An assessment on the implementation of problem-based learning in secondary mathematics teaching / Mervin M. Gerzon.
By: Gerzon, Mervin M [author]
Description: viii, 80 leavesContent type: text Media type: unmediated Carrier type: volumeSubject(s): Mathematics -- Study and teaching (Secondary)DDC classification: 510/.71/2 Dissertation note: Thesis (Master of Arts in Education Major in Mathematics) -- Cebu Institute of Technology- University, October 2016. Summary: The study assessed the public secondary teachers? implementation of problem-based learning in Mathematics in the Municipality of Samboan, in the academic year 2016-2017. The study determined the professional characteristics of the secondary Mathematics teachers of the public secondary schools in the Municipality of Samboan, Cebu, their perceptions on the extent of teaching practices in relation to problem-based learning and their levels of teaching practices in problem-based learning. The findings of the study shall serve as the basis of a proposed intervention program. Of the 13 respondents of this study, twelve teachers achieved the bachelor?s degree in secondary education with their specialization in Mathematics and one in Science and one who holds a degree in Industrial Engineering, the said teachers have an average of 12.9 years of teaching experience and 11 years in Mathematics teaching. Eight of the respondents have attended at most two seminars in five years, the others have not. The findings of the study showed that the public secondary mathematic teachers of Samboan, Cebu believe that they often practiced the practiced the identified indicators on the use of the approaches and practices aligned to problem-based learning. They also consider themselves to be very satisfactory on their teaching practice based on the indicators on problem-based learning and teaching. The implementation of the proposed continuing mathematics teachers? development programs through the suggested structures/formats after having granted its approval by the principals/ school heads and the conduct of similar studies for the other public and private schools were recommended in this study. Keywords: problem-based learning, mathematics teaching, assessment, level of practice, intervention.| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
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GRADUATE LIBRARY | GRADUATE LIBRARY | 510.712 T G329 2016 (Browse shelf) | Not for loan | CL-T2033 |
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| 510 T153 2006 Finite mathematics for the managerial life, and social sciences / | 510.2462 K889 2002 Advanced engineering mathematics / Erwin Kreyszig. | 510.71 H191 2002 Handbook of international research in mathematics education / | 510.712 T G329 2016 An assessment on the implementation of problem-based learning in secondary mathematics teaching / | 510.76 St89 2007 Engineering mathematics / | 511.1 F384 2017 Discrete mathematics and applications / | 511.352 R2297 2008 The unlimited register machine programmer / |
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Thesis (Master of Arts in Education Major in Mathematics) -- Cebu Institute of Technology- University, October 2016.
Includes bibliographical references
The study assessed the public secondary teachers? implementation of problem-based learning in Mathematics in the Municipality of Samboan, in the academic year 2016-2017. The study determined the professional characteristics of the secondary Mathematics teachers of the public secondary schools in the Municipality of Samboan, Cebu, their perceptions on the extent of teaching practices in relation to problem-based learning and their levels of teaching practices in problem-based learning. The findings of the study shall serve as the basis of a proposed intervention program.
Of the 13 respondents of this study, twelve teachers achieved the bachelor?s degree in secondary education with their specialization in Mathematics and one in Science and one who holds a degree in Industrial Engineering, the said teachers have an average of 12.9 years of teaching experience and 11 years in Mathematics teaching. Eight of the respondents have attended at most two seminars in five years, the others have not.
The findings of the study showed that the public secondary mathematic teachers of Samboan, Cebu believe that they often practiced the practiced the identified indicators on the use of the approaches and practices aligned to problem-based learning. They also consider themselves to be very satisfactory on their teaching practice based on the indicators on problem-based learning and teaching.
The implementation of the proposed continuing mathematics teachers? development programs through the suggested structures/formats after having granted its approval by the principals/ school heads and the conduct of similar studies for the other public and private schools were recommended in this study.
Keywords: problem-based learning, mathematics teaching, assessment, level of practice, intervention.
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