UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

City of Iriga
GRADUATE STUDIES AND RESEARCH

Chapter 1

The Problem

INTRODUCTION

We as teachers always find ways to improve the quality of learning that is suited for

the learners. It is our duty to let them acquire all the competencies needed for as they enter

the next level and for us to do this we always need to use our daily lesson plan to keep us

on track. The usage of lesson plan is the most essential weapon of a teacher wherein it

serves as the blueprint of the learning process. The period of industrial revolution is on its

peak where technology improves the quality of learning and as teachers we are here to cope

up with the increasing need of the learners in the field of education.

21st century teachers differ from traditional teachers, but we cannot deny the fact that

both of their kind needs to utilize lesson plan that will correspond to the need of the different

learners. We can define lesson plan as step-by-step guide that provides a structure for an

essential learning. Before planning a lesson, it is essential to classify the learning outcomes

for the class. It is important because it helps the teacher in maintaining a

standard teaching pattern and does not let the class deviate from the topic.

With regards to this matter many people have contributed to the development of the

educational system that made the current teachers equipped with the different knowledge

of the different theories that can be applicable within the four corners of classroom during

the process of learning.

1
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

In relation to this, according to the constructivist theory it states that the role of

teachers is very important within the constructivism learning theory. Instead of giving a

lecture the teachers in this theory function as facilitators whose role is to aid the student

when it comes to their own understanding. This takes away focus from the teacher and

lecture and puts it upon the student and their learning. The resources and lesson plans that

must be initiated for this learning theory take a very different approach toward traditional

learning as well. Instead of telling, the teacher must begin asking. Instead of answering

questions that only align with their curriculum, the facilitator in this case must make it so that

the student comes to the conclusions on their own instead of being told. Also, teachers are

continually in conversation with the students, creating the learning experience that is open

to new directions depending upon the needs of the student as the learning progresses.

Teachers following Piaget's theory of constructivism must challenge the student by making

them effective critical thinkers and not being merely a "teacher" but also a mentor, a

consultant, and a coach.

According to Bruner's theory on constructivism encompasses the idea of learning as

an active process wherein those learning are able to form new ideas based on what their

current knowledge is as well as their past knowledge. A cognitive structure is defined as the

mental processes which offer the learner the ability to organize experiences and derive

meaning from them. These cognitive structures allow the learner to push past the given

information in constructing their new concepts. The learner, often a child, will take pieces of

their past knowledge and experiences and organize them to make sense of what they know,

2
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

then base further concepts and solve additional problems based upon a combination of what

they already processed and what they think should be processed next.

Lesson plans are still anchored to some theories such as Jean Piaget his theory has

made a lasting impression on pedagogical studies, with some modern researchers and

teachers continuing to apply the theory of the famous Swiss psychologist in today's world.

His theory has been used as a guide for how the curriculum should be built to match the

needs of pupils from certain age groups, but some people are unhappy about this. These

individuals feel that Piaget's guidelines are too strict - a claim supported by the sheer number

children who achieve certain things considerably earlier or later than the Swiss psychologist

suggests is the norm. Opponents of the theory continue by suggesting that Jean's ideas

don't take into account the role of other people in helping young people to learn.

In connection with these theories becomes useful when it was linked to Bloom’s

model consists of six levels, with the three lower levels (knowledge, comprehension, and

application) being more basic than the higher levels (analysis, synthesis, and evaluation.

Some think of the levels as a stairway, in which learners are encouraged to achieve a higher

level of thinking. If a student has mastered a higher level, then he or she is considered to

have mastered the levels which are needed to acquire new knowledge.

In line with these predicaments the Philippine educational system has still problems

in the implementation of its new curriculum which is the k to 12, however the inclusion of

mother tongue in the subjects is still viewed as a solution but somehow become plausible

3
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

because of the difficulty of teachers in creating Daily Lesson Plan. But still the different

educational administrators throughout the country seek different interventions that will

suffice the current situation.

However, providing quality education through daily lesson plans facilitates the smooth

flow of lesson during the learning process and to cope with this, the department of education

implemented different programs and trainings for the teachers to further enhance their

competencies in in teaching.

In support to this,as stipulated in the new curriculum of the Philippines under the

Republic Act No. 10533, the Enhanced Basic Education Act of 2013 also known as K-12

Curriculum and DepEd Order. No. 43 s. 2013 which statse that the curriculum shall be

contextualized and globalized; and the curriculum shall be flexible enough to enable and

allow schools to localize, indigenize, and enhance the same based on their respective

educational and social contexts. In relation with this, DepED Order No. 42, series 2016,

states that in contextualization it must be related to the community, with appropriate

relationship of the context within the competency. With this, usage of available materials

within the vicinity is maximized.

And with the aid of Regional memorandum no. 68 s. 2019 signed by the regional

director, Dr. Gilbert T. Sadsad, contextualized Daily Lesson Plans are given for the teachers

throughout the region.

4
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

This inspired us teacher researchers to investigate on the EFFECTIVENESS OF

CONTEXTUALIZED DLPS to the performance of the teachers in Nabua East District.

STATEMENT OF THE PROBLEM

The study aims to determine the teacher’s perception on contextualized DLP among

Elementary Teachers in Grade 1 Mathematics

Specifically, it seeks to answer the following questions

1. What is the profile of the teachers along?

a. Age

b. Gender

c. Status

d. Years in Service

2. What is the teacher’s perception on contextualized DLP along:

a. Pupils academic performance in math

b. Performance level of the pupils

3. Is there significant relationship between the teacher’s perception on

Contextualized DLP and the academic performance level of the pupils?

4. What are the suggestions that can be proposed based from the findings of the

study?

SIGNIFICANCE OF THE STUDY

5
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

The result of the study is significant to the following entities:

DLP Validators. This study will serve as a guide or feedback in order to determine the

positive and negative things about the DLP that needs improvement/ revision.

Teachers. The result of this study will help them reach out to the validators the advantages

and disadvantages that they see on the utilization of contextualized DLPs. This way, the

experience of the teachers who are using it will be more convenient and better.

Students. The product of this study may help the students acquire knowledge that can

encourage them to have better performance in their Mathematical abilities and skills and

develop these skills more for future use in higher mathematics.

Researchers. This study hopes to provide additional information that could be used in their

future researches.

BASIC ASSUMPTIONS

This study is premised on the following assumptions:

1. The profile of the respondents affects their Perception on the Contextualized DLP for

Grade 1 Mathematics.

6
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

2. That Contextualized DLPS improves the performance of teachers handling

Mathematics 1.

3. That Contextualize DLPS improves the performance level of pupils in Mathematics

1.

SCOPE AND DELIMITATION

This study is delimited to the Grade 1 Teachers of Nabua East District to determine

the perception on the use of the Contextualized DLPs in Mathematics 1.

DEFINITION OF TERMS

In order to fully understand this study, the researchers defined the following terms

conceptually and operationally.

EDUCATION- the process of receiving or giving systematic instruction, especially at a

school or university.

MATHEMATICS- the science of numbers and their operations, interrelations, combinations,

generalizations and abstractions of space, configurations and their structure, measurement,

transformations and generalizations.

DLPs- Daily Lesson Plans

TEACHER- a person who helps students to acquire knowledge, competence or virtue.

7
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

LEARNER- a person enrolled in a school or other educational institution who attends

classes in a course to attain the appropriate level of mastery of a subject under the guidance

of a teacher.

PERCEPTION- the process of becoming aware of something through the senses.

THEORETICAL FRAMEWORK

In our world today, many changes occur especially among the students. They should

now acquire a lot of skills and learning competencies regarding with the implementation of

the K-12 Curriculum. This requires the students’ participation to construct an active

teaching-learning process.

Various learning processes have been raised by theorists over time. As a result,

different theories have emerged in the attempt to answer the queries as to how people learn

and retain learning once acquired.

On the other hand, lesson planning is fundamental in ensuring the delivery of teaching and

learning in schools. This study is anchored on the DO #42 s.2016- Policy Guidelines on daily

lesson Plan preparation for the K-12 Basic Education Program. As stated in the said DepEd

Order, “The guidelines aim to support teachers in organizing and managing their classes

and lessons effectively and efficiently and ensure the achievement of learning outcomes.”

Also, it is stated there that teachers’ role should only be facilitators of learning. And one of

its primary goal is to empower teachers to carry out quality instruction that recognizes the

8
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

diversity of learners and enables the teacher to guide, mentor and support learners

developing and assessing their learning across the curriculum.

Creation of
contextualized DLP

Utilization

Observation/Reflection/
Feedback

9
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Figure 1

Theoretical Framework

THEORETICAL FRAMEWORK

This study was attached to the following theories: Constructivism theory, cognitive

load theory and meaning learning theory.

Constructivism learning theory found in philosophy which explains how people might

acquire knowledge and learn. It therefore has direct application to education. the theory

suggests that humans construct knowledge and meaning from their experiences.

Constructive learning Model (Concrete observation, Forming Abstract concepts, and

Teaching in new situation).

According to Bruner’s constructivist theory is a general Framework for instruction

based upon the study of cognition. Much of the theory in linked to child development

research (especially Piaget). Bruner illustrated his theory in the context of mathematics and

social programs for young children.

Cognitive load theory offers a powerful way to view learning, select activities and plan

objectives. This post describes the theory and suggests how it could be applied to planning

lessons. The terms used are subject to heated debate, so if anything is unclear, or you have

suggestions as to how this could be improved, please don’t hesitate to let me know.

Cognitive load theory focuses on learning as the creation of schemas: organised structures

of knowledge in long-term memory. Ideas reach long-term memory having been held in

working memory: what we are conscious of at a given moment. Working memory can only

10
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

cope with a limited cognitive load: we can retain a handful of isolated facts (a few numbers,

for example), or process two or three ideas (Sweller, van Merriënboer and Paas, 1998;

Cowan, 1999). Therefore, the load placed upon working memory – what students are

thinking about – is crucial for learning.

Germane cognitive load is additional cognitive load which contributes to the formation

of long-term memories. It can be created by tasks which depress student performance

initially but help retention, including spacing learning over time (Pashler et al., 2007) and

varying practice (for example, varying the types of mathematical questions students are

answering in a lesson (Soderstrom and Bjork, 2015)).

Meaningful Learning Theory by David Ausubel (1918). He viewed learning as an

active process, not simply responsible to one’s environment. Learners seek to make sense

of their surrounding by integrating new knowledge with that which they have already learned.

Practice matters in this theory because it provides the occasion for students to strengthen

the relationship of the new information with information already in their cognitive structure

and thus ensure that new information is sufficiently anchored, so it does not disappear.

Learning will be meaningful if the student has pre-existing knowledge in his cognitive

structure to which the new material can be related.

As shown in Figure 1, a teacher needs to adapt a strategy on how to teach the pupils

to interact with his environment that will help him develop the pupils to interact with his

environment that will help him develop in the appreciation of things. After developing the

11
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

children’s relation with the environment, the teacher should create some approaches in

order to motivate the children to listen and learn the subjects.

Proper motivation by the teachers would lead to a pupil equipped with knowledge and

skills thereby resulting to the attainment of the goal by the teachers that is to produce

competitive students.
Constructivism Theory

Figure 2: Theoretical Paradigm

Contextualized
Daily Lesson Plan

Meaningful Learning Cognitive Load Theory

12
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Chapter 2

REVIEW OF RELATED LITERATURE

In order to gain better ideas and designs of the study, surveys of published and

unpublished literature and studies were made to determine their relationship with the

present study. Related literature was taken from books and other forms of printed media

and publication. Access to internet was also a very helpful tool in acquiring the necessary

ideas relative to the present study. All these were taken into consideration as these served

as the basis and guide which led the researchers to make decisions relevant to the present

problem.

Teaching and Learning Style

“Professional learning is the strategy used by schools and school districts to ensure

that teachers continue to strengthen their knowledge and practices in their teaching

profession”(Mizell, 2010)7. In addition, the most effective professional development engag

es team of teachers to focus on the needs of their pupils. Teachers` engagement in effecti

ve professional development and in-service trainings increases pupil achievement.

The idea/theories toward the study of learning preferences have figured diversities of

concepts which were so formulated by the foreign writers whose concerns was on learning

style preferences. The following materials shed light on the concern.

Perin and Charron1, 2006,believed that, the contextualization of basic skills is defined as

an instructional approach that creates explicit connections between the teaching and

13
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

reading ,writing ,or math on the other ,as ,for example ,when writing skill are taught with

direct reference to topics covered.

Green’s2 study resulted in mixed conclusions, findings that learning styles were

significantly related to academic performance among education majors, and that learning

styles appeared to account for about ten percent of the total variance in students’

performance”. The study did reflect a strong relationship between learning style and

students’ attitude toward classroom methodologies, with the more abstract students

demonstrating strong preference for a lecture and research mode while the more concrete

students preferred the more experiential modalities.

Many researchers indicate that lesson plans are of great importance in providing an

effective learning environment (Clark & Dunn 1991, Johnson, 2000; Roszak& Walton,

2011)3. Brittin (2005)4 stated that teachers are required to set up a learning environment in

which students can learn effectively, and this involves planning materials, strategies and

timing. A lesson plan is a document that shows what will happen in a particular timeframe

(Whitton, Sinclair, Barker, Nanlohy&Nosworthy, 2004)5. Farell (2002:30)6 also defined the

lesson plan as ‘a written description of how students will move toward attaining specific

objectives. Similarly, Vdovina and Gaibisso (2013)7 indicated that a lesson plan helps

teachers to have a framework for carrying their students to certain “learning destinations”. It

involves goals, knowledge, and sequencing, as well as activity procedure, implementation,

and assessment (Jacobs, Martin, Otieno, 2008). Lesson planning connects requirements of

the curriculum and textbooks with what is presented in the classroom (Lee, Chen &Khum,

14
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

2009)8. Thus, preparing a lesson plan helps pre-service teachers to organize their activities,

construct their goals, and get feedback from their supervisors (Kagan &Tippins, 1992) 9.

Accordingly, planning is one of the crucial skills that pre-service teachers should gain during

their training. During their education, pre-service teachers are trained to plan their lessons.

The literature revealed that pre-service teachers find planning their lessons difficult

(Tashevska, 2008)10. Additionally, the literature also emphasized that novice teachers

spend more time planning their lessons and find planning to be challenging (Richards, 1998;

Senior, 2006)11. Johnson (2000) also indicated that pre-service teachers found the initial

lesson planning steps ‘cumbersome’. He pointed out that experienced teachers internalized

the lesson planning process and that, therefore, pre-service teachers' plans are different

than the experienced teachers' plans. However, Miller (2009) claimed that the details of a

lesson plan depend on local and personal circumstances. For example, whether pre-service

teachers focus on learning from a textbook as in a traditional context or develop the

materials themselves influences the way they write their plans. Teacher training programs

help them to understand the importance of planning, as well as to plan their lessons

effectively. Therefore, understanding preservice teachers' views about planning will help us

to understand the way they plan their lessons and give us insights into the ways in which

teacher educators prepare them to teach effectively. Lesson plans help pre-service teachers

to close the gap between theory and practice. For example, Dunn, Craig, Favre, Markus,

Pedota, Sookdeo, Stock and Terry (2010) indicated that although educators express the

importance of multiple intelligences, when it comes to students' learning styles in the

15
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

teaching-learning process, many of the teachers continue to teach conventionally. Besides,

teachers claimed that lesson plans also help them to schedule required curriculum content.

McCutcheon (1980) identified internal and external reasons for planning a lesson. The

internal reasons for teachers involve feeling confident, learning the subject matter better,

and enabling lessons to run more smoothly, as well as predicting problems before they

happen. The external Journal of Education and Practice www.iiste.org ISSN 2222-1735

(Paper) ISSN 2222-288X (Online) Vol.8, No.12, 2017 58 reasons include fulfilling the

requirements of the school principal and guiding a substitute teacher if the class needs one.

These benefits enable pre-service teachers to be more comfortable during the teaching-

learning process. Choy, Wong, Lim and Chong (2013)12 stated that lesson plans reflect

teachers' interpretations of subject matter, as well as the way they adopt instructional

materials, as influenced by the extent to which the teacher is informed about learners’ prior

knowledge and the topic to be presented. In lesson plans, we can see how preservice

teachers transform learning theory into practice. Furthermore, planning enables pre-service

teachers to think through what they teach, how they teach, and how to evaluate their

teaching (Ruys, Keer&Aelterman; 2012)13. However, student teachers lack experience in

planning and organizing teaching activities (Nilsson, 2009). Therefore, understanding pre-

service teachers’ perceptions of the way lesson plans guide them to teach will help

researchers to understand how they think and decide about their teaching. This will enable

researchers and teacher educators to help pre-service teachers plan their lessons and teach

16
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

effectively. Thus, the research focused on exploring pre-service teachers' perceptions of

lesson plans.

Paz14 research on cooperative learning strategies, using descriptive normative survey

revealed that the frequently employed by teachers were team games, team assisted

individualization, group investigation, numbered heads, roundtable and three steps

interview. The highly developed behavior was self-discipline, love for work, self-esteem and

respect; and the highly developed skills were clarifying ideas, thinking analytically,

communicating and solving problems and active listening.

The study recommends that teachers be given adequate training and orientation on

the process of planning, implementing and evaluation activities on cooperative learning and

cooperative be adapted to develop the behaviors and skill of the students and improve

performance level in school.

Monte15 in his study found out that the students strategies vary depending on the

degree of learning ability of every students in solving the problem. The student’s difficulties

in solving algebra word problems were failures to understand problems to formulate

strategies to know what is asked and the given, to carry out the process, to use correct

operation and to compute correctly.

Ciron 16 quoting Soriano who wrote in his article that the education we must give in

our children and youth today is not that which they can memorize, recall and apply when

similar conditions arises but that which enable them to face new and unexpected problem

17
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

and maser their skills to involve means and methods for their solution. He added that we

cannot teach the children now, what they will need tomorrow. What can we develop in them

are the fundamental knowledge and skills that they need to devise a solution to a new

problem based on the structures, logic, and the process that they gained through the

situations provided in today’s classroom.

Synthesis of the State -of-the-Art

The review of the foreign and local literature and studies brings out one reality: the

effectiveness of learning may likely depend on the strategies employed by the teachers and

the most applicable strategy to apply is the contextualization learning style to improve

learning in order to make teaching and learning easier tasks for learners. Educational

psychologist, researchers, curriculum writers and educators continuously search workable

theories, approaches and strategies. Hereunder are syntheses of such endeavor and efforts

which bear relations, differences or similarities to the present study.

The theories of Mizell, Johnsons, Greens from their point of view a teacher must learn

to identify the need of their students. They suggested different techniques how teachers will

handle their class in order that their pupils will learn.

Local literature and studies recommended different learning styles and strategies in

order to improve/help the teaching and learning achievement of the pupils.

18
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Research Gap

Based from the reviewed literature and studies, the researchers discovered that there

has been no study ever made about the Perception on Contextualized DLP among Grade 1

Teachers. However, the use of K-12 Basic Education Program can improve teaching

strategy and pupils learning.

NOTES
https://learncanvas.net/couses/1233/pages/contextuaized-instruction-real-world-
problems-and-tasks
https://www.teacher.com/ready-made-daily-lesson-plan-dlp
https://www.kean.edu/tpc/classroommanagement/effectivelessonplanning.htm
htttps://unilorin.edu.ng/publication.htm/

CHAPTER III

RESEARCH METHODOLOGY
RESEARCH DESIGN
The research method used by the researchers in this study was the descriptive

method, which involved a questionnaire to determine the teacher’s perception on

contextualized DLP among Elementary Teachers of Nabua East District in Grade 1

Mathematics.

RESEARCH PROCEDURE
The researcher sought permission through the School Heads of randomly selected Grade
1 teachers of Nabua East District and with the respondents as well. This was done for the
determination of respondents and for the distribution of the survey questionnaires.

19
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

RESPONDENTS OF THE STUDY

This study was confined to randomly selected Grade 1 teachers of Nabua East District
for school year 2019-2020. This includes a total of fifteen (15) teachers involved in the study.
The data are presented below:

Research Population
School Year Male Female Total
2019-2020 1 14 15

DATA GATHERING TOOLS

The researcher used survey questionnaires as a main data gathering tool for this study.
The instrument consists of two parts; the first part is composed of the demographic profile of
the teachers and the second part focused on the teacher’s perception on contextualized DLP.
The data collection was done through in-person distribution and were given enough time to
think about the questions as stated on the questionnaire, thus producing more accurate
information period.

QUESTIONNAIRE
Refer to the appendix at the end of this Research.

PREPARATION OF THE QUESTIONNAIRE

The researchers used survey questionnaires as a main data gathering tool for this
research which is consist of the demographic profile of the teachers and the second part that
focused on the teacher’s perception on contextualized DLP. Also the researchers, explored
through the internet for possible related samples of questionnaire that would support the
study. Then the researchers asked for the permission of the school head to conduct the study
to the randomly selected teacher respondents.

20
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

ADMINISTRATION AND RETRIEVAL OF QUESTIONNAIRE

The researchers with the permission of the school head and co-teachers/respondents,
administered the study with the use of questionnaires last October 22, 2019 at Nabua East
District. They were given the questionnaires and were given ample time to answer. They were
very participative and very much willing to cooperate. The researchers personally gathered the
answered questionnaire from the respondents.

STATISTICAL STATEMENT OF DATA

Responses from the questionnaires were directly encoded and analyzed using Microsoft
Excel application – descriptive statistics (frequency counts, percentages, and mean). The mean
of each item in the instrument was determined based on the following formula:
x = Σx/ n where;
x = weighted average
x = score of each respondent
n = number of responses
Since there were fifteen (15) teachers who participated, the researcher got the average
of all the teachers’ response to every table.

21
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary, conclusions and recommendation based from

the analysis and interpretation of the data gathered.

Summary

The following were the findings of this study:

A. Profile of the Respondents

1. With regards to respondents’ sex, they are all female.

2. With regards to their age, 23-35 have the highest acceptability of the

contextualized DLP, 36-45 have higher acceptability of it and teachers with

age ranging from 46-60 have minor difficulty in following and execution of the

DLP.

3. The teacher’s competencies in teaching Mathematics 1 was generally

evaluated as very competent along personal attitudes or traits, teaching

efficiency, teacher’s instructional skills, classroom management and teacher’s

rapport with pupils.

Conclusions

The significant findings in this study are as follows:

1. The contextualized DLPs have strengths and weaknesses.

Strengths:

 Motivations are interesting and interactive

22
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga
GRADUATE STUDIES AND RESEARCH

 Rubrics are evident in all activities.

 The process is simplified for easy visualization and comprehension.

 Application activities were provided for easy retention for learners

 Evaluation questions are congruent to the specified objectives.

 Options on the development of the lessons are provided depending on the

level of pupils’ intelligence.

Weaknesses:

 Some of the videoclips to be shown to the pupils have no specific web links

or web address.

 Time allotment may not be enough for classroom delivery.

 Some materials counted in the activity may not always be available.

Recommendations

In line with the foregoing conclusions, the following are the recommendations:

1. Orientation as to the use of the contextualized DLP must be conducted as stipulated

in the DepEd Memo No. 68 s. 2019.

2. Evaluation/critiquing must be done after a year of use to ensure reliable outcomes.

3. The teacher must be clarified of the proper use and what to submit given the DLP.

23