present information or teach people about a particular subject. Lectures are
used to convey critical information, history, background, theories, and
equations to be developed later in small group settings or during an activity,
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according to Held and McKimm (2009). Typically, the instructor stands before
the class and speaks about information for the students to learn. The students
are expected to take notes while listening and very little exchange occurs
between the teacher and the students during the lecture (Kelly, 2012). In this
style of teaching, the teacher usually controls the activities of the entire class.
Whole Group Discussion. A modified version of lecture is the whole
group discussion. Whole group discussion is defined as a discussion that
involves the teacher and students in an oral exchange of information, with an
opportunity for students to verbalize conceptual insight, think aloud, and
receive instantaneous responses (Ewens, 2003). Through this type of
modified classroom lecture, the focus is shared between the instructor and the
students for information transfer.
Drill and Practice. Traditional methods of teaching extend beyond
lecture and whole group discussion. The format of drill and practice is also a
method of traditional teaching. Drill and practice refer to the structured,
repetitive review of previously learned concepts to master a specified learning
objective (Tomei, 1998). Through repetitive practice, the acquisition of skills
and knowledge are promoted, and students can do this at their own pace.
Lewis (2007) stated that students can solidify newly learned skills when
teachers use drill and practice in an effective way. However, if overly used,
students may only be learning things in order to get to the next step and not
gaining a full understanding of the material. Using drills for different learning
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styles can help students integrate various tactics for remembering skills
(Lewis, 2007).
Merits of Traditional Teaching Method
Traditional teaching methods used in the educational institutions have
many advantages. These advantages can also be seen as disadvantages of
modern teaching methods. Traditional teaching method is cheaper than the
modern teaching methods which make it more suitable in the schools of rural
areas. Some subjects like mathematics or chemistry are best taught on a
blackboard as there is a need of explaining the concept at eachevery step.
There is more interaction between the teacher and student in traditional
teaching methods as compared to the modern teaching methods. We can
also say that in traditional teaching there is more discipline in the class. In
traditional teaching methods teacher does not require any special technical
knowledge and can focus more on his subject for imparting the best
knowledge to the students. Traditional teaching methods don't put any strain
on the eyes of students whereas modern teaching methods can adversely
affect the eyes of the students. (Gupta, 2013).
The Impact of Traditional Teaching on Student Learning
Until the early 21st century, education was based on traditional
methods of teaching. In almost every classroom, students learned by methods
of lecturing, whole group discussion, or drill and practice. These methods
were used in order to improve the simplest form of students’ learning.
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According to Bracey (1991) and Cuban (1991), American students taught
through traditional teaching methods showed increased scores in basic skills
such as reading and math. Concern for educational achievement prompted a
back-to-basics movement to target learning expectations beyond minimum
competencies in the 1970s and 1980s (Campbell, Hombo, & Mazzeo, 2000).
This call for back-to-basics showed in those years that learning through
traditional methods was what was best for the students. The trends in
education during the 1980s and early 1990s showed an increase in student
achievement, according to Campbell et al. (2000). This increase was due to
teachers teaching with traditional methods and focusing on improving
education in all core subjects. When the amount of time that students are
systematically engaged through lecture is increased, whole group discussion
or drill and practice, the more students improve their academic achievement.
In the article of The Conversation (2018) entitled "Chalk and Talk
teaching might be the best way after all", a lot of teachers from the United
Kingdom went to China to study their teaching method because China
succeeded in some international tests like PISA, TIMSS, and PIRLS. They
learned that China uses the traditional way of teaching method called the
“chalk and talk” and that way of learning are not been used by a lot of country
nowadays.
Direct instruction is a way of learning where the learners are seated in
row and the teacher disciplined them in the front while teaching while Inquiry
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learning is based on the learners interests so that the teachers can gain more
control on the learning of the students.
The study between the way of teaching in UK and China concluded
that the modern way of teaching is really not a good one to use instead of the
traditional way of teaching.
According to Australian Educators children are only learning when they
are active so they didn’t use the traditional way of teaching that results to poor
learning based on the report of UK. The UK suggests that learning can occur
whether the learners are active or passive and memorization and so as rote
learning are some important learning strategies. They said that there are no
benefits from trying to present information to learners in their preferred
learning style so instead of doing that the educators should focused on the
explicit teaching strategies, monitoring and intervening.
The report of UK shows that praising students can also affect their way
of learning because if you praise them negatively it can hurt their feelings
which results to a harm in their learning.
In conclusion, children need to memorize their lessons or the educators
should use the traditional way of teaching so that the learners can have a
great level when it comes to learning. Furthermore on the article Mail Online
(2014) entitled "Minister tells schools to copy China- and ditch trendy teaching
for ‘chalk and talk’: Teachers speaking in front of a class ‘much more effective
than independent learning’", according to the article China have succeeded in
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their way of teaching and that is the traditional way of teaching so a lot of
schools are now forced to used traditional one specifically, the ‘chalk and talk’
method. According to Minister Nick Gibb, having a teacher that speaks in the
class are more effective than children working on their own. In ‘whole class’
learning it uses the ‘chalk and talk’ method. As stated by Mr. Gibb, ‘I would like
to see schools across the country adopt whole class teaching methods,
particularly in math and science. Research shows that it is significantly more
effective than other methods that concentrate more on personalized learning.”
He said that Shanghai schools have topped international league tables
because in those schools in uses the whole class learning that leads to the
learners success.
According to Professor Alan Smithers, ‘English education was
overtaken with progressive ideas in recent decades, which held it was better
for children to learn by themselves and at their own pace.’ Forty years have
passed before they found out that it is incorrect. As stated by Zhenzhen Miao
and Professor David Reynolds, ‘Effective teachers spent longer time on
interacting with the whole class rather than with individuals/groups or leaving
pupils to independent seatwork.’ As reported by Prof Reynolds he was
disappointed that more schools were not increasing their use of the ‘whole
class’ approach as it would improve results in most subjects.
On the journal of Hendry (2015) entitled "Chalkboard teaching in the
age of technology" revealed that as the time passes by our education is
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continuously evolving. The learners and so as the teachers are now using
technologies for the modern way of learning. The traditional method of
teaching is the chalk and talk method and still even if it’s the past way of
learning it is still a fundamental tool to save education. According to Simon
Power “I’m arguing in favor of the traditional old-fashioned approach. In some
ways I think it’s more affective.” So to Simon he uses the traditional method
because using the traditional method makes it easier for the learners to
understand the lesson and it makes him more focused on the students
because when using a device to teach to the learners your attention is
focused into it. He believes that technology is a hindrance sometimes when it
comes to teaching.
Technology Integration in Education
Education has gone through many phases to accomplish the goal of
improved student achievement. Technology is the catalyst that is now being
used to move education forward. In today’s society, technology has such a
wide existence from home to school to the business world. “Technology has
become an indispensible part of individual life in various areas from ATM’s to
internet connection” (Tingoy & Gulluoglu, 2011). Teenagers’ use of technology
has increased over the past few years. The Internet and mobile technologies
have changed the patterns of use for the media creating a generation of teens
to whom digital technologies are vital (Arekibo Communications, 2011).
Lenhart, Madden, and Hitlin (2005) stated that 87% of teenagers between the
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ages of 12 and 17 are using the internet. An overwhelming majority of
students own at least one personal media device: a desktop or laptop
computer, a cell phone, or a Personal Digital Assistant (PDA) (Lenhart et al.,
2005). Due to this fact, schools need to recognize the role that technology
plays in the lives of students and realize that computer technology is an
effective way to broaden educational opportunities (Bauer & Kenton, 2005;
Gorder, 2008).
The Impact of Digital Technology on Learning: A Summary for the
Education Endowment Foundation
According to the report of Higgins et. al (2012), the increasing variety of
digital technologies and the diversity of contexts and settings in which the
research has been conducted, combined with the challenges in synthesizing
evidence from different methodologies, makes it difficult to identify clear and
specific implications for educational practice in schools. The over-arching
implication is that the technology is solely a catalyst for change. The question
is how technology can bring about improvement and make teaching and
learning practices more efficient or effective. Focusing on the change and the
process of change, in terms of learning is essential in supporting effective
use.
The Impact of Technology on Student Achievement
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Meanwhile, according to Apple Computer Inc. (2002), the keys to
raising student achievement are to provide students with a solid foundation of
basic skills and to motivate them to learn. Technology can help accomplish
this goal. It engages students and fires their imaginations. It helps teachers
stimulate young minds in ways that make a profound and lasting difference.
Besides, students, especially those with few advantages in life, learn basic
skills—reading, writing, and arithmetic—better and faster if they have a
chance to practice those skills using technology. Technology engages
students, and as a result they spend more time on basic learning tasks than
students who use a more traditional approach. Technology offers educators a
way to individualize curriculum and customize it to the needs of individual
students so all children can achieve their potential. Students who can use
technology to acquire and organize information show a higher level of
comprehension and a greater likelihood of using what they learn later in their
lives. By giving students access to a broader range of resources and
technologies, students can use a variety of communication media to express
their ideas more clearly and powerfully. Technology can decrease
absenteeism, lower dropout rates, and motivate more students to continue to
college. Students who regularly use technology take more pride in their work,
have greater confidence in their abilities, and develop higher levels of self-
esteem.
Merits of Modern Teaching
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Method Modern teaching methods have various advantages over
traditional teaching methods. These merits can also be viewed as
disadvantages of traditional teaching methods. Modern teaching methods
create more interest among the students with the help of interesting
animations and videos. Research has shown that use of visual media for
teaching helps the students to understand the subject better and also helps
students to memorize the concept for longer time. With the help of modern
teaching methods teacher can cover more syllabus in lesser time as they
don't have to waste their time in writing on the blackboard.With the help of
modern teaching methods teacher can cover more syllabus in lesser time as
they don't have to waste their time in writing on the blackboard. (Gupta, 2013)
The Impact of Technology has on Student Learning
A technology-enriched classroom can have a tremendous impact on
the learning styles of students. To aid in the learning process, technology
should be used as a tool in an open-ended learning environment, not just as a
substitute for presenting material (Morrison & Lowther, 2002). In a technology-
enriched classroom, students learn how to learn. They are equipped with the
means to find information. Technology can often serve as a motivator of
learning. Stratham and Torell (2010) stated that computer technology
stimulates increased student interaction and encourages cooperative learning,
collaboration, problem solving, and student inquiries.
Effects of Information Technologies on University Students
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Murat Gökalpa (WCLTA 2010) discussed that the importance of
information technologies has once more been clearly identified. The
information technology has been a great help for students and they look at it
as a valuable tool in their study. Academic success of the students was
positively affected by the used of it. This literature was related to the present
study in that it tackled Traditional vs. Modern teaching method. With the help
of ICT the students work is accelerating and it also helps to facilitate the
needs of the students in terms of study.
Noor Nazzal, Staff Reporter (2014) in their article "Modern vs traditional
teaching methods" discussed that the modern methods of teaching shows the
technology-driven classrooms while traditional methods of teaching are still
being adhered in the school. And it shows Chalk and talk methods. This
literature is closely related to the current study that directly mentions the roles
of Modern and Traditional teaching methods. In modern teaching methods, it
is with the use of technology such as tv and powerpoint presentation which
can help students to learn faster. While the traditional teaching, the teachers
shares their knowledge by speaking ahead and facing with the students.
Cambridge Centre for Sixth Form Studies (2017) in its article "Teaching
methods: traditional vs modern" discussed that the traditional techniques used
repetition, it meant that they were not developing their critical thinking,
problem solving and decision-making skills. Modern learning encourages
students to collaborate and therefore be more productive. This literature was
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related to the present study that directly mentions the role of traditional vs
modern teaching methods. The traditional and modern teaching methods are
both effective and useful in today’s education.
According to Unicheck Blog (2018) in its article "Traditional Vs.
Innovative Teaching Methods" discussed that in the traditional teaching,
professors usually give most of their time and efforts for delivering information
to students instead of using their creativity. In innovation teaching process,
educational video stimulates students to pay more attention during classes
and enhance their learnings. This literature was related to the present study
that mentions traditional vs innovative way of teaching. Traditional teaching
keeps the relationship between the students and teacher. It shows the face to
face conversation in terms of discussing lessons. While in the innovative
teaching, the style of learning successfully enhances students’ motivation due
to the strong connection between visual contact and better memorizing.
Watching videos helps students to create associations that help them
remember learning material.
On the article of Espinosa (2016) on The Manila Times entitled
"Learning with the help of Technology" proved that the technologies have
brought a lot of changes in the educational system. It eliminated the traditional
way of teaching and it bought us the modern way of teaching. Nowadays, the
learners can attain knowledge through the use of internet. The contemporary
learners are now experiencing both of the teaching styles that can help them
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to attain a better or the best learning. A lot of schools are now using the
modern way of teaching than the traditional one. A study is conducted by the
Pearson Foundation in the United States, Houghton Mifflin Harcourt in
California and Oklahoma State University and they found out that the learners
can attain a better learning with the use of technologies. The United States
had invested a lot in in the technologies resulting to discarding the traditional
way of teaching. Technologies help a lot in studying for educators so the
country of Philippines are now making an action little by little to make a
change and adopt the modern way of teaching. Thanks to technology the
education here in the world are making a progress resulting to using the
modern way of teaching than the traditional way of teaching.
B. Related Studies
Faber et al. (2015) study the effects of government upgrades in ICT, by
increasing the internet connection speeds, on children’s school performance
in England. They argue that the upgrades are randomly made across the
country and that they can thus exploit exogenous variation to estimate the
causal effect. They link the test scores of primary and secondary students to
the availability of ICT at their home address and find that it has zero effect on
students’ educational attainment or learning productivity.
Some studies are conducted about the impact and effect of using
technology in education. According to study of Stakkestad et al. (2017) it
indicates that no clear benefits of technology use on academic performance in
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upper secondary education as no statistically significant effects are found.
However, the study of James Francis (2017), showed that students feel
motivated through the specific use of technology in the classroom, whether it
be for pedagogical purposes or for accommodations as required by an
Individual Education Plan (IEP) or 504 plan.
In the study of Simin Ghavifekr and Wan Athirah Wan Rosdy (2015)
entitled “Teaching and Learning with Technology: Effectiveness of ICT
Integration in Schools”. The researchers’ study showed that technology-based
teaching and learning is more effective in compare to traditional classroom.
This is because, using ICT tools and instrumentation can prepare a lively
learning setting that is more fascinating and effective for both teachers and
students. In addition, the researchers proven that students learn more
effectively with the utilization of ICT as lesson designed are more engaging
and fascinating.
Furthermore, in the study of Virginia Carbonilla Gorra (2016) entitled
“Students' perception on use of technology in the classroom at higher
education institutions in Philippines” showed that most students in state
colleges and universities of CARAGA region within the Philippines are
probably to use technology in classroom for the aim of positive consequences
supporting the view that use of technology helps in enhancing learning related
activities in classroom. The excitement of students in involving these
technologies as a part of their learning will cause also disruptions within the
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classroom that being considered as negative consequences. Managing this
sort of problem ought to be enclosed and part of the curriculum and the
concerned staff and faculty might take efforts on however these technologies
being use as a tool to attain learning surroundings.
However, in the study entitled “Refined ‘Chalk-and-Talk’ of Lecture
Content: Teaching Signals and Systems at the Griffith School of Engineering “
by Stephen So (2012). The researcher showed that feedback from students
suggested that ‘chalk-and talk’ lectures improved their motivation to attend
lectures, moderated the pace of lectures, and facilitated their learning in a
course where seeing the step-by-step process was important. The student
performance was noted to have improved since the changes were made.
In addition, according to the study of Tarpan Shah, Megha A. Patel, and
Hiral Shah (2017) entitled “A Comparative Study on the Teaching
Effectiveness of Chalk & Talk Versus Microsoft PowerPoint Presentation an
Institution Based Pilot Study of Physiotherapy Students” showed that the
PowerPoint presentation method is better than the chalk & talk method as a
teaching aid. Most of the students choose PowerPoint as a more creative tool
which is effective to explain the subject efficiently, to improve public speaking
and presentation skills and to teach the basic components like “inspire,
influence and inform” in a better way. Because of all these features, students
recommended PowerPoint to be continued as the preferred teaching tool.
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In the study of Simpson et. al (2013) entitled "A Comparative Study Of
Teachers’ Perceptions Of Traditional Teaching And Teaching With Technology:
Pre-Technology Era And Post-Technology Era " aimed to analyze the
perceptions of teachers about traditional teaching and teaching with
technology in the classroom. The study revealed that no significant
differences in the perceptions of the teachers across both schools about
traditional teaching. The findings did reveal that there were significant findings
in the perceptions of teachers across both schools about technology on the
subscales of ability and comfort; and belief. Also, this study provides evidence
that professional development and more technology are needed in the
schools. The results of this study can help educators to focus on improving
teaching strategies related to traditional teaching and technology integration
that will benefit instruction and the learning process in the classroom.
However, in the study entitled "The Efficiency of Modern Teaching
Strategies in the Geography Class" by Pehoiu et. al (2013), revealed that A
modern conception of the teaching strategy is represented by the focus on the
use of active-participative methods accompanied by teaching materials and
by means that come to support this approach. Modern teaching strategies
promote an active learning, collaboration between the students, and their
advantages allow realization of multiple social interactions, development of
the cognitive, social, communicational and interpersonal intelligence
competencies. In the same time, the types of strategies favour improvement
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of the quality of education, optimal transfer of knowledge, confrontation of
ideas, comparison of the ways of learning, stimulating the taking on of
individual responsibilities, students’ autonomy, critical thinking and positive
attitude towards learning act.
Furthermore, on the study of Fusilero (2015) entitled "Comparative
Study of the Comparative Study of the CSE Method and the CSE Method and
the Traditional Teaching Traditional Teaching Method" aimed to examines the
significant difference between the gain scores of the control group exposed to
traditional “chalk talk” lecture method of teaching and experimental group
exposed to Chemistry Starter Experimental Method (CSEM), a module similar
to discovery and inquiry-based approach. The study further show that CSEM
is not effective and cannot be used as an alternative to the lecture method.
Moreover, in the study of Mendoza et. al (2015) entitled "Effectiveness
of Video Presentation to Student's Learning" have the purpose to identify the
effectiveness of video presentation to students’ learning. This was derived due
to the changes and updates the world has to offer on enhancing student’s
wisdom. Instructors and even students rely or use educative videos to learn,
compare and understand concepts. The study revealed that there is no
significant difference on students’ perceptions of the effectiveness of video
presentation to students’ learning when grouped according to sex. Moreover,
results revealed that a significant difference exists among students’
perceptions of the effectiveness of video presentation when grouped
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according to their academic level. Furthermore, it is revealed that the level of
effectiveness of video presentation to students learning is highly effective.
Sandeep Chowdhry, Karolina Sieler, Lourdes Alwis (2014) in their study
"A Study of the Impact of Technology-Enhanced Learning on Student
Academic Performance" discussed that the relationship between the teaching
styles and the students’ academic performance has greatly improved by the
adoption of innovative online learning activities that encourage students to
adopt a deep learning approach in their studies.This study was related to the
current study that directly mentions the impact of technology on the students
learning. Technology provide students with an opportunity to actively
participate in the learning process by providing additional educational material
that encourage students to adopt a deep learning approach that improves
their academic achievement.
In the study conducted by Thompson (2009) entitled "Changing Chalk
and Talk: The Reform of Teaching Methods in Vietnamese Higher Education"
aimed to examine the current status of higher education reform in Vietnam
with particular focus on the renovation of university teaching methods. The
study revealed that the purpose and potential of higher education reform is
examined in the context of national socio-economic development in terms of
the role universities can play in promoting and contributing to Vietnam's
economic prowess. Thus, teaching methods constitute a most foundational
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element of how and what students are taught and subsequently how their
capacities to think and reason independently and creatively are shaped.
However in the study of Costley (2014) entitled "The Positive Effects of
Technology on Teaching and Student Learning" find out that technology has a
positive effect on student learning expectations and outcomes. Evidence also
shows that technology integration is becoming more common in public and
private schools. Technology integration is shown to be effective in all age
groups and is also shown to be helpful for students with special learning
needs. To reiterate, technology integration has the following benefits: 1)
increased student motivation; 2) increased student engagement; 3) increased
student collaboration; 4, increased hands-on learning opportunities; 5) allows
for learning at all levels; 6) increased confidence in students, and 6) increased
technology skills.
Besides, Lorenzo (2017) on his study entitled "Comparative Study on
the Performance of Bachelor of Secondary Education (BSE) Students in
Educational Technology Using Blended Learning Strategy and Traditional
Face-to-Face Instruction" claimed that Technology offers various tools of
improving the teaching – learning process. It revolutionizes teaching from
traditional face-to-face to distance and online learning. This study described
and compared the performance of BSE II students in educational technology
using the traditional face-to-face classroom interaction and the blended
learning strategy. Two sections were used in the study, one section was
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exposed to traditional face-toface and the other one was for blended learning
strategy. Findings revealed that students who were exposed in the two
strategies have comparable performance in educational technology. Students
from both sections perform superior and excellently in their activities and very
good in their quizzes and final grades. However, students from blended
learning encountered challenges on lack of access to computers and internet
connection. Also, the teacher spent a lot of time in the posting of activities
online as well as in the retrieval of submitted activities because of very slow
connectivity. In general, the use of blended learning strategy was viewed as
very effective in teaching educational technology.
Additionally, according to the study of Dimitrios et. al (2013) entitled
"Traditional Teaching Methods Teaching Through The Application of ICT in the
Accounting Field: Quo Vadis?" Much emphasis has been placed in the higher
education literature, to the understanding of the manner and process of
providing education in the accounting discipline. Specifically, the emphasis on
using innovative teaching practices such as information and communication
technologies, the Internet as well as various computer programs, simulations,
case studies on real and virtual work environments, have been investigated in
an attempt to understand current demands and move the discipline forward.
Following a thorough review of the relevant literature, this study aims to
identify and present different views and research findings on the key issue of
teaching accounting, internationally. The findings suggest that despite the
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availability of the former teaching practices, students mainly prefer
personalized teacher centered methods; they also recommend the practices
as ancillary tools to the traditional method, rather than key learning tools in the
courses taken. These findings have obvious implications for the design of
accounting course curricula by professional bodies and/or Higher Education
Institutions in order to help graduates meet and adapt to the demands for
professional competency development in the accounting field.
On the study of Szabo et. al (2013) entitled "Better teaching methods
for Teacher Education: Blackboard discussions improve critical thinking "
proved that teaching methods that used technology in the form of Blackboard
Discussion Board increased critical thinking skills in preservice teachers and
also an increase in preservice teachers’ critical thinking and deep learning
demonstrated through the level of postings to the Blackboard discussion
forums. Along with an increase in critical thinking the use of online discussions
gives preservice teachers experience with the use of technology for teaching
purposes. In the new era when teachers must develop the same technology
related skills as their future students, the teaching of future teachers must go
beyond the theoretical content of human development, learning, and
classroom assessment. Thus, the results from this study show that blending
technology along with face-to-face teaching will increase critical thinking
among preservice teacher education students.
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Consequently, on the study of Karanezi et. al (2015) entitled
"Traditional and Modern Teaching Methodologies: Which One is More
Successful and What are the Challenges?", the changes in society raised the
need to change the teaching methodologies in school. Therefore, the
traditional teaching methodologies with teacher in the center were not
anymore able to meet the needs of these changes. Focusing on promoting
critical thinking, modern teaching methodologies, with the student in the
center, are being implemented all over the world. The aim of the study was to
investigate teachers’ attitudes toward traditional and modern teaching
methodologies such as RWCT, in terms of which one is more successful,
more interesting for students and what are the main challenges for Kosovar
teachers to practice RWCT techniques in their daily activities with students.
The study revealed that more than half of school teachers did not agree that
“traditional teaching methodologies are more successful than modern
teaching methodologies such as RWCT which one third of teachers agreeing
with the above statement, with more than half of the teachers declaring that
they prefer to use modern teaching techniques rather than traditional teaching
techniques during their daily work with students. However, high numbers of
students per teacher, overcrowded classrooms, environment, classroom
organization, lack of trainings for teacher are some of the challenges that
teachers face in using modern teaching methodologies in their daily work with
students.
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On the study entitled "The effects of technology on Student's Academic
Performance" (Stakkestad et. al, 2017) discussed that A lot of different
technologies in Norway are now been used in their educational system and
since then it has been a discussion if the use of technology enhances the
students learning. There was a laptop program in Norway during 2000s and it
gives the upper secondary education the most digitized out of all the
Organization for Economic Cooperation and Developmentcountries. Norway
is the country with the second highest amount of money that is spent on the
Upper secondary students according to the Organization for Economic
Cooperation and Development, 2017. A study is performed on 289 upper
secondary schools in the time period from 2003 to 2016 to know the
differences in the timing of the laptop program implementation across the
country of Norway to estimate the causal effects on the students or the
learners learning. Performance is measured as an average grade at school
level in three common core subjects of general studies in upper secondary
education: first-choice form of Norwegian, second-choice form of Norwegian,
and English. The study concludes that there are no benefits when it comes to
using technologies in Studying well there’s a little effect in the three common
core subjects that are being studied in Norway. The study doubt that there’s a
change on the laptop program because it is used to eager and to know the
background of the learners in the school.
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As stated in the study of Banitt et. al (2013) , entitled "The Effects of
Technology Integration on Stundet Engagement" that the modern way of
teaching is an effective way to motivate the students when it comes to
studying.
On the study that was conducted by Vyas(2013), entitled "A
Comparative Study of Traditional and Multimedia Supported Techniques for
Imparting Communication Skills at the Tertiary Level " suggested that power
point supported instructions help in paying individual attention to the students
and clarifications of doubts are also simple. The audio and visual aids in
power point supported instruction delivers content with greater legibility than
blackboard and attractive fonts or different typestyles in power point
supported instruction get students’ attention to important points. It has been
observed that power point ‘‘enlivens the classroom environment’’ and makes
course work ‘‘exciting and interesting to students.
CHAPTER III
METHODOLOGY
This chapter presents the Research Design, Research Locale,
Sampling Technique, Instrumentation, Data Gathering Procedures, and
Statistical Treatment was focus on the comparing the effectiveness of two
methods of teaching that were prominent in the Philippines, namely the ‘Chalk
and Talk’ method and ‘Edtech’ method. To be specific the researchers were
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focused on differentiating the two methods of teaching on specific subject
among the teachers of Senior High of Cavite West Point College (CWPC).
A. Research Design
The researchers will use a descriptive co-relational and comparative
research designs to determine which teaching strategy is more effective,
chalk and talk or using edtech among the Senior High School students of
CWPC. According to Glass & Hopkins (1984), descriptive type of studies is a
collection of information without changing the environment. Using two
methods of teaching; the chalk and talk method and Edtech way of teaching in
Mathematics to determine what is the best strategies to be used.
Descriptive research includes all these studies that purport to present
facts concerning the nature and status of anything, a group of persons, a
member of objects, a set of conditions, a class of events, a system of
thoughts or any kind of phenomenon which one may wish to study.
Descriptive co- relational was used in this study, in determining which
teaching strategy in more effective in teaching mathematics as correlates to
the motivation and learning of the students
B. Research Locale
This study will be conducted at Cavite West Point College (CWPC) of
Ternate, Cavite. The respondents of this study will be the STEM 11 of Senior
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High School. Due to the nearness, security ease, and comfort to the
researchers and respondents, and relevant of the place to the study, the
researchers chose the school for the development of the study. The study will
be conduct in the Second Semester of the School Year 2023-2024.
C. Sampling Technique
The researchers will be using the Purposive Sampling in getting the
participants of this study. According to Lund Research Ltd (2012), purposive
sampling relies on the judgement of the researcher when it comes to selecting
the units that are to be studied. Usually, the sample being investigated is quite
small, especially when compared with probability sampling techniques. This
kind of sampling is focus on characteristics of a population that are of interest,
which best enabled the researcher to answer the research questions.
Specifically, this study only aims for the best teaching method that
need to apply for the reason that the student find difficulty in Mathematical
Problem and solving based on their examination performance. Purposive
Sampling, since the researchers were selected 1 senior high section and
subject that teacher uses chalk and talk and edtech method of teaching.
Overall, the researchers were having 28 participants/respondents in this
study.
D. Instrumentation
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In the research the following materials are required:
Flat screen T.V - The flat screen T.V. was used by the researchers in
applying modern way of teaching in Mathematics, the researchers believes
that the students today are visual learners.
Smartphone - The mobile phone was used by the student who
participated in the modern teaching approach for computation or searching
purposes.
Pre and Post - Test Pre-test determined prior knowledge of the student in
a particular concept (lesson) in Mathematics before teaching the lesson.
The post-test determined the students learning in a particular lesson
based on the given methods of teaching.
Lesson Plan - Lesson plan, guided the researcher in discussing and
determining the techniques that better to use for the student to cope-up
with the lesson.
Survey Questionnaires - Questionnaires, helped the researchers
determined the appreciation and the opinions of the learners and to
evaluate the effectiveness of the strategy used as well as the teacher that
is facilitating the learning.
Data collection instruments refers to devices used to collect data such as
questionnaires, tests, structure interview schedules and checklists.
(Seaman, 1991) Polit and Hungler (1997) define a questionnaire as "a
method of gathering information from respondents about attitudes,
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knowledge, beliefs and feelings.". To provide and gather as much
informative and relative evaluation, questionnaire will be use.
The researchers were adopted the questionnaire of Mayo T. et al (2020). A
questionnaire will be use as thedata gathering instrument for this study.
Survey Questionnaire was divided into two parts which is the profile of the
respondents and the questionnaire proper.
E. Data Gathering Procedures
The set of data were gathered using the manual teaching (classroom
set-up) by the used of Pre-test and Post test the researcher was able to know
what basic learning and knowledge of the student is by answering different
questions. The data gathering also used evaluations (student-teacher and
teacher-students) by the used of survey questionnaires the researchers was
able to determine the effectiveness of the two strategies in students’
perception and appreciation of the two methods.
The researchers will ask the permission of the senior high school
principal to conduct survey questionnaire, which if granted the researchers will
give the survey questionnaires to the respondents at their most convenient
time and said questionnaires will be retrieved after the questionnaire had
been answer
F. Statistical Treatment
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The data were analyzed with the use of the following computation:
1. Frequency Count and Percentage
To determine the frequency count and percentage frequency count is
divided by the total number of multiplied by one hundred. In the computation
of the frequency count and percentage, the following formula was used:
%= ( Nf x 100)
Where: % = percentage f = frequency N = total number
The frequency count and percentage were utilized to quantify the data on the
personal profile of the subjects. It indicates "the number of subjects
responded to the given question".
2. Weighted Mean
The weighted mean was used to determine the greatest stability. It is
expressed as weighted mean is equal to summation of the responses divided
by the total number of subjects. In the computation of weighted mean the
following formula was used:
M=
∑ Xn
N
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Where: M = Mean N = Number of the subjects ∑ Xn=summation
The weighted mean was utilized to quantify the data on the scores of the
subjects. It indicates "the average improvements and learning of the
subjects".
3. Median of Grouped Data
The Median was used to treat the Likert-derive ordinal data to know the
center most score or the opinion of the respondent. It is one of the measures
of central tendency express as median it is equal to lower boundary (LB)
added to the product of class interval and the result of quantity median class
subtracted to cumulative frequency before divided by frequency of the median
class.
( )
N
−cf b
2
X m=LB+ 2
f
Where: X m = Median N = Number of the response LB = Lower Boundary
N
= median class cf b = cumulative frequency before
2
f = frequency of the median class
The median was utilized to quantify the data on the scores of the responses
on the Likert Scale derived ordinal data. It indicates "the opinions of the
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students on the performance of the teacher in teaching Mathematics using the
two strategies"
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter gives the presentation, analysis and interpretation of data
gathered by the researchers. All the information collected were compiled and
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tabulated to answer the specific questions of the study. This study aims to
determine the effectiveness of teaching method that used in teaching
Mathematics. The researchers applied a descriptive co-relational study where
documentary analysis on data gathering was more suitable. Present data
were studied, and documents were examined to answer specific questions of
the study. Presentation follows the sequence of specific problems presented
in Chapter 1. The analytical procedures are arranged according to the
sequence of specific questions.
Table 1. Shows the distribution of the respondents according to their
sex.
STEM – CWPC FREQUENCY PERCENTAGE
Male 14 50%
Female 14 50%
Total 28 100%
Number of the respondents
Table 1 shows the population of 28 students from STEM 11 of Cavite
West Point Colleges. Accordingly, 10 of the respondents are Male which
constitutes 50% of the total population and 10 students are Female which
constitutes 50% of the total population.
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Table 2. shows the difference on learning and capability of the learner
with regards to their sex using chalk and talk method of teaching
N PRE-TEST POST-TEST GAIN
MALE 14 40.43 46.43 6
FEMALE 14 39.29 46.14 6.82

Pre-test and post-test score according to their sex using chalk and talk
method
The table shows that using chalk and talk method, students cope the
lesson properly. the female learners average score increases 6.82 while male
learners only get 6. The improvements of chalk and talk method of teaching in
female learners are greater than the male students.
Table 3. shows the difference on learning and capability of the learner
with regards to their sex using Edtech method of teaching
Pre-test and post-test score according to their sex using Edtech method
MALE 14 41.43 47.43 6
FEMALE 14 40.29 47.14 6.85
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The table shows that using Edtech method, students cope the lesson
properly. the female learners average score increases 6.85 while male
learners only get 6. The improvements of Edtech method of teaching in
female learners are greater than the male students.
Table 4. shows the difference on learning and capability of the learner in
terms of chalk and talk and Edtech method of teaching
Students’ response using chalk and talk and Edtech method of teaching
Chalk and Talk 28 39.86 46.29 6.43
Edtech 28 40.86 47.29 6.43
The table shows that using Chalk and Talk and Edtech method of
teaching, students are able cope the lesson properly using both methods.
Chalk and talk and edtech method of teaching get 6.43 in the improvement
average scores.
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Table 5. shows the students assessment of the two methods used to
teach them mathematics.
Students’ assessment of two teaching methods with regards to learning and
motivation in mathematics.
Students Responds
Indicators
Chalk And Edtech Undecided

Talk
1. What teaching strategy do you think 13 14 1
you’re most motivated to listen?
2. In what teaching strategy do you feel 12 16
more likely to participate in the class?
3. What teaching strategy do you think 11 17
you learn more easily?
4. In terms of visual aids, what do you 7 21
think is better to use in teaching
mathematics?
5. What teaching strategy do you think 8 18
you can catch up in the lesson most?
Table 5 presents the respondents assessment of the two-teaching
method that is used to teach mathematics to them. There were 5 survey
questions which were asked to the students to get their perception and
opinion on which teaching method are best for them.
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Indicator no. 1 resulted in 13 responses for chalk and talk teaching method
and 14 responses for Edtech Method of teaching there are 1 response for
Undecided
Figure 5.1
what teaching strategy do you

think you're most motivated to
listen?
undecided
4%
chalk and talk

46%
edtech
50%
chalk and talk edtech undecided
It is shown in the graph that 50% or 14 of the students chose Edtech it
shows that they became more interested and motivated on the topic using this
strategy and 46% or 13 of the population chose chalk and talk and 1 student
or the 4% that he/she can’t decide what strategy that can motivate them.
Somehow, it shows that most student became more interested in learning if
Edtech method is used. The big difference on the percentage shows that most
of the student feel more motivated on listening using technology in teaching
Mathematics. Mayer (2020) (Cognitive Theory on Multimedia Learning).
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and 16 responses for Edtech Method of teaching there are 0 responses for
Undecided
Figure 5.2
In what teaching strategy do

you feel more likely to partic-
ipate in the class?
chalk and talk

46%
edtech
54%
It is shown in the graph that 54% or 16 of the students chose Edtecch
Method it shows that they became more interested and willing to participate in
the class using this strategy and only 12 or 46% of the population chose
Chalk and Talk is shows that some students who prefer this kind of strategy.
The big difference on the percentage shows that most of the student feel
more likely to participate in the class using edtech method using technology in
presenting task and activity in teaching Mathematics. It shows that Mayer
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(2010) Multimedia principle that people learn better from word and pictures
than words alone.
Undecided
Figure 5.3
What teaching strategy do you

think you learn more easily?
chalk and talk

39%
edtech
61%
It is shown in the graph that 61% or 17 of the students chose Edtech
Method it shows that they think they can learn more easily with the use of
technology and 11 or 39% of the population chose chalk and talk is shows
that some students prefer this kind of strategy, they think that they understand
and learn more easily using chalk and talk method. The big difference on the
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percentage shows that most of the student think that they learn more easily
using Edtech method using technology in delivering the topic.
Undecided
Figure 5.4
In terms of visual aids, what

do you think is better to use in
teaching mathematics?
chalk and talk
25%
edtech
75%
It is shown in the graph that 21 or 75% of the students chose Edtech
Method it shows that most of the students think that using Edtech Method in
teaching Mathematics in terms of visual aids is better to use than the 7
students or 25% of the population who chose using the chalk and talk Method.
Educational material use in edtech method seems to be get the interest of the
learner because of the animation, narration and picture that can be added
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using technology. It clearly shows the advantage of Technology in teaching by
applying it on Educational Materials.
Undecided
Figure 5.5
What teaching strategy do you

think you can catch up in the
lesson most?
chalk and talk

31%
edtech
69%
It is shown in the graph that 69% or 18 of the students chose Edtech
Method it shows that they grasp and understand the topic more using this
method and only 8 or 31% of the population chose chalk and talk shows that
some students think that they can catch up more easily if chalk and talk
method is used. The big difference on the percentage shows that most of the
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student think that they can grasp and understand the lesson more with the
use of Edtech Mayer (2010) (Cognitive Theory on Multimedia Learning).
Table 6. shows the assessment of the learner of the teacher
performance in terms of learning and motivation towards the topic
Students’ assessment of the Teachers Performance in teaching
Mathematics with regards to their Learning and Motivation in
Mathematics
Students Responds
Indicators
Median Description
1. Do you think the teacher delivers the lesson 4.9 Most likely
properly?
2. Do you think the teacher is knowledgeable 5.07 Most likely
about the topic?
3. Do you think the teacher is engaging to listen 5.26 Most likely
to?
4. Do you think the teacher is technology literate 4.9 Most likely
enough to delivers the lesson?
5. Do you think the teacher is effective in 5.29 Most likely
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teaching?
Table 6 presents the respondents assessment of the teachers’
performance while using the two methods in teaching them mathematics.
There were 5 indicators in the performance of the teacher which were
assessed by the students.
"(No. 1 indicator)" was rated by the respondents 4.9 described as most
likely. It shows that the teacher delivers the lesson properly. "(No. 2 indicator"
was rated by the respondents 5.07 described as most likely. It shows that the
teacher is knowledgeable about the topic that is taught to them. "(No. 3
indicator" was rated by the respondents 5.26 described as most likely. It
shows that the teacher is engaging to listen to. "(No. 4 indicator)" was rated
by the respondents 4.9 described as most likely. It shows that the teacher is
technology literate enough to delivers the lesson properly. "(No. 5 indicator)"
was rated by the respondents 5.29 described as most likely. It shows that the
teacher is effective in teaching.
It can be shown further that the overall rating is 5.08 described as most
likely. This shows that the teachers Performance that is assessed by the
students is acceptable and delivers the lesson to them properly. It shows that
the teacher is effective enough for the students to delivers the lesson to them
using both chalk and talk and edtech Method of teaching. We can say that the
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teacher performance factor that can affects the performance of the students
when it comes to learning the topic can be neglect and assumed that the
students learned the topic well.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION
This chapter presents the summary of the findings, conclusions and
recommendations based on the data analyzed in the previous chapter. Some
limitations have been identified. The effectiveness and used of both teaching;
Chalk and Talk and Edtech method.
Summary of findings
1. Based on the result of the pre test and post test given after using the chalk
and talk method. female learners improve more than the male using this
kind of method while on the the lesson.
2. Based on the result, students learned easily and become more interested
about the topic and more motivated to participate on the lesson to have a
great score in examination when a teacher can use those two-teaching
method: chalk and talk and edtech approaches properly.
3. Based on the results of the study there is an improvement on the
knowledge and capability of the learner in terms of the three domain of
learning which is cognitive, psychomotor, and affective.
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Conclusion
1. The researchers concluded that in terms of learning female learners tends
to improve more and master the lesson using chalk and talk and EdTech
method than male learners but on the overall view these both method of
teaching is effective in terms of learner’s motivation and easy adaptation of
the lesson.
2. Both teaching philosophies are unquestionably significant and have their
own applications. Although the chalk-and-talk technique is still valuable
and should not be overlooked, technological advancements have had a
significant impact on students' enthusiasm in learning. Learning facilitators
should not be reluctant to employ both teaching modalities.
3. Both teachers and students have less trouble with the current style of
instruction. By employing technology, educators may quickly create
teaching resources and examples while saving time and energy. In order
to better concentrate on teaching, teachers can provide students with
convenient access to technology-based information that aids in their ability
to adjust to and deal with curriculum.
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4. Considering the majority of the population owning devices and being tech-
savvy, students may access the internet and its various applications,
including social media and search engines, for instructional purposes.
Recommendation
In the light of the findings and conclusions drawn, the following
recommendations are strongly offered:
1. The researchers recommend that teachers become technologically literate
and knowledgeable about strategies that are appropriate for their students so
that they can easily identify their needs and interests.
2. In order for educators to adjust to the evolving demands and interests of
students in the field of mathematics education, the government must sponsor
seminars and training programs. They will eventually be able to incorporate it
into their regular instruction with ease.
3. Technology like TVs should be available in schools. devices that may be
utilized to improve student learning and delivery, including as computers,
monitors, and projectors. Additionally, the researchers advise internet access
that has to be monitored to ensure that it is being utilized for educational and
not recreational purposes.
4. Instructors have a duty to impart to their pupils the knowledge that
technological advancements may be applied to both academic subjects and
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practical hands-on experiences. To ensure that they utilize this development
appropriately for educational as well as recreational purposes, students need
to be well-informed about the rules and implications of utilizing it.
References
Austin, Katherine A. (2009) Multimedia Learning: Computer and Education.
https://www.learntechlib.org/p/67002/
Hackman, Donald G. (2004) Constructivism and Block Scheduling: Making
the Connection.
https://journals.sagepub.com/doi/10.1177/003172170408500911
Maasz and Schloegmann (2006) Third international Handbook of
Mathematics
Education.
https://link.springer.com/book/10.1007/978-1-4614-4684-2
Mayer, Richard E. (2010) Cognitive Theory of Multimedia Learning.
https://www.mheducation.ca/blog/richard-mayers-cognitive-theory-of-
multimedia-learning
Microsoft Philippines Pr Team .(2015) Technology for Education
Transformation in
Philippines
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https://news.microsoft.com/en-ph/2015/06/22/technology-for-educatio-
transformation-in-philippines/
Ormrod, Jeanne Ellis (1995) Educational Psychology: Principles and
Applications.
https://books.google.com.ph/books/about/
Educational_Psychology.html?id=qNQQPQAACAAJ&redir_esc=y
Raja, Farhan Uddin. (2018) Comparing Traditional Teaching Method and
Experiential Teaching Method using Experimental Research.
https://www.researchgate.net/publication/
330768725_Comparing_Traditional_Teaching_Method_and_Experienti
al_Teaching_Method_using_Experimental_Research
Silao, Isabelo V. (2018) Factors Affecting the Mathematics Problem Solving
Skills of Filipino Pupils
https://pdf4pro.com/view/factors-affecting-the-mathematics-problem-
solving-skills-63ea37.html
Stephen Perse Foundation. (2017) Teaching Methods: Traditional Vs Modern
https://is.muni.cz/th/f62v8/MgrDiplomkaBoumova.pdf
Stonewater, Jerry K. (2010) Inquiry Teaching and Learning: The Best Math
Class Study
https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?
article=1161&context=td
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APPENDIX
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February 2024
Dear Sir/Madam,
Warmest Greetings!
We would like to ask your permission to allow us to conduct a survey among
the teachers in your school. We will also observe during the discussion and
get the post-test and pre-test results. This is in view of our thesis, entitled,
“THE EFFECTIVENESS OF “CHALK AND TALK” AND “EDTECH” METHOD
OF TEACHING IN EXAMINATION PERFORMANCE OF THE STUDENTS OF
CWPC.”. Attached herewith is the survey questionnaire for this study.
The survey would last only about 15-20 minutes and would be arranged at a
time convenient to the students and teachers’ schedule (e.g. during break).
Participation in the survey is entirely voluntary and there are no known or
anticipated risks to participation in this study. All information provided will be
kept in utmost confidentiality and would be used only for academic purposes.
The names of the respondents and the name of your school will not appear in
any thesis or publications resulting from this study unless agreed to.
After the data have been analyzed, you will receive a copy of the executive
summary. If you would be interested in greater detail, an electronic copy (e.g.
PDF) of the entire thesis can be made available to you.
If you agree, kindly sign below acknowledging your consent and permission
for me to conduct this study/survey at your school and return the signed form
on an enclosed envelope.
Your approval to conduct this study will be greatly appreciated. Thank you in
advance for your interest and assistance with this research.
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Approved by:
Sincerely,
Harriete Velasco
Binauhan, Hannah Mae
Thesis adviser
Lindo, Ma. Dionisia
Macinas, Angelica
Jocel Bigalbal
SHS Principal
Approved by:
SURVEY QUESTIONNAIRE
__________________
I. Sociodemographic Profile
_
Printed name and Date
title
Name: (optional) Signature
_________________________________________________
Date: ___________________
Gender: MALE FEMALE
II. Students Assessment of the Two Teaching Methods with Regards
to Learning and Motivation in Mathematics
Student Responds
Indicators Ed-tech Chalk and

talk Undecide
d
1. What teaching strategy do you

think you're most motivated to
listen?
2. In what teaching strategy do you
feel more likely to participate in the
class?
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think you learn more easily?
4. In terms of visual aids, what do
you think is better to use in teaching
Mathematics?
think you can catch up in the lesson
most?
INDICATORS MOST LIKELY NEUTRA UNLIKEL MOST
LIKELY L Y UNLIKEL
Y
Do you think the
teacher delivers
the lesson
properly?
Do you think the
teacher is
knowledgeable
about the topic?
Do you think the
teacher is
engaging to
listen to?
Do you think the
teacher is
technology
literate enough
to delivers the
lesson?
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Do you think the

teacher is
effective in
teaching?
III. Students Assessment of the Teacher Performance in teaching
Mathematics with regards to their Learning and Motivation in
Mathematics
Diagnostic Test (Pre-Test) in General Mathematics
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What do you call a relation where each element in the domain is related to only one value
in the range by some rules?
a. Function b. Domain c. Range d. Independent
2. Which of the following relations is/are function/s?
a. x = {(1,2), (3,4), (1,7), (5,1)} c. g = {(3,2), (2,1), (8,2), (5,7)}
b. h = {(4,1), (2,3), (2, 6), (7, 2)} d. y = {(2,9), (3,4), (9,2), (6,7)}
3. In a relation, what do you call the set of x values or the input?
a. Piecewise b. Domain c. Range d. Dependent
4. What is the range of the function shown by the diagram?
a. R: {3, 2, 1} b. R: {a, b} c. R: {3, 2, 1, a, b} d. R: {all real numbers}
5. Which of the following tables represent a function?
a.
X 0 1 1 0
Y 4 5 6 7
b.
X -1 -1 3 0
Y 0 -3 0 3
c.
X 1 2 1 -2
Y -1 -2 -2 -1
d.
X 0 -1 3 2
Y 3 4 5 6
6. Which of the following real-life relationships represent a function?
a. The rule which assigns to each person the name of his aunt.
b. The rule which assigns to each person the name of his father.
c. The rule which assigns each cellular phone unit to its phone number.
d. The rule which assigns to each person the name of his pet.
7. Which of the following relations is NOT a function?
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a. The rule which assigns a capital city to each province.

b. The rule which assigns a President to each country.
c. The rule which assigns religion to each person.
d. The rule which assigns tourist spots to each province.
8. A person is earning ₱500.00 per day for doing a certain job. Which of the following
a. 𝑆(n) = 500 + n c. S(n) = 500n

expresses the total salary S as a function of the number n of days that the person works?
b. s ( n )= d. S(n) = 500 – n
500
n
For number 9 - 10 use the problem below.
Johnny was paid a fixed rate of ₱ 100 a day for working in a Computer Shop and an
additional ₱5.00 for every typing job he made.
9. How much would he pay for a 5-typing job he did for a day?
a. ₱55.00 b. ₱175.50 c. ₱125.00 d. ₱170.00
10.Find the fare function f(x) where x represents the number of typing jobs he did for the day.
a. f(x) = 100 + 5x c. f(x) = 100 – 5x
100
b. f(x) = 100x d. f ( x )=
5x
A jeepney ride in Lucena costs ₱ 9.00 for the first 4 kilometers, and each additional
kilometers adds ₱0.75 to the fare. Use a piecewise function to represent the jeepney fare F in
terms of the distance d in kilometers.
11.
a. f(d) = {9 if 0 > d ≤ 4
b. f(d) = {9 if 0 < d < 4
c. f(d) = {9 if 0 ≥ d ≥ 4
d. f(d) = {9 if 0 < d ≤ 4
12.
a. f(d) = {9 + 0.75(n) if 0 > d ≤ 4
b. f(d) = {(9 + 0.75) if d > 4
c. f(d) = {(9 + 0.75) if d < 4
d. f(d) = {(9 + 0.75(n) if d > 4
Under a certain Law, the first ₱30,000.00 of earnings are subjected to 12% tax, earning
greater than ₱30,000.00 and up to ₱50,000.00 are subjected to 15% tax, and earnings greater
than ₱50,000.00 are taxed at 20%. Write a piecewise function that models this situation.
13. a. t(x) = 0.12x if x ≤ 30,000
b. t(x) = 0.12x if x < 30,000
c. t(x) = 0.12x if x >30,000
d. t(x) = 0.12x if x ≥ 30,000
14.
a. t(x) = 0.15x if 30,000 < x ≥ 50,000
b. t(x) = 0.15x if 30,000 < x ≤ 50,000
c. t(x) = 0.15x if 30,000 ≥ x ≤ 50,000
d. t(x) = 0.15x if 30,000 ≥ x ≥ 50,000
15.
a. t(x) = 0.20x if x ≥ 50,000
b. t(x) = 0.20x if x ≤ 50,000
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c. t(x) = 0.20x if x > 50,000

d. t(x) = 0.20x if x < 50,000
16. Which of the following is a polynomial function?
a. f(x) = 2x2 – 10x + 7 c. p(x) = │x3 – 7│
2
b. g(x) = 4│x – 3x + 8│ d. s(x) = 2m – 1
17. What kind of function is being illustrated by f(x) = │2x3 - 3x│+ 5?
a. Rational Function c. Greatest Integer Function
b. Constant Function d. Absolute Value Function
18. Find the function value given h(x) = 17 + 8x of x = 4d.
a. 17 – 32d b. 17 – 32d2 c. 17 + 32d d. 17 + 32d2
19. Which of the following shows a logarithmic function?
a. f(x) = 8x3 + 8 b. f(x) = log981 c. f(x) = 3x – 6 d. f(x) =│x
- 1│- 8
20. Find the function value given h(x) = 7x – 11 if x = 8m + 3.
a. 56m + 10 b. 56m – 10 c. 56m2 + 10 b.
2
56m – 10
21. Which of the following is the value of the function f(x) =│3x2 – 15x + 5│+ 3 given x =
3?
a. 25 b. 19 c. 16 d. 10
22. Evaluate the function h(x) =│x│+ 31 given x = 2.5.
a. 34 b. -33 c. -34 d. 33
23. Give the value of the of the function c(x) = 5x3 – 18 at c (3).
a. 117 b. 153 c. 27 d. 63
24. Evaluate: h(x) = 5x2 – 8x + 12 given x = 5.
a. 22 b. 97 c. 145 d. -3
2
25. Find the value of the function h(x) = √5x – 4 if x = 4
a. √80 b. √16 c. 2√19 d. 4
26. Evaluate the function f(x) = 3x2 – 5x + 2 given x = 2x + 5.
a. 12x2 + 50x + 52 b. 12x2 + 65x + 77 c. 12x2 - 50x + 52
2
d. 12x - 65x + 77
12 x 2−5 x
27. Given h ( x )= determine h (5).
3
−5 5
a. -15 b. 15 c. d.
3 3
2
28. Evaluate the function k(x) = 5x if x = .
3
a. 3√5 b. √25 c. √5 d. 3√25
2 x 2−3 x +7
29. Given g(x) = , determine g (2).
3 x−4
9 −9 8 −8
a. b. c. d.
2 2 7 7
3 x+ 7
30. For what values of x can we not evaluate the function f(x) = ?
x 2−4
a. ±4 b. ±2 c. ±3 d. ±1
31. The statement "p(x) – q(x) is the same as q(x) – p(x)", p(x) ≠ q(x) is _____.
a. always true b. never true c. sometimes true d. invalid
2 2
32. Given h(x) = 2x – 7x and r(x) = x + x – 1, find (h + r) (x).
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a. 2x2 – 1 b. 3x2 + 6x – 1 c. 3x4 – 6x2 – 1 d.3x2 – 6x -

1
33. Given: f(a) = 2a + 1 and g(a) = 3a – 3. Find f(a) + g(a)
a. 5a – 2 b. -5a + 2 c. -2a + 1 d. -6a – 1
34. g(x) = 2x – 4 and h(x) = 2x – 7 Find (g + h) (3).
a. -7 b. 1 c. -1 d. 8
35. f(x) = 6x2 + 7x + 2 and g(x) = 5x2 – x – 1 Find (f – g) (x).
a. x2 + 8x + 3 b. 5x2 + 8x -1 c. x2 + 6x -1 d. x2 + 8x -1
36. f(x) = x – 8 and g(x) = x + 3 Find f(x) • g(x)
a. x2 + 24 b. x2 – 5x + 24 c. x2 – 5x – 24 d. x2 + 5x +
24
37. If p(x) = x – 1 and q(x) = x – 1, what is p(x) • q(x)
a. x2 + 1 b. x2 + 2x – 1 c. x2 – 2x + 1 d. x2 - 1
h
38. Given h(x) = x – 6 and s(x) = x2 – 13x + 42. Find (x)
s
1 x−6
a. b. x – 7 c. d. x – 6
x−7 x−7
39. g(x) = 6x – 7 and h(x) = 5x – 1, Find g(h(x)).
a. -9x + 11 b. 9x2 + 4x c. 30x + 13 d. 30x – 13
40. If f(x) = √x + 6 and k(x) = 9 – x. Find f(k(-1))
a. 9 - √5 b. √14 c. 16
d. 4
For numbers 41-43, refer to figure below.

x +3
p ( x )= q(x) = 2x + 1
x −1
0 -3 1
-1 -1 -1
-3 0 -5
5 2 11
3 3 7
2 5 5
41. Evaluate p(5)
a. 0 b. 3 c. 2
d. 7
42. Find q(p(0))
a. -3 b. 1 c. 3
d. -5
43. Find (q ° p) (3)
a. 3 b. 5 c. 7
d. -1
For numbers 44-45, refer to the table of values below.
m (x) = 3x – 5 n(x) = x2 – 2x + 1
x 0 1 2 3 4 5 6 7 8
m(x) -5 -2 1 4 7 10 13 16 19
n(x) 1 0 1 4 9 16 25 36 49
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m
44. Find (7)
n
4 9
a. b. c. 1
9 4
d. 0
45. Find (n ° m) (4)
a. 9 b. 16 c. 19
d. 36
46. What is the domain of the inverse of A = {(-4, 3), (2, -4), (3, 1), (0, 2)}?
a. {3, 4, 2} b. {-4, 2, 3, 0} c. {3, -4, 1, 2}
d. {3, 4, 2, 0}
47. Which of the following is NOT an exponential function?
a. y = ex b. f(x) = 2x3 c. f(x) = 2x
2 x+1
d. 2 (5 ) = 500
48. What is the value of x in the equation 4x-1 = 16.
a. 1 b. 3 c. 8 d. 16
49. Find the value of x in (2x) = 10
a. 4 b. 5 c. 20 d. 40
50. What is the domain of the function f(x) = log (x)?
a. (0, +∞) b. (-∞, +∞) c. (-∞, 0) d. (-1, 1)
POST TEST EXAM

Multiple Choice. Choose the letter of the best answer and write the chosen letter on sheet of
paper.
1. Which of the following is not true about function?

a. Function is composed of two quantities where one depends on the other.
b. One-to-one correspondence is a function.
c. Many-to-one correspondence is a function.
d. One-to-many correspondence is a function.
2. In a relation, what do you call the y values or the output?
a. Piecewise b. Range c. Domain d. Independent
3. Which of the following tables is NOT a representation of functions?
a.
X 2 1 0 1
Y 3 6 7 2
b.
X -2 -1 0 1
Y 0 -3 0 3
c.
X -1 -2 -3 -4
Y 1 2 3 4
d.
X 0 2 4 6
Y 6 5 4 3
4. In this table, what is the domain of the function?
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X 1 2 3 4 5
Y a b c d e
a. D: {2, 4, 6, 8, 10} c. D: {1, 2, 3, 4, 5}
b. D: {a, b, c, d, e} d. y = {1, 2, 3, 4, 5, a, b, c, d}
a. x = {(-1,2), (-3,4), (-1,7), (5,1)}
b. g = {(-3,2), (3,1), (-3,2), (5,7)}
c. h = {(6,1), (-2,3), (2, 6), (7, 2)} `
d. y = {(2,3), (3,2), (-2,3), (3, -2)}
a. the rule which assigns to each person the name of his brother
b. the rule which assigns the name of teachers you have
c. the rule which assigns a pen and the color of its ink
d. the rule which assigns each person a surname
7. A person can encode 1000 words in every hour of typing job. Which of the following
expresses the total words W as a function of the number n of hours that the person can
encode?
a. W (n) = 1000 + n c. W(n) = 1000n
1000
b. W ( n )= d. W(n) = 1000 – n
n
8. Judy is earning ₱300.00 per day for cleaning the house of Mrs. Perez and additional ₱25.00
for an hour of taking care Mrs. Perez’s child. Express the total salary (S) of Judy including the
time (h) spent for taking care the child.
a. s(h) = 300 + 25h c. s(h) = 300(25h)
300
b. s(h) = 300 – 25h d. s ( h )=
25 h
9. Which of the following functions define the volume of a cube?
a. V = 3s b. V = s3 c. V = 2s3
s
d. V =
3
10. Eighty meters of fencing is available to enclose the rectangular garden of Mang Gustin.
Give a function A that can represent the area that can be enclosed in terms of x.
a. A(x) = 40x – x2 b. A(x) = 80x – x2 c. A(x) = 40x2 – x
2
d. A(x) = 80x – x
For number 11 - 12 use the problem below. \
A user is charged ₱400.00 monthly for a Sun and Text mobile plan which include 500 free
texts messages. Messages more than 500 is charged ₱1.00. Represent a monthly cost for the
mobile plan using s(t) where t is the number of messages sent in a month.
11. a. s(t) = {400 if 0 < t ≤ 500

b. s(t) = {400 if 0 < t ≥ 500
c. s(t) = {400 if 0 < t < 500
d. s(t) = {400 if 0 > t > 500
12.
a. s(t) = 400 + t, if t > 500
b. s(t) = 400 + t, if t ≤ 500
c. s(t) = 400 + 2t, if t ≥ 500
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d. s(t) = 400 + 2t, if t ≤ 500

Cotta National High School GPTA officers want to give t-shirts to all the students for the
foundation day. They found a supplier that sells t-shirt for ₱200.00 per piece but can charge to
₱18,000.00 for a bulk order of 100 shirts and ₱175.00 for each excess t-shirt after that. Use a
a. 𝑡(𝑠) = {200𝑠, 𝑖f 0 < 𝑠 ≤ 100

piecewise function to express the cost in terms of the number of t-shirts purchase.
b. 𝑡(𝑠) = {200𝑠, 𝑖f 0 ≥ 𝑠 ≤ 99
13.
c. 𝑡(𝑠) = {200𝑠, 𝑖f 0 > 𝑠 ≤ 100

d. 𝑡(𝑠) = {200𝑠, 𝑖f 0 < 𝑠 ≤ 99
a. 𝑡(𝑠) = {18,000, 𝑖f 𝑠 ≥ 100

14.
b. 𝑡(𝑠) = {18,000, 𝑖f 𝑠 > 100

c. 𝑡(𝑠) = {18,000, 𝑖f 𝑠 = 100
d. 𝑡(𝑠) = {18,000, 𝑖f 𝑠 < 100
a. 𝑡(𝑠) = {18,000 + 175(𝑠 − 100), 𝑖f 𝑠 > 100

15.
b. 𝑡(𝑠) = {18,000 + 175(𝑠 − 100), 𝑖f 𝑠 ≥ 100

c. 𝑡(𝑠) = {18,000 + 175𝑠, 𝑖f 𝑠 > 100
d. 𝑡(𝑠) = {18,000 + 175𝑠, 𝑖f 𝑠 ≤ 100
16. Which of the following is not a polynomial function?
a. f(x) = 2x – 10 b. g(x) = 4x2 – 3x + 8 c. p(x) = x3 – 7
d. s(x) =│3x - 4│ - 9
3 x−11
17. What kind of function is being illustrated by f ( x )=
x+7
a. Rational Function b. Constant Function c. Greatest Integer Function d. Absolute
Value Function
18. Find the function value given h(x) = 9 – 5x of x = 3m.
a. 9 – 15m b. 9 – 15m2 c. 9 + 15m d. 9 + 15m2
19. Which of the following shows an exponential function?
a. f(x) = 3x + 8 b. f(x) = 2x2 – 7 c. f(x) = 3x – 6 d. f(x)
=│x│- 8
20. Find the function value given h(x) = 3x – 8 if x = 9a + 1.
a. 27a + 5 b. 27a – 5 c. 18a + 11 d. 18a – 11
21. Which of the following is the value of the function f(x) =│4x2 - 8│+ 2 given x = 2?
a. 8 b. 9 c. 10 d. 11
22. Evaluate the function h(x) =│x│- 11 given x = 3.5
a. -8 b. 8 c. -9 d. 9
23. Give the value of the of the function c(x) = 3x2 – 36 at c (5).
a. -21 b. 14 c. 111 d. 39
24. Evaluate: h(x) = 5x3 – 3x + 9 given x = 3.
a. 45 b. 63 c. 135 d. 153
25. Find the value of the function f(x) = √2x2 + 3 if x = 6.
a. √75 b. 5√3 c. √15 d. 2√3
26. Evaluate the function f(m) = 2m – 3m + 1 given m + 3x – 5.
a. f (3x - 5) = 18x2 – 69x + 66 c. f (3x - 5) = 18x2 + 69x –
66
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b. f (3x - 5) = 18x2 – 63x + 51 d. f (3x - 5) = 18x2 + 63x –

51
x 2−3
27. Given g ( x )= , determine g (5).
2
7 −7
a. 11 b. c. -11 d.
2 2
5
28. Evaluate the function g(x) = 3x if x =
3
a. 3√243 b. √243 c. 9√3 d. 33√9
x 2−2 x +5
29. Given g(x) = determine g (4).
x +3
5 −5 13 −13
a. b. c. d.
7 7 7 7
x+4
30. For what values of x can we not evaluate the function f(x) = ?
x 2−9
a. ±4 b. ±3 c. ±2 d. ±1
31. The following are notations for composite functions EXCEPT.
a. h(p(x)) b. f(x) g(x) c. (s ° t) (x) d. f(g(x))
32. Find h (3) + d (2) if h(x) = x – 1 and d(x) = 7x + 3.
a. 2 b. 5 c. 14 d. 19
33. t(x) = -x2 + 7x + 1 and r(x) = 5x2 – 2x + 8, find (t – r) (2).
a. 18 b. -18 c. -13 d. 13
34. f(x) = 4x + 2 and g(x) = 3x – 1, find (f – g) (4).
a. 0 b. -9 c. 7 d. -8
35. If g(x) = x – 4 and f(x) = x + 5, Find f(x) • g(x)
a. x2 + x + 20 b. x2 – x + 20 c. x2 – x – 20 d. x2 + x –
20
n+ 6 n+6 h
36. Given h(n) = and p(k) = find ( k ) .
n−4 n 2+ 4 n−32 p
1 1
a. b. n – 8 c. d. n + 8
n+9 n−8
f
37. If f(x) = 18x2 and t(x) = 8x, find ( x ) .
t
9x 4x 4 9
a. b. c. d.
4 9 9x 4x
38. When f(x) = 3x – 5 and g(x) = 2x2 – 5, find f(g(x)).
a. x2 + 2x + 3 b. 6x2 – 20 c. 6x2 + 20 d. 2x2 + 6
2
39. r(x) = x + 5 and q(x) = 2x – 5, Find q(r (-2)).
a. 8 b. -8 c. 13 d. -13
40. Let f(x) = 3x + 8 and g(x) = x – 2. Find f(g(x)).
a. 2x + 3 b. 2x – 3 c. 4x + 1 d. 3x + 2
For numbers 41-43, refer to the figure below:
2 x−5
r(x) = 2x – 7 s(x) =
x+ 2
-2 -11 3
1 -5 5
11 79
2 -3
3 -1 -7
4 1 -1
7 7 1
Division of Cavite
41. Evaluate r(2)

a. -11 b. -3 c. 5 d. 11
42. Find s(r(7))
a. 7 b. 1 c. -1 d. -7
43. Find (s ° r) (1)
a. -3 b. 3 c. 5 d. -5
For numbers 44-45, refer to the table of values below.
t (x) = 2x + 1 k(x) = 2x2 – 7x - 5
x 0 1 2 3 4 5 6 7 8
t(x) 1 3 5 7 9 11 13 15 17
k(x) -5 -10 -11 -8 -1 10 25 44 67
44. Find (k – t) (4)
a. 8 b. -8 c. 10 d. -10
45. Find (k ° t) (2)
a. 10 b. -10 c. -5 d. -1
46. If f(x) = x + 8, evaluate f(2)
a. 4 b. 6 c. 10 d. 16
47.Given f(x) = 2x2 – 5x – 8 and g(x) = 10x + 7. Find (f + g) (x).
a. 2x2 + 5x + 15 b. 2x2 – 5x – 1 c. 2x2 + 5x -1 d. 2x2 – 5x + 1
2 3 1
48. Solve for x: − =
x 2x 5
a. 2 b. 2.5 c. 3 d. 3.5
49. Which of the following is an example of a one – to – one function?
a. books to authors c. sim cards to cell phone number
b. learners to teachers d. True or False questions to answers
50. Find the inverse of f(x) = x + 4.
a. f(x) = x – 4 b. f-1(x) = x + 4 c. f(x) = x + 4 d. f-1(x) = x - 4
80
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CURRICULUM VITAE
81
Division of Cavite
Hannah Mae C. Binauhan
Gmail: [email protected]
Contact Number: 09366301452
PERSONAL DATA:
Last Name: Binauhan First Name: Hannah Mae Middle Name: Chan
Address: Z De Guia St. San Juan I, Ternate, Cavite
Mobile: +639366301452
Email: [email protected]
Civil Status: Single
Date of Birth: 04/September/2002
Age: 21
Gender: Female
Nationality: Filipino
Languages: Filipino and English
EDUCATION:
Bachelor in Secondary Education Major in English, Cavite West Point
College, Ternate, Cavite
2020- Present
Bucal National Integrated School, Maragondon, Cavite
82
Division of Cavite
(Senior High School)
2018-2020
Bucal National High School, Maragondon, Cavite
(Junior High School)
Secondary Level
2014-2018
Bucal 2 Elementary School, Maragondon, Cavite
Primary Level
2007-2014
WORK HISTORY:
LED wall Visual Technician
AJT Pro Lights and Sounds
2021-Present
Assisting Clients Needs
Work Virtual Production
Supervising Events
TRAINING AND PROFESSIONAL DEVELOPMENT:
 Philippine National Police, Maragondon Municipal Police Station 2019-
2020 (OJT) Intelligence Department
 Teaching Internship Naic West Point College (HUMSS 11)
83
Division of Cavite
Ma.Dionisia V. Lindo
Gmail: [email protected]
Contact Number: 09973567911
PERSONAL DATA:
Last Name: lindo First Name: Ma. Dionisia Middle Name: Valmonte
Address: Sto.Niño St. Poblacion I Ternate,Cavite
Mobile: +639973567911
Email: [email protected]
Civil Status: Single
Date of Birth: 20/July/2001
Age: 22
Gender: Female
Nationality: Filipino
Languages: Filipino and English
EDUCATION:
Bachelor in Secondary Education Major in Math, Cavite West Point
College, Ternate, Cavite
2020- Present
Cavite West Point College, Ternate, Cavite
Ternate, Cavite
84
Division of Cavite
(Senior High School)
2018-2020
Ternate National High School, Ternate, Cavite
(Junior High School)
Secondary Level
2014-2018
Ternate Central Elementary School, Ternate, Cavite
Primary Level
2007-2014
WORK HISTORY:
Production Operator (EFFICIENT MANPOWER SERVICES)
TRAINING AND PROFESSIONAL DEVELOPMENT:
 RiverFront Garden Resort 2019-2020 (OJT)
 Teaching Internship Naic West Point College
ANGELICA N. MACINAS.
Isla bonita Silangan 1 Rosario, Cavite.

85
Division of Cavite
09351132956.
Email add: [email protected]
Status : Single
Age : 22
Birth place : Cavite City, cavite
Birthday : July 23, 2001
Height : 5’2
Weight : 52 kg
Education
2020 - present College:
 Cavite West Point College Bachelor of Secondary Education

Ternate, Cavite
2017-2019 Senior High:
 Asian Institute of Computer Studies Technical Vocational

Bacoor, Cavite
2013-2017 Secondary:
 Emiliano Tria Tirona Memorial National High School

Gahak Kawit, Cavite
2007-2013 Primary:
 Ladislao Diwa Elementary School

Cavite City, Cavite
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Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

THE PROBLEM AND ITS SETTING

This chapter includes the background of the study, theoretical

framework, statement of the problem, conceptual paradigm, scope and

limitation, conceptual framework, significance of the study and the definition of

A. BACKGROUND OF THE STUDY

teacher whether his/her assignment is in English, Social Studies, Sciences or

Mathematics. With technological advances, new techniques and strategies,

In the Philippines Education, the government actively seeks to expand

access and participation in education and tries to enhance the quality of

year 2002 to 2011, Department of Education (DepEd) implemented the basic

Education Curriculum (BEC), that primarily uses the traditional method of

teaching. However, from 2012 up to present, DepEd implemented the new

K12 curriculum that encourage kindergarten to Grade - 12 to integrate the

Technology dependent or 21st Century method of teaching. (Duarte et

K to 12(Kindergarten to Grade 12) Curriculum in the Philippines, The

improve the basic education system of the Philippines by strengthening its

for post-secondary education when the time comes, (ICEF,2013) In addition, it

highlights the significance of technology in education for students, as many of

The course of education has modified significantly over the course of

centuries. From a one-room building to the multi-faceted buildings of today,

effective method. (Simpson et. al,2013)

teaching are both expected to increase every student’s knowledge and

capabilities in any way. (University of San Diego,2018)

There are instances when instructors or students struggle to

comprehend the lessons in a certain subject. Senior high school courses

solving mathematical problems involves formulae that demand a higher

degree of comprehension and concentration, many teachers find that using a

teaching methods, also known as "Edtech," to help pupils visualize various

media, including images, videos, and sounds.

Through this the researchers came up to the study to compare the

effectiveness of using “Chalk and Talk” method and “Edtech” method of

teaching to Senior High School (SHS) Students based on their examination

However, classroom instruction is based on teachers’ experiences and

academic success of their students.

and Talk” and “Edtech” method of teaching in the classroom. Furthermore, it

be used by the teachers in teaching their specific subject of Science,

Technology, Engineering, and Mathematics (STEM) students of Cavite West

Point Colleges (CWPC).

B. STATEMENT OF THE PROBLEM

Generally, this research study seeks to know the the level of

"Edtech" method of teaching mathematics. Besides, it also was to ascertain

on the exam performance of Cavite West Point Colleges (CWPC) students.

Specifically, this research study seeks to answer the following

1. What is the profile of STEM students in Statistics and Probability at

CWPC according to:

1.1 Chalk and Talk method; and

1.2 Edtech teaching

3. Is there an improvement in the knowledge and capability of the

C. SIGNIFICANCE OF THE STUDY

Philippines. Traditional Method of Teaching was primarily used during the

Basic Education Curriculum (BEC) then due to changes of Curriculum from

BEC to K to 12 Curriculum also the teaching methods have changed. K to 12

Curriculum encourage the educators to use Technology in Teaching or in short

adopting the Modern Way of Teaching.

However, this research study aims to determine the effectiveness of

the examination performance of the students of CWPC.

information to the following sectors: