Browsing by Author "Albay, Eduard M."

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    Analyzing the effects of the problem solving approach to the performance and attitude of first year university students
    (Elsevier Ltd, 2019) Albay, Eduard M.
    The problem solving approach emphasizes that important mathematics concepts and procedures can be best taught through problem solving tasks or activities which engage students in thinking about the important mathematical concepts and skills they need to learn. This study utilized the problem solving approach, also known as teaching through problem solving, as supported by various collaborative strategies, as instructional intervention in teaching mathematics to university freshmen students and investigated its effects to their performance and attitude towards the subject. The pretest-posttest true experimental design using two matched groups of respondents based on their Intelligence Quotient scores and mathematics test scores in the University Admission Test was utilized. Problem solving tasks were developed and provided to the experimental group. The conventional approach in teaching and learning was employed to the control group. Necessary data to fulfill the objectives of the study were gathered through the attitude scale questionnaire and the researcher-made test and were analyzed using appropriate statistical tools. The results established evidences that the problem solving approach when applied to classroom instruction can significantly improve understanding and performance in mathematics and can also promote a favorable attitude towards the subject, hence, indicating the effectiveness of the approach in teaching mathematics. © 2019 The Author(s)
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    Performance task assessment supported by the design thinking process:
    (Elsevier Ltd, 2021) Albay, Eduard M.; Eisma, Delia V.
    Providing students with a responsive classroom and relevant learning activities are vital in developing among them the 21st century skills and competences. Because schools are viewed as a compulsory place to hone these, undergraduate students must be provided with tasks and assessment that equip them with skills to facilitate a 21st century classroom. This posttest-only true experimental research study was conducted to analyze the performance of the respondents in a performance task assessment as supported by the principles of the design thinking process. Particularly, it examined and compared the performances of the experimental group and the control group in demonstration teaching. The results showed that the experimental group posted remarkably higher mean scores in the performance task and they significantly outperformed the control group. The study concluded that the implementation of the design thinking process can facilitate teachers in creating a creative, interactive, engaging and learner-centered classroom. © 2021 The Authors
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    Towards a 21st century mathematics classroom:
    (Asia-Pacific Social Science Review, 2020) Albay, Eduard M.
    The development of 21st-century skills that are deemed necessary for learners to excel in a knowledge-based and highly globalized society is at the core of today’s education system. Towards this end, classroom practices focus on the delivery of instruction using various innovative instructional methodologies. One of the strategies used in Mathematics is the problem-solving approach. The problem-solving approach emphasizes that important mathematics concepts and procedures can be best taught through problem-solving tasks or activities, which engage students in thinking about the important mathematical concepts and skills they need to learn. This study utilized the problem-solving approach as supported by various collaborative strategies as an instructional intervention in teaching mathematics to first year college students and investigated its effects on the enhancement of their performance in and attitude towards College Algebra. The pretest-posttest control group design using two matched groups of respondents based on their intelligence quotient scores and mathematics test scores in the University Admission Test was utilized. Ten problem-solving tasks involving routine, non-routine, and real problems were developed and provided to the experimental group. On the other hand, the conventional approach in teaching and learning was employed in the control group. Necessary data to fulfill the objectives of the study were gathered through the attitude scale questionnaire and the researcher-made test and were analyzed using appropriate statistical tools. The results showed that the experimental group outperformed the control group on the bases of their posttest and mean gain scores. The experimental group also posted significant enhancement of their attitude towards college Algebra. Thus, the problem-solving approach, when applied to classroom instruction, can significantly improve students’ cognitive and affective attributes in mathematics, hence indicating the effectiveness of the approach in teaching mathematics.