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Contextualized learning work text in selected topics in Mathematics 7

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WVSU-M-COE-MTH-2024-ElenJJ.OCR.pdf (684.1Kb)
Date
2024-04
Author
Elen, Jessa Joy L.
Thesis Adviser
Sagge, Roberto G., Jr.
Committee Chair
Delgado, Cheryl Lyn C.
Committee Members
Belarga, Alona M.
Cachuela, Garry C.
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Abstract
This developmental research study aimed to create contextualized instructional materials tailored to address specific challenges in understanding fractions among Grade 7 learners. Data gathering instruments included learners' diagnostic tests, teacher interviews, expert evaluation forms, and learner satisfaction surveys. The Students' Diagnostic Test comprised 50 items covering essential fraction topics, evaluated on a binary scale. Thorough analysis identified the five least mastered competencies, informing the development of contextualized work text. Teacher interviews, based on open-ended guide questions evaluated by experts, explored instructional material using Likert-type checklist. The analysis revealed a lack of mastery in various fraction competencies among Grade 7 learners, emphasizing the need for targeted support. The participants included Grade 7 mathematics teachers, learners, and experts, selected based on specific criteria to ensure diverse perspectives. The data collection adhered to the ADDIE model, with consent obtained from school principals. Mean and standard deviation were used for data analysis, with thematic analysis applied to teacher interview responses. The contextualized work text for fractions included components like Objectives, Vocabulary Bank, Lesson Proper, Try This, and Assessment, catering to diverse learning styles. Expert evaluation confirmed its adequacy across domains, while learners satisfaction indicated positive outcomes. In conclusion, the developed work text effectively addresses learners' needs for contextualized instructional materials in understanding fractions. Its comprehensive design and positive feedback suggest it can enhance learner engagement and comprehension in Grade 7 mathematics. Based on the results, the contextualized work text was very much valid and very much acceptable. It was recommended that other teachers should also develop contextualized materials to help create more meaningful teaching and learning experiences.
Contributes to SDGs
SDG 4 - Quality education
URI
https://hdl.handle.net/20.500.14353/702
Recommended Citation
Elen, J. J. L. (2024). Contextualized learning work text in selected topics in Mathematics 7. [Masters' Thesis, West Visayas State University]. WVSU Institutional Repository and Electronic Dissertations and Theses PLUS.
Type
Thesis
Keywords
Contextualized work text Mathematics ADDIE Model Instructional Materials Grade 7 learners Fractions Education Learning competencies Grade 7 Mathematics Least mastered competencies Students' Diagnostic Test Personalized teaching materials Development research design
Subject
Mathematics--Study and teaching OCLC - FAST (Faceted Application of Subject Terminology) Teaching--Aids and devices OCLC - FAST (Faceted Application of Subject Terminology) Instructional and educational works OCLC - FAST (Faceted Application of Subject Terminology) Education--Study and teaching OCLC - FAST (Faceted Application of Subject Terminology) Competency-based education OCLC - FAST (Faceted Application of Subject Terminology) Fractions OCLC - FAST (Faceted Application of Subject Terminology) Education, Elementary--Mathematics OCLC - FAST (Faceted Application of Subject Terminology)
Degree Discipline
Mathematics
Degree Name
Master of Arts in Education
Degree Level
Masters
Physical Description
xvi, 123 p.
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  • 2. Master's Theses [126]

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