Beruflich Dokumente
Kultur Dokumente
and
Rebecca V. Calderon
Technological Institute of the Philippines
bheckcalderon@ymail.com
This paper looked into the evaluation of the proposed teachers guide developed for Math 122 (Solid
Mensuration). The teachers guide was developed to help new and non-Math major faculty members
handling Math 122(Solid Mensuration) to conduct different activities and assessment tasks that use
OBTL. It includes the following: (a) Course Intended Learning Outcomes (CILO) which is mainly of
the objectives of the lessons and some standards which would suggest the learner what they would
able to do; (b) Teaching and Learning Activities (TLAs) that require students to apply, invent,
generate new ideas, diagnose and solve problems and (c) assessment tasks. After the teachers guide
was developed, the seven new and non-Math major faculty members evaluated it. An evaluation form
was given to the said faculty members and also to one expert in the field of Mathematics. The findings
show that the teachers guide, given the rating 4.60, is excellent in terms of its content, organization,
and style and format. Most of the evaluators described it as useful, easy to use, and informative.
However, the expert commented that further improvement of some parts of the teachers guide, e.g.
format and style. Lastly, half of the evaluators (4 out of 8 ) recommended the teachers guide for
adoption while the other half also recommended it for adoption but with revisions.
Keywords: Teachers Guide, Solid Mensuration, OBTL, Bruners Framework
INTRODUCTION
Higher-order thinking and problem solving skills have been the general notion in classroom
education especially in learning Mathematics. Different techniques in teaching the subject
have been studied and used ever since. Modeling graphics and objects in mathematics is quite
a tedious part of teaching and learning. One branch or part of Mathematics which uses most of
modeling is called Solid Mensuration. The purpose of Solid Mensuration is to present the
fundamental and practical essentials of solid geometry (Kern & Bland, 1967).
Learning Solid Mensuration deals primarily with spatial intuition. It deals with concrete and
tangible forms of Mathematics problems. Every presentation of the lessons in Mathematics
even in Solid Mensuration is in abstract form so it is quite difficult for students. Most students
are visual learners; hence they always appreciate more concrete and realistic problems and
solutions. To present some lessons in Solid Mensuration, Jerome Bruners framework of
enactiveiconic-symbolic theory will be used in this study. Each mode of representation
abcde
Abcde+3
ICME-12, 2012
abcde+2
ICME-12, 2012
The need for a development of teachers guide was realized due to the problems and
suggestions given by Mathematics instructors and the need of application of technology in
teaching and learning. After careful planning and testing alternative activities, development
of the teachers guide for Solid Mensuration has started. Initial validation will be conducted
to students who are taking Math 122 course. This will be followed by the experts feedback,
e.g. experienced Mathematics instructor. Also, it will be evaluated by the new Solid
Mensuration instructor. Then finally, a validated teachers guide in Solid Mensuration with
OBTL Approach will be made.
METHODOLOGY
Project Development
The study aimed to respond on some problems in teaching Solid Mensuration. Due to lack of
resources and outdated book, this study was created. In this study, the problems and
suggestions of Math 122 (Solid Mensuration) instructors for several years were noted. The
teacher guide would serve as an alternative resource material in teaching Solid Mensuration.
The new approach that was used in this study was OBTL following the pattern of Bruners
Framework.
The second phase was the formulation of teachers guide in Solid Mensuration. The teachers
guide was composed of (a) Course Intended Learning Outcomes (CILO) which is mainly of
ICME-12, 2012
abcde+2
Abcde+3
ICME-12, 2012
Rating
Instructor 1
4.35
Instructor 2
5.00
Instructor 3
5.00
Instructor 4
4.21
Instructor 5
4.57
Instructor 6
4.85
Instructor 7
5.00
Expert
3.78
Weighted Mean
4.60
Description
Excellent
The table above shows the evaluation of the new and non-Math major instructors who were
handling Math 122 (Solid Mensuration) classes, and one experts in the field of teaching
Mathematics. This part of their evaluation was focused on three categories: content,
organization, and style and format. It is shown in the table that all of (7 out of 7) instructors
think that the teachers guide was excellent while the expert gave the rate of 3.78, which was
also excellent. Overall, the teachers guide was excellent in terms of content, organization,
and style and format.
The second part of the evaluation asks the evaluators how much of the teachers guide would
they used, what rating would they give to it, and what adjective/s is/are appropriate to
describe the teachers guide.
Based on the responses of the instructors, 4 out of 7 said that they would use partly, but a lot,
while the expert said all of it. In fact all of them have read the whole teachers guide.
ICME-12, 2012
abcde+2
Frequency
Percentage
Useful
Clear
Timely
Easy to Use
Informative
Concise
7
4
4
8
7
1
87.5
50
50
100
87.5
12.5
It is shown on the table above that 8 out of the 8 evaluators or 100% chose the adjectives easy
to use, to describe the teachers guide. Seven of them( 87.5%) said it is useful and
informative, half of them thought it is clear and timely (50 %) and only one said it is
concise (12.5%).
In the comment section of the evaluation form, one of the instructors commented, The guide
is very useful especially to those who are not Math major.
The expert who evaluated the teachers guide, commented, Very Good.
Lastly, the evaluators were asked if they would like to recommend the teachers guide for
adoption, for adoption but with revision, or not recommend it for adoption. Table 3 below
shows the summary of their responses:
Table 3: Recommendation of the Evaluators for the Teachers Guide
Recommendation
Frequency
Rate (%)
50
50
Total
100
Four out of the 8 evaluators or 50% recommended the teachers guide for adoption, while the
other 50%, also recommended it for adoption but with some revisions. None of the evaluators
(0%) would not recommend the teachers guide for adoption.
Abcde+3
ICME-12, 2012
ICME-12, 2012
abcde+2
Abcde+3
ICME-12, 2012