Arzadon Erika Hannah E. Sample Work

G O R D O N C O L L E G E i
College of Education, Arts, and Sciences
TEACHING CALCULUS VIA STUDY AND RESEARCH PATH
An Action Research
Presented to the Faculty of the
College of Education, Arts and Sciences
Gordon College
Olongapo City
In Partial Fulfillment of the
Requirements for the Degree
Bachelor of Secondary Education - Mathematics
ARZADON, ERIKA HANNAH E.

G O R D O N C O L L E G E ii
APPROVAL SHEET
The classroom-based action research entitled “TEACHING CALCULUS VIA
STUDY AND RESEARCH PATH” prepared and submitted by ERIKA HANNAH E.
ARZADON in partial fulfillment of the requirements for the degree of Bachelor of
Secondary Education Major in Mathematics has been examined and recommended for
acceptance and approval for oral examination.
KIMBERLY D. MIRAFLOR LEBY A. FASTIDIO
Adviser Adviser/Supervisor
Approved in partial fulfillment of the requirements for the degree of Bachelor of
Secondary Education Major in Mathematics by the Oral Examination Committee.
KATHERINE D. YAP JOSHUA BAUTISTA
Chairperson Member
Accepted for the partial fulfillment of the requirements in the degree of Bachelor of
Secondary Education Major in Mathematics.
___________________ DARWIN P. PAGUIO, Ph. D.
Date Dean
College of Education, Arts and Sciences

G O R D O N C O L L E G E iii
ABSTRACT
The purpose of this study is to determine the effectiveness of Study and Research
Path utilized in Grade 11 Students at Regional Science High School III, Academic year
2021-2022 based on their level of academic performance before and after implementation
and survey questionnaires that tackles the perception of the student-respondents and
teacher-observers. One group pre-test and post-test sampling was employed and Grade 11
– Tennessine were chosen as the group fit to implement the teaching intervention. The
data were statistically analyzed using Frequency and Percentage distribution, Mean
distribution, Dependent t-test using Paired Samples and Linear Correlation Analysis.
Findings of the study illustrated that both the student-respondents and teacher-observers
showed a positive response from their perception in SRP effectiveness in the classroom.
Also, it exhibited that the pre- and post-test of the students were statistically significant,
so it showed effective of SRP. Moreover, the study revealed that there was a significant
relationship between the perception of the students and their level of academic
performance. The study assists educational sectors in addressing issues concerning
effectivity of inquiry-based learning as well as changing the teaching paradigm of the
society. It also imparts essential insights for Mathematics teachers in using strategies
efficiently which can lead to higher attainability of students’ level of academic
performance. This paper provides a new and updated interpretation on Study and
Research Path as a medium to learning Calculus during a pandemic.
Keywords: Study and Research Path, Teaching Calculus, Effectiveness, Level of
Academic Performance
G O R D O N C O L L E G E iv
ACKNOWLEDGEMENT
The researchers would like to express her deepest appreciation to all those who
provided her the possibility to finish their research.
A special gratitude is given to her research teacher, Leby A. Fastidio, for sharing
his expertise in stimulating suggestions and encouragement and her co-
author/cooperating teacher, Kimberly D. Miraflor, for visualizing ideas that seems
impossible to her and for the utmost guidance and care bestowed upon the researcher.
Furthermore, the researcher would also like to acknowledge with much
appreciation the crucial role of the following:
To the research validators, Ms. Cyrene Bermido, Mr. Dante Sardina and Mr. John
Paul Gatmaitan, for their participation in the content validation of the survey
questionnaire and to the research observers, Ms. Katherine Yap, Ms. April Joy Albior and
Ms. Nancy Fe Cabarle, for their time spent to observe the class wherein the study was
implemented.
To the respondents of the study for taking their time in answering the survey
questionnaire with honesty and dedication;
The researcher's family and friends, for their sacrifices, financially and
emotionally, their motivations and positivity which was very much needed;
And foremost, to our Almighty God for all his blessings and courage that have
guided the researchers in completing the study.
EHA
G O R D O N C O L L E G E v
DEDICATION
This study is wholeheartedly dedicated to my passion in teaching. May this study
serve as a reminder to me as to why I wanted to pursue this career in the first place.
Moreover, this study is showered to my beloved parents, who have been my source
of inspiration and gave me strength when I thought of giving up, who continually provide
their moral, spiritual, emotional, and financial support. To my brothers, sisters, relatives,
mentor, friends, and classmates who shared their words of advice, ideas and
encouragement to finish this study. In addition to that, I wish to provide a bit of spark to
my cooperating teacher in finishing her Graduate Studies. Also, I would like to dedicate
the completion of this study to Sir Leby Fastidio, who has been my sole inspiration and
reason why I am who I am today. May he find this study beneficial and true to the visions
he has in his mind.
And lastly, I dedicate this study to the Almighty God, thank you for the guidance,
strength, power of mind, protection, and skills and for giving me a healthy life. All of these,
I offer to you.
G O R D O N C O L L E G E vi
TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Dedication v
Table of Contents vi
List of Tables viii
List of Figure xi
Appendices x
Chapter 1. The Problem and Its Background

Rationale
Conceptual Framework
Statement of the Problem
Hypothesis
Significance of the Study
Locale of the Study
Chapter 2. Methods
Research Design
Data Gathering Procedure
Research Instrument
Data Analysis
Innovation/ Intervention/ Strategy
Chapter 3. Results and Discussion

Findings and Discussion
G O R D O N C O L L E G E vii
Chapter 4. Summary, Conclusion, and Recommendation
Summary of Findings
Conclusions
Recommendations
References
Appendices
Curriculum Vitae
G O R D O N C O L L E G E viii
LIST OF TABLES
Table Number Title Page

1 Scaling Of Likert Scale 11
2 Reliability Test of the Survey Questionnaire in finding 11

the Effectiveness of SRP through the students’
perception using Cronbach’s Alpha
3 Descriptive Statistics of the Effectiveness of SRP Survey 16

Questionnaire of the Student-Respondents
4 Descriptive Statistics of the Effectiveness of SRP Survey 18

Questionnaire of the Teacher-Observers
5 Summary of the Descriptive Statistics of the Survey 20

Questionnaire (per factor) of the Teacher-Observers
6 Mean Percentage Scores of the Pre- and Post-Test 21

Results of the Respondents
7 Difference Test on Pre- and Post-test using Paired 22

Samples t-test
8 Difference Test on the Student Respondents and 23

Teacher Observers’ SRP Perception using Independent
t-test
9 Relationship between the Level of Academic 24

Performance of the Student Respondents and their SRP
perception
G O R D O N C O L L E G E ix
LIST OF FIGURES
Figure Number Title Page

1 Conceptual Framework (I-P-O) 3
2 Map of Regional Science High School III 7
3 Entrance Hallway of Regional Science High School III 8

G O R D O N C O L L E G E x
LIST OF APPENDICES
Appendix Title Page

A Effectiveness of SRP Survey Questionnaire for 33
Student-Respondents
B Effectiveness of SRP Survey Questionnaire for 34

Teacher-Observers
C Test of Normality 36
D Documentation of the Implementation of SRP in 37
Grade 11 Tennessine – Online Learning Modality
E Letter of Approval for the Implementation of the 39

CBAR
F Content Validation Form of Experts in the field (Ms. 40

Cyrene Bermido)
G Content Validation Form of Experts in the field (Mr. 41

John Paul Gramatan)
H Content Validation Form of Experts in the field (Mr. 44

Dante Sardina)
I Quarter 3 Week 6 to 7 Daily Lesson Plan of the 45

Implementation of Study and Research Path
G O R D O N C O L L E G E 1
Chapter I
THE PROBLEM AND ITS BACKGROUND
Rationale
According to Barquero et al. (2012), there are two main purposes as to why Study
and Research Path (SRP) is being implemented as a didactic device in teaching
Mathematical Modelling – to make students aware of the rationale of the mathematical
contents they must learn and to connect these contents through the study of open
modelling question. Their study was done within a one-year course of “Mathematical
Foundations of Engineering” that had three established Research and Study Course (RSC).
Some key notes were the use of exploratory and technological moments to promote
“experience” that allowed students to individually create hypothesis, formulate questions,
compare experiment and reality, and choose the relevant mathematical tools. Also,
students were highly involved in the evaluation and institutionalization moments where
two didactic devices were shown to change the didactic contract: (1) Team presentations
followed by delivery and defense of the reports each session, and (2) Class materials
without prioritized contents. Authors of this study believe that these crucial parts in the
modelling process are not covered in traditional educational systems.
In the study of Conde (2018), the use of SRP towards teaching Mathematics as
instrumentation made the students highly engrossed in the activities. Mathematical
concept organization was developed among students as well as designing manipulatives
to address these problems. Other groups had difficulties in designing the manipulatives as
well as in constructing activity sheets for the didactic activities. The high school students
also did not only improve their understanding in some concepts in mathematics but also
enjoyed the activities they experienced using the manipulatives. As in the design phase of
each group, it has been verified that the content of the course was covered as well as some
important ideas were included in the study process. The event was more efficient since the
students were learning not only within the boundaries of the course content which is ideal
for a mathematics course. SRP is a very important didactic tool in which the current statute
should be considered (Conde, 2018).
In her papers, Abaniel (2020), inquiry learning model shown a significant
difference in conceptual understanding towards Grade 12 students taking up the Science,
Technology, Engineering and Mathematics (STEM) Academic Track. Abaniel elaborated
the attainment of several 21st Century Skills after implementing an inquiry learning
model. Specifically, the students acquired 21st century skills such as information literacy,
inventive thinking, effective communication, high productivity, and leadership skills.
Further, they also shifted their learning attitudes – personal interest, real world
connection, problem-solving general, problem-solving confidence, sense-making or effort
and overall – to expert-like responses. Because of its positive effects on students’ holistic
learning, further promotion of this learning pedagogy is needed, especially in the
Philippines (Abaniel, 2020). Inquiry-based learning approach was pioneered by Jerome
Bruner where he defined it as an approach that leads students to construct new knowledge
using existing knowledge and observations from the environment. Through this, students
are considered as active learners with the expectation of learning through questions. (Zion
& Mendelovici, 2012; Fernandez, 2017). Anthropological Theory of Didactics is a
principled approach that emerged through Mathematics education that was heavily based
on Inquiry-based learning. As said by the author of Study and Research Path, Chevallard
(2019), the didactic organization of SRP is described as knowing-through-inquiry didactic
organization since he wanted to avoid the use of compound adjectives such as inquiry-
based or inquiry-centered. Hence, Abaniel’s study depicts a similar indication to the
possible effects of SRP in terms of learning concepts, skills, and attitude.

This study aims to increase the academic performance and determine the
perceptions of Grade 11 students and teacher-observers while using a teaching strategy
called Study and Research Path (SRP) under the Anthropological Theory of Didactics. The
researcher seeks to create a proposal that will encourage a new paradigm in teaching which
caters better to the learning of the students. The alteration of the traditional teaching
process is needed during a time of technological revolution. Specifically, the SRP seeks to
provide autonomy among students and functional teaching that opposes the
“monumentalism” thinking prevalent in the generation today. Furthermore, the research
can nurture the existing strategies utilized in the classroom which can lead to a better
paradigm used by teachers and higher academic performance from the students. Hence,
the result of the study will be the basis for the formulation of a proposal for
implementation of SRP at Regional Science High School III (RSHS III) for the
enhancement of learning performance of students in Mathematics.
Conceptual Framework
Figure 1
Research Paradigm
Input Process Outcome
• Identification of academic
Study and performance of Grade 11 Identified Level of
Research • Identification of effectiveness by Student’s
Path (SRP) the students and the observers Performance
Students’ • Collecting of data (checklists of
Effectiveness of
Performance observers/students)
SRP
• Statistical Analysis of data using
appropriate tools
Lesson Plans for Quarter 3 Grade 11 Week 6 to 7

The conceptual framework shows the outline of the researcher’s plan of action
from the beginning to the end of the study. The study will need to identify the procedures
of incorporating SRP inside the classroom as a teaching intervention to ensure the proper
implementation of the strategy. Then, the actual implementation can be done while
experts of the field as well as the students will be asked to evaluate the strategy through a
checklist. Once data has been collected, the statistical analysis to be employed is applied.
The outcome intended is for students to attain a higher level of academic performance and
explore more questions from a generating question. Ultimately, the result of the study
aims to produce a proposal for implementation of SRP at RSHS III for the enhancement
of learning performance of students in Mathematics.
Statement of the Problem
This study aims to increase the academic performance and determine the
perceptions of Grade 11 students and teacher-observers while using a teaching strategy
called Study and Research Path (SRP) under the Anthropological Theory of Didactics. The
result of the study will be the basis for the formulation of a proposal for
implementation/adaptation of SRP at Regional Science High School III (RSHS III) for the
enhancement of learning performance of students in the said subject.
Specifically, it seeks to answer the following sub-problems:
1. What is the level of effectiveness of SRP as perceived by:
a. Student-respondents; and
b. Teacher-observers?
2. What are the pre-test and post-test scores of the respondents before and after
intervention?
3. Is there a significant difference in the level of student’s academic performance
before and after the conduct of SRP?

4. Is there a significant difference in the level of effectiveness between the
student-respondents and teacher-observers perception?
5. Is there a significant correlation between the level of academic performance
and their perceptions of the effectiveness of SRP?
Hypothesis
1. There is no significant difference in the level of student’s academic
performance before and after the conduct of SRP.
2. There is no significant difference in the level of effectiveness between the
student-respondents and teacher-observers perception.
3. There is no significant correlation between the level of academic performance
and their perceptions of the effectiveness of SRP.
Significance of the Study
The findings of the study will be of great significance to the following:
Department of Education (DepEd). The result of the study can be used as guide to
upgrade the education system of DepEd specifically their implementation of the current
curriculum. As a long-term goal, the SRP aims to diminish the “monumentalism” that
exists in the department.
School Administrators. The result of this study will serve as their basis on what to
improve in the learning system and will help them to achieve higher quality of education.
It will enhance their skills on implementing SRP as a teaching strategy that teachers can
use when conducting class.
School Math Coordinators. The result of the study will help the coordinators to plan
and to organize the program so that the use of SRP as a teaching strategy will improve the
academic performance of its school as well as provide a meaningful method of teaching
for their teachers.

Mathematics Teachers. The result of the study will serve as a benchmark of teachers
in their teaching style, it will broaden their knowledge about SRP and its impact to
students. It will assist them in teaching Mathematics efficiently.
Students. The student will benefit if their teachers can provide good teaching. This will
increase their critical thinking, problem solving and higher order thinking skills. The study
will serve as basis on how to train the students to think creatively, critically, and
innovative. Moreover, SRP will upskill the academic performance of the students while
learning Mathematics.
Future Researchers. The study may inspire future researchers to continue searching
for the effectivity of SRP inside a classroom. This may serve as a map that they can use
while exploring the world so that they can find the most efficient and effective method of
teaching. This will also serve as a strong guide for their further research that they are going
to conduct, and that research will confirm the results of this study.
Chapter II
METHODS
This chapter presents the research design, locale of the study, research instrument,
statistical instrument, data gathering procedure and statistical treatment used in the
study.
Research Design
To systematically conduct the research study and to gather the data and
information, the study utilized a one-group pretest-posttest sampling research design.
Like a true experiment, a quasi-experimental design aims to establish a cause-and-
effect relationship between an independent and dependent variable. However, unlike a
true experiment, a quasi-experiment does not rely on random assignment. Instead,
subjects are assigned to groups based on non-random criteria (Thomas, 2022). The one-
group pretest-posttest design is a type of quasi-experiment in which the outcome of
interest is measured 2 times: once before and once after exposing a non-random group of
participants to a certain intervention/treatment (Choueiry, n.d.). A one-group pretest–
posttest design is a type of research design that is most often utilized by behavioral
researchers to determine the effect of a treatment or intervention on a given sample (Allen,
2017).
The one-group pretest-posttest sampling research design will be used in this study
since the aim is to analyze the academic performance exhibited by Grade 11 students and
their perception towards the use of SRP in the classroom. The pretest and posttest will
exhibit the differences before and after the utilization of the intervention. In addition to
that, there is a need to select the students where the learning strategy will be implemented
to ensure accuracy of results. Furthermore, the research design will be able to actualize
the cause-and-effect relationship needed which will draw conclusions from the result.
Data Gathering Procedure
A letter of consent will be produced to ask for permission in conducting the study,
which will be noted by the Research Adviser. Then, it will be submitted to the Dean of the
College of Education, Arts and Science to oversee data collection. After the approval of the
Dean of CEAS, it will be presented to the Principal of Regional Science High School for
endorsement. The students included in the study will be informed of the procedures to be
conducted. After securing the permission and revising the checklist according to the
feedback of the validators and testers, a trial demo class will be done to ensure that the
procedures and applications to be used during the implementation is working. Then, the
step-by-step procedure of conducting SRP in the classroom will be done to the specified
class. The observers will be present during the conduct of the intervention, and they will
submit the checklist to the researcher. A pre-test and post-test will be given to the students
at the beginning and end of the intervention as well as a checklist that analyzes their
perception towards the implementation of SRP.
Upon completion of data collection, the data will be organized in a Microsoft Excel
Sheet (if applicable). For further analyzation, the statistical treatment to be used in the
study will be applied. Noted that all procedures will be done virtually and none of the
respondents will go outside of their houses to ensure the safety of everyone against COVID
19.
Research Instrument
The pre and post-test to be given at the beginning and end of the teaching
intervention will be based on the module created by the Department of Education (DepEd)
from the specified Most Essential Learning Competencies (MELCs) in their Localized Self-
Learning Module. The data to be collected will be the basis if there is an increase in the
academic performance of the students.

To identify the effectiveness of the SRP in increasing the academic performance of
Grade 11 students, a questionnaire will be given to the respondents and observers. From
the questionnaire of Cumberland Perry AVTS (2010), the factors to be considered in
determining the effectiveness of a teaching strategy are (1) Essential Questions; (2) Body
of Lesson; (3) Activating Strategy; (4) Graphic Organizer; (5) Summary of Lesson: (6)
Vocabulary (if Language Subjects); (7) Assessment; and (8) Active Engagement
Indicators. This questionnaire was revised to fit the applications of SRP in the classroom
and be able to identify the perceptions of both students and observers regarding the
effectivity of SRP as an intervention.
The table will stipulate the results garnered from the observers according to their
perceptions which deals with statements directly related to the focus areas given in the
questionnaire. A section of the questionnaire involves a feedback or comment area for
further analysis of the data given. In addition to that, the scaling of questionnaire is in a
form of Likert scale as seen in Table 1.
Table 1
Likert Scale
Indicator Range Description Translation (Effectivity)
1 1.00 – 1.75 Strongly Disagree Not at all Effective
2 1.76 – 2.50 Disagree Slightly Effective
3 2.51 – 3.25 Agree Moderately Effective
4 3.26 – 4.00 Strongly Agree Highly Effective
Validation of Instrument
Since the tests given to the students before and after the implementation were
based from the DepEd’s Localized Self-Learning Module, there was no need in undergoing
the validation process. The tests have been checked and authorized for use by the officials-
in-charge. Moreover, the questionnaire that was given to the students and observers was
assessed by experts on the field of mathematics or those who are well informed about the
usage of SRP (or didactics) as a teaching strategy in the said subject. Before carrying out
the actual intervention, all instruments were verified and revised by the adviser of the
researcher, if deemed necessary. Also, the questionnaire utilized in identification of
effectiveness of SRP from students underwent a test of reliability in this study and it was
considered reliable as seen on Table 2.
Table 2
Reliability Test of the Survey Questionnaire in finding the Effectiveness of SRP through
the students’ perception using Cronbach’s Alpha
Cronbach’s
Variable Items Internal Consistency
Alpha
Effectiveness of SRP 12 0.895 Good
Data Analysis
The data gathered was organized and processed through the Statistical Package for
Social Sciences Version 28 (SPSS). As one of the rules followed in the use of the software,
the formula of statistical tools to be used was not reflected anymore since the computer
did not follow the steps in the manual computation. The following statistical techniques
was applied to treat the specific problems raised in the study: (1) Mean for the analysis of
the questionnaires submitted by the students and observers; (2) Mean Percentage Scores
for the description of scores on the pre-and post-test; (3) T-test, both dependent and
independent, to identify if a significant difference exists between the pre-and post-test
scores, and to compare the difference in perceptions of the student-respondents and
teacher- observers on effectiveness of SRP; and (4) Pearson r or its non-parametric test
equivalent for identifying the correlation between scores and perceptions of the
respondents.
Innovation/Intervention/Strategy
Innovation
The researcher implemented a new teaching approach and strategy inside the
classroom of Grade 11 students. The Study and Research Path (SRP) is an inquiry-based
approach that focuses on one generating question that will provide significant amount of
following questions from the students. The questions will serve as the guide of the lesson
to be taught during that time. Moreover, SRP is under the Anthropological Theory of
Didactics which aims to change the current paradigm to cater to the needs of the students
during this time. This new approach in teaching was introduced to Regional Science High
School III (RSHS III), Senior High School Department, for all Grade 11 students.
Intervention
As cited by Otero and Llanos (2019), SRP is a didactic device created by ATD to
face with monumentalism, because they possess, among others, these characteristics:
• They are developed from a so-called generating question 𝑄0 because it does not
admit an immediate response. That is, it will be necessary to formulate deriving
questions, and untag the available answers.
• The didactic medium M is not built a priori, but from the elaboration of answers.
Resources are incorporated when they are needed, at any time, under the condition
that they have to be validated by the study community.
• The teacher directs the study process, without having a preponderant role
constructing M, and their contributions may or may not be incorporated into M.
In an SRP, the principle of authority does not apply; there are no privileged
information systems or with more authority than others, unlike what happens in
the monumental paradigm.
• The study group formulates questions, except the generating question 𝑄0 , which is
proposed by the teacher. The diffusion of the possible response to 𝑄0 includes
proofs and it has a strongly epistemological component, unlike the narrative
character of diffusion within the monumental paradigm, where the teacher’s role
is more similar to that of a guide in the visit to a museum, than to the director of a
study whose path is unknown in advance.
• Students formulate questions, propose resources, develop responses, evaluate,
disseminate, defend, and critically answer other students’ responses.
During the past decade, the Herbartian schema has been used in several research
studies to design and implement various types of study and research paths (SRPs) in
different educational institutions. These experimentations provide interesting empirical
material to study the economy of SRPs—the possible ways to implement and manage
them—and especially their ecology—the institutional conditions and constraints that
facilitate or hinder their implementation.
Herbartian schema was defined as the main implementing guide of SRP’s by
Casabó (2018). As per Casabó, the Herbartian schema can be done through the following
steps:
1. The generating question
2. Collective work
3. Chronogenesis: managing long study processes
4. Topogenesis: sharing responsibilities between the teacher and the students
5. Mesogenesis: the media-milieu didactics
6. Openness and Assessment

Strategy
For the actual implementation of SRP in the classroom, it will start by using the 1
section currently present in RSHS III Grade 11. The chosen consists of STEM students that
wishes to pursue medicine and engineering courses. Before the utilization of SRP, the
Grade 11 students completed a pre-test given by the Department of Education (DepEd)
under their self-learning modules. The 2 following weeks was the start of SRP in the
classroom. The usage of questions was aligned to the actual lesson indicated in their
MELCs, this ensured that the objectives set by DepEd will be met by the students at the
end of each lesson. After the conduct of SRP, the improvement of the students’ academic
performance was analyzed as well as the evaluation of its effectiveness. This was done
through a questionnaire to be given to student-respondents and teacher- observers. Lastly,
the post-test for the Grade 11 students was administered wherein the content will also
come from the module given by DepEd.

Chapter III
RESULTS AND DISCUSSION
This part contains the data presentation used in the research, the analysis, and the
interpretation of data by the researcher with the aid of the reviewed literature and studies.
The data were organized in sequential order based on the statement of the problem.
Table 3
Descriptive Statistics of the Effectiveness of SRP Survey Questionnaire of the Student-

Respondents
Mean Sd Remarks
1. I was introduced to the generating question 3.52 0.511 Strongly Agree

in a clear manner.
2. I was assisted by the generating question in
3.48 0.511 Strongly Agree
using higher order thinking skills to think of
more relevant questions.
3. I was able to understand the lesson and the Strongly Agree
3.13 0.694
flow was easy to follow.
4. I understood my role as a student in the 3.61 0.583 Strongly Agree
classroom as well as the role of my teacher.
5. I was kept engaged in the lesson because 3.52 0.511 Strongly Agree
activities elicit critical thinking
6. I was able to connect the relation of the new Strongly Agree
3.22 0.671
lesson to the previous lessons.
7. I was able to see the key points of the lesson Strongly Agree
3.39 0.499
in the question map and answer map.
8. I was able to use critical thinking skills and
problem-solving skills through the graphic
organizers presented.
9. I was able to connect and retain pieces of Strongly Agree
3.17 0.717
information from the graphic organizers.
10. I was able to present information in the
graphic organizer in an organized and
coherent manner.
11. I was asked questions by the teacher that
stimulates fastidious analysis and delivery
of answers.
12. I was able to manifest application of higher Strongly Agree
3.30 0.559
order thinking skills.
Overall Average 3.39 0.369 Strongly Agree
Table 3 shows the descriptive statistics of the Effectiveness of SRP Survey
Questionnaire of the student-respondents. It can be gleaned from the table that they
strongly agree that the role of the student and the teacher in the classroom is well defined
with highest mean of 3.61 and standard deviations of 0.58 implying homogeneity of scores
with respect to the mean. On the other hand, they also strongly agree on the flow of the
lesson as easy to follow with lowest mean of 3.13 and standard deviation of 0.69 which is
also homogenous with respect to mean. Student-respondents strongly agree on the
effectiveness of the SRP with an overall mean of 3.39 and standard deviation of 0.37
implying homogeneity of scores with respect to the mean. According to the student-
respondents, the results revealed that they strongly agree to the implementation of SRP in
the class basing on the criterion given under the survey. Thus, the SRP is highly effective
established through the students’ perception of SRP.
According to Jones et. al (2013), survey is a tool that caters to larger population
which creates a greater statistical power, ability to gather large information and
availability of validated models. The use of survey is valid in finding the effectivity of an
intervention or any topic under exploration (Jang, 2020). Student-perception surveys are
found to be great in changing the beliefs of teachers when it is put as a component of the
evaluation system of an institution and its interventions (Robinson, 2017). In line with
that, self-evaluation of a student towards a learning intervention is crucial in improving
the effectiveness of a learning intervention to include early detection of problems and
development of better approaches for academic success (Othman et. al, 2011).
Table 4
Descriptive Statistics of the Effectiveness of SRP Survey Questionnaire of the Teacher-

Observers
Mean Sd Remarks
1. Introduction of the generating question is

delivered in a clear manner.
2. The generating question instigates the use of
higher order thinking skills.
3. The generating question manifests
assessment of the competencies acquired.
4. The flow of the lesson is substantial and easy
to follow.
5. The role of the teacher and the student is
defined.
6. Activities eliciting critical thinking are given
to keep student’s engagement.
7. The activating strategy shows connection
from the previous lesson.
8. Students show evidence of engagement. 4.00 0.000 Strongly Agree
9. The content of the lesson is connected to the
targeted MELCs.
10. Question-Answer maps include key points of
the lesson.
11. The use of graphic organizer activates
students’ critical thinking and problem- 3.25 0.500 Strongly Agree
solving skills.
12. The use of graphic organizer helps students
connect and retain pieces of information.
13. Students present information in the graphic
organizer in an organized, coherent manner.
14. Teachers asks questions that stimulates
student’s fastidious analysis and delivery of 4.00 0.000 Strongly Agree
answers.
15. Students’ manifest application of higher
16. The preliminary analysis includes
identification of concepts needed to be 3.75 0.500 Strongly Agree
answered during the end of the lesson.
17. The Study and Research Path lesson design
encompasses the questions to be answered, 4.00 0.000 Strongly Agree
course of action and inquiry work.
18. Implementation of the activity proper is
relevant and shows collaboration amongst 4.00 0.000 Strongly Agree
students.
19. The postliminary analysis provides partial or
completed question-answer map with 3.75 0.500 Strongly Agree
evidence and references.
20. The output produced from the activity proper
exhibits essential learning competencies 3.50 0.577 Strongly Agree
under the Curriculum Guide of DepEd.
Overall Average 3.83 0.217 Strongly Agree
Table 4 shows the descriptive statistics of the Effectiveness of SRP Survey
Questionnaire of the teacher-observers. It can be gleaned from the table that they strongly
agree that the introduction of the generating question was clear, it instigated the use of
higher order thinking skills and it manifested assessment of the competencies acquired as
well as the activating strategy showed connection to the previous lesson, students showed
evidence of engagement, the content is related to the targeted MELCs, teachers asked
questions that stimulates student’s fastidious analysis and delivery of answers, the Study
and Research Path lesson design encompassed the questions to be answered, course of
action and inquiry work, and implementation of the activity proper is relevant and showed
collaboration amongst students with highest mean of 4.00 and standard deviations of
0.00 implying homogeneity of scores with respect to the mean. On the other hand, they
also strongly agree that the use of graphic organizer activated students’ critical thinking
and problem-solving skills with lowest mean of 3.25 and standard deviation of 0.5 which
is also homogenous with respect to mean. Teacher-observers strongly agree on the
effectiveness of the SRP with an overall mean of 3.83 and standard deviation of 0.22
implying homogeneity of scores with respect to the mean. The survey of the observers
included statements (items 16 to 20) directly related to the application of SRP that is
beyond the scope of student-respondents. According to the teacher-observers, the results
revealed that they strongly agree to the implementation of SRP in the class basing on the
criterion given under the survey. Thus, the SRP is highly effective established through the
observers’ perception of SRP.
As mentioned in Table 3, survey questionnaires are a key part of finding the
effectivity of a certain topic (Jang, 2020). In this section, National Improvement Hub
(2021), founded that effectiveness of an assessment is dependent on the quality of
observation given by the teacher-observers. Furthermore, it was revealed by Behan (2019)
that effectiveness of an intervention is reliant on the agreement of a teacher’s perception

as well as the willingness of teachers to change their course of actions according to the
results.
Table 5
Summary of the Descriptive Statistics of the Survey Questionnaire (per factor) of the
Student-respondents and Teacher-Observers
Students Observers Remarks
Mean/Sd Mean/Sd
Essential Questions 3.50(0.511) 4.00(0.000) Strongly Agree
Body of Lesson 3.42(0.588) 3.75(0.500) Strongly Agree
Activating Strategies 3.22(0.671) 4.00(0.000) Strongly Agree
Graphic Organizer 3.38(0.580) 3.56(0.427) Strongly Agree
Summary of Lesson 3.35(0.529) 3.88(0.250) Strongly Agree
Active Engagement Indicators 3.80(0.171) Strongly Agree
Overall Average 3.39(0.369) 3.83(0.217) Strongly Agree
Table 5 shows the summary of descriptive statistics of the Effectiveness of SRP
Survey Questionnaire of the teacher-observers. It can be gleaned from the table that they
both strongly agree on the essential questions with highest mean of 3.50 and 4.00 and
standard deviations of 0.51 and 0.00 implying homogeneity of scores with respect to the
mean. On the other hand, the observers strongly agree on the graphic organizer with
lowest mean of 3.56 and standard deviation of 0.43 which is also homogenous with respect
to mean but even though the students strongly agree on the activating strategies with
lowest mean of 3.22 and standard deviations 0.67, it is one of the highest means (4.00)
from the observers’ perception. Both the student-respondents and teacher-observers
strongly agree on the effectiveness of the SRP with an overall mean of 3.39 and 3.83 and
standard deviation of 0.37 and 0.22, respectively. Since both revealed that the strongly
agree on the use of SRP in the classroom, the SRP is highly effective as perceived by the
students and observers.
Table 6
Mean Percentage Scores of the Pre- and Post-Test Results of the Respondents
Mean Percentage Score Remarks
Pre-Test Scores 32.68% Low Mastery
Post-Test Scores 90.8% Closely Approximating Mastery
It could be seen from the data presented in Table 6 that the Pre-Test scores of the
students may be described as Average Mastery (MPS = 32.68%). While the Post-Test
scores of the students may be described as Mastered (MPS = 90.8%) by the interpretation
of the scores of DepEd (2012) under Memorandum No. 160. This implies that the pre-test
scores are defined as students with marginal errors while the post-test defined the
students with minimal errors that shows increase in the latter test.
According to Berry (2011), since pre-tests are non-graded and used in determining
pre-existing subject knowledge with the expectation that not all topics are known, students
are not taking them seriously and just answer to get them over with. Moreover, the
function of pretest and post-test is to assess the improvements of the students over a
period, hence, the post-test score should be higher than the pre-test score as it
demonstrates the progress of the students (Kuehn, 2022). Using Pre-test and Post-test,
the student’s mastery towards the activities and particular skills in learning can be
reflected (The Learning Accelerator, n.d.).

Table 7
Difference Test on Pre- and Post-test using Paired Samples t-test

Mean Sd t Sig. Remarks
Pre – Test 8.17 5.042

-14.612 0.000 Significant
Post – Test 22.70 2.548
The table above exhibits the Pre-Test and Post-Test scores with a mean of 8.17 and
22.70, respectively. The standard deviation of the Pre-Test (5.042) and Post-Test (2.548)
means that both the pre-test and post-test have heterogenous scores and there are possible
inclusions of outliers with respect to the means. Table 7 also shows the results of the paired
samples t-test between pre-test and post-test scores of the respondents. Since t (df, two-
tailed) = -11.615, p <0.001, then it shows that there is a significant difference between the
pre-test and post-test scores of the student respondents. Thus, the significant difference
shows that there is an improvement in the level of academic performance of students that
implies effectivity of SRP.
Of the many benefits of inquiry-based learning, one of the primary ways it helps
students is through self-directed study. It encourages students to take an active role in the
learning process by getting them curious about a topic and encouraging them to discuss it
with their peers (Crockett, 2021). Study and research path (SRP) is an inquiry-based
teaching format grounded in the Anthropological Theory of the Didactic (Bosch et. al,
2018). The results of a study by Jessen (2014) point to advantages of the SRP approach in
terms of the way bidisciplinary work is organised, but also challenges in relation to the
design process. Nevertheless, the SRP and its devices show a potential to support the
design of a proposed problem (Ferrando et. al, 2018).

Table 8
Difference Test on the Student Respondents and Teacher Observers’ SRP Perception
using Independent t-test
Mean Sd t Sig. Remarks
Student
3.39 0.369
Respondents Not Significant
-1.940 0.064
Teacher
3.77 0.299
Observers
Table 8 shows the test for difference in the SRP’s perception between student
respondents and teacher observers’ using independent t-test. It can be gleaned from the
table that the mean perception of the student respondents is 3.39 with standard deviation
of 0.37 which is homogenous, and the teacher observers’ perception on the use of SRP has
mean of 3.77 with standard deviation of 0.30 which is also homogenous with respect to
the mean. Since t (df, two-tailed) = -1.94, p>0.05, there is no significant difference on the
perception on the use of SRP as approach in teaching mathematics between student
respondents and teacher evaluators. This implies that the use of SRP was very effective
and is strongly agreeable among student-respondents and teacher-observers.
The findings of this study are in consonance with Moreno and Bartolome (2021),
that stated the SRP methodology based on web-based inquiry emerges as a very interesting
format to learn subjects in rapid evolution, such as ICT, and develop internet search skills.
Another main contribution of the ATD is the kind of methodological tools provided by the
educators to help participants describe the content to be taught and the didactic
organization of the teaching and learning process (Barquero et. al, 2016). It was previously
exhibited that the SRP is compatible with the principles of problem-based learning
(similarly with applications of derivatives) and enriches it with tools to explicitly deal with
the design and preliminary analysis of project topics, as well as with the analysis of
observed project work (Ferrando et. al, 2018).

Table 9
Relationship between the Level of Academic Performance of the Student Respondents

and their SRP perception
Variable Coefficient of Correlation (r) Sig.
Level of Academic Performance <0.001

0.640**
(Post-Test) and SRP Perception
**Correlation is significant at the 0.01 level (2-tailed)

There was a significant relationship between the Level of Academic Performance
and Student-Respondents SRP Perception. The coefficient of correlation of 0.640 further
described as moderately high positive relationship with the significance valued as <0.001
which was significant at alpha = 0.01. Thus, as the perception of the students on SRP gets
higher, their level of academic performance also increases as the determinant of the level
of academic performance is their perception on SRP effectiveness.
The use of guided inquiry learning, and instruction provides educators with the
opportunity for improving student learning and increasing academic achievement in the
classroom (Bailey, 2018). Some proofs of increase in level of academic performance while
using Study and Research Path are: (1) answers show connection to the reality; (2)
collective gain of information; (3) prompted reflections from students; and (4) produced
an enrichment in media-milieu (Moreno & Bartolome, 2021). Also, SRP provides a schema
for analyzing any kind of teaching and learning process, by especially pointing out the
more or less explicit questions that lead the study process and the way knowledge is built
or introduced to elaborate answers to these questions (Casabo, 2018).

Chapter IV
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusions, and
recommendations of the study.
Summary of Findings
Based on the findings of the study, the survey questionnaire about the perception
of students and observers about SRP exhibited the following: (1) the students strongly
agree that the role of the student and the teacher in the classroom is well defined with the
highest mean and standard deviations implying homogeneity of scores with respect to the
mean but they also strongly agree on the flow of the lesson as easy to follow with lowest
mean and standard deviation which is also homogenous with respect to mean which
means student-respondents strongly agree on the effectiveness of the SRP; (2) the
observers strongly agree on the essential questions and activating strategies with highest
mean and standard deviations implying homogeneity of scores with respect to the mean
but they also strongly agree on the graphic organizer with lowest mean and standard
deviation which is also homogenous with respect to mean which means Teacher-observers
strongly agree on the effectiveness of the SRP; and ultimately, it revealed that (3) there is
no significant difference on the perception on the use of SRP as approach in teaching
mathematics between student respondents and teacher evaluators.
Furthermore, the Grade 11 students at Regional Science High School III showed a
positive response in terms of the effectiveness of using Study and Research Path in
applying concepts of derivatives in real-life problems because their pre- and post-test
mean percentage scores from low progressed to closely approximating mastery. The
Dependent t-test using Paired Samples showed data that describes a significant difference
between the pre- and post-test results of the Grade 11 students at Regional Science High
School III. This meant that using SRP as a teaching intervention for the students was
effective.
Lastly, it exhibited that there was a significant relationship between the Level of
Academic Performance and Student-Respondents SRP Perception. With the coefficient of
correlation further described as moderately high positive relationship.
The study has explored the effectiveness of using Study and Research Path as a
teaching intervention in teaching the applications of derivatives to the Grade 11 students
at Regional Science High School III through a one group pre-and post-test and survey
questionnaire given to students and observers. The result of the study will be the basis for
the formulation of Daily Lesson Plans with the use of Study and Research Path to be
implemented in teaching Applications of Derivatives at Regional Science High School III
(RSHS III) for the enhancement of the level of academic performance of Grade 11 students.
Conclusions
1. The results of the survey questionnaires provided to the students and observers
revealed that they strongly agree on the effectiveness of SRP in the Applications
of Derivatives in the class.
2. There was an increase in the mean percentage of scores of the Pre- and Post-
test results that implies effectivity of the implementation of SRP.
3. There is an increase between the Pre- and Post-Test results of the Grade 11
students at Regional Science High School III when SRP is utilized as a teaching
intervention which means the intervention is effective.
4. Since there is no significant difference on the perception on the use of SRP as
approach in teaching mathematics between student respondents and teacher
evaluators, the use of SRP was very effective and is strongly agreeable among
students and observers.

5. The Effectiveness of SRP increases the Level of Academic Performance in the
classroom.
Recommendations
1. Students should always cooperate and participate in the class and use the Study
and Research Path to increase their level of academic performance in
Mathematics, especially in applications of derivatives.
2. Mathematics teachers may implement and use the Study and Research Path in
teaching applications of derivative which can assist them to make the lessons
in Mathematics more effective in the classroom set-up.
3. Head teachers may provide a structured implementation of Study and
Research Path that is beneficial to the students. The learning strategies should
be aligned to the learning outcomes defined by DepEd.
4. Administrations of the school should conduct training/webinars for the
teachers on how to use Study and Research Path or support other research
connected to the Anthropological Theory of Didactics as a teaching
intervention.
5. Future researchers can increase the population to achieve a more accurate and
expanded result fitted to most students. Future researchers may also replicate
this study on other schools to further verify, amplify or negate the findings of
this study.
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APPENDIX A
Teaching Calculus via Study and Research Path
Student Survey
Adapted from Cumberland Perry AVTS (2010)
Teacher:
Date of Lesson:
Directions: Put a check (∕) to indicate the extent of your agreement or disagreement with
each statement based on the performance of your teacher during the lesson.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
Note: Rest assured all data collected from the survey will be handled and kept for the
purpose of education only. It will also be in line and be following Republic Act 10173 or
the Data Privacy Act of 2012. In line with that, you can skip the questions that you do
not wish to answer.
1 2 3 4
1. I was introduced to the generating question in a clear
manner.
2. I was assisted by the generating question in using higher
order thinking skills to think of more relevant questions.
3. I was able to understand the lesson and the flow was
easy to follow.
4. I understood my role as a student in the classroom as
well as the role of my teacher.
5. I was kept engaged in the lesson because activities elicit
critical thinking
6. I was able to connect the relation of the new lesson to
the previous lessons.
7. I was able to see the key points of the lesson in the
question map and answer map.
8. I was able to use critical thinking skills and problem-
solving skills through the graphic organizers presented.
9. I was able to connect and retain pieces of information
from the graphic organizers.
10. I was able to present information in the graphic
organizer in an organized and coherent manner.
11. I was asked questions by the teacher that stimulates
fastidious analysis and delivery of answers.
12. I was able to manifest application of higher order
thinking skills.
APPENDIX B
Teaching Calculus via Study and Research Path
Observation Sheet
Adapted from Cumberland Perry AVTS (2010)
Name of Teacher:
Date of Lesson:
Directions: Put a check (∕) to indicate the extent of your agreement or disagreement with
each statement based on the performance of your teacher during the lesson.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
Note: Rest assured all data collected from the survey will be handled and kept for the
purpose of education only. It will also be in line and be following Republic Act 10173 or
the Data Privacy Act of 2012. In line with that, you can skip the questions that you do
not wish to answer.
1. Essential Questions 1 2 3 4
a. Introduction of the generating question is delivered in a
clear manner.
b. The generating question instigates the use of higher
c. The generating question manifests assessment of the
competencies acquired.
2. Body of Lesson
a. The flow of the lesson is substantial and easy to follow.
b. The role of the teacher and the student is defined.
c. Activities eliciting critical thinking are given to keep
student’s engagement.
3. Activating Strategy (Brainstorming/Collaborative
Work)
a. The activating strategy shows connection from the
previous lesson.
b. Students show evidence of engagement.
c. The content of the lesson is connected to the targeted
MELCs.
4. Graphic Organizer (Question-Answer Maps)
a. Question-Answer maps include key points of the lesson.
b. The use of graphic organizer activates students’ critical
thinking and problem-solving skills.
c. The use of graphic organizer helps students connect and
retain pieces of information.
d. Students present information in the graphic organizer in
an organized, coherent manner.
5. Summary of Lesson
a. Teachers asks questions that stimulates student’s
fastidious analysis and delivery of answers.
b. Students’ manifest application of higher order thinking
skills.
6. Active Engagement Indicators (Study and Research
Path)
a. The preliminary analysis includes identification of
concepts needed to be answered during the end of the
lesson.
b. The Study and Research Path lesson design encompasses
the questions to be answered, course of action and
inquiry work.
c. Implementation of the activity proper is relevant and
shows collaboration amongst students.
d. The postliminary analysis provides partial or completed
question-answer map with evidence and references.
e. The output produced from the activity proper exhibits
essential learning competencies under the Curriculum
Guide of DepEd.
Comments
Name and Signature of Observer

APPENDIX C
Test of Normality
Normality Test for Effectiveness of SRP, Pre-, and Post-Test using Shapiro-Wilk
Statistic df Sig. Remarks
Pre-Test 0.253 23 0.34 Normal
Post-Test 0.539 23 <0.001 Non – Normal
Effectiveness of SRP 0.182 23 0.068 Normal

a. Lilliefors Significance Correction
APPENDIX D
Documentation of the Implementation of SRP in
Grade 11 Tennessine – Online Learning Modality
Pre-Test of Grade 11 – Tennessine Students
Sample Outputs of Students – Question Map (Group Work)
Synthesis of Question Maps created by the Students

Sample Outputs of Students – Answer Map (Group Work)
Synthesis of Question-Answer Maps created by the Students
Post-Test of Grade 11 – Tennessine Students

APPENDIX E
Letter of Approval for the Implementation of the CBAR
APPENDIX F
Content Validation Form of Experts in the field (Ms. Cyrene Bermido)
APPENDIX G
Content Validation Form of Experts in the field (Mr. John Paul Gatmaitan)
APPENDIX H
Content Validation Form of Experts in the field (Mr. Dante Sardina)
APPENDIX I
A Detailed Lesson Plan In
BASIC CALCULUS
March 28 to April 7, 2022 | Grade 11 | 3rd Quarter | Week 6 and 7
I. LEARNING OBJECTIVES
Content Standard
The learner demonstrates an understanding the basic concepts of
derivatives.
Performance Standard
The learner shall be able to formulate and solve accurately situational
problems involving related rates.
Most Essential Learning Competencies
1. solve problems using the Chain Rule (STEM_BC11DIIIi-2)
2. solve problems (including logarithmic, and inverse trigonometric
functions) using implicit differentiation (STEM_BC11DIII-i-j-2)
3. solve situational problems involving related rates
(STEM_BC11DIIIj-2)
Objectives:
At the end of a 120-minute session, Grade 11 students are expected to
achieve 80% proficiency on:
a. Determining the concepts on solving problems involving
derivatives (Chain Rules, Implicit Differentiation and Related
Rates) by answering a generating question.
b. Discovering ways to solve problems involving derivatives (Chain
Rules, Implicit Differentiation and Related Rates) through
research.
c. Composing a presentation on how to solve problems involving
derivatives (Chain Rules, Implicit Differentiation and Related
Rates) through collaborative work.
II. CONTENT
Topic: Applications of Derivatives
III. LEARNING RESOURCES
Learner’s Module: Grade 11 Basic Calculus Learning Plan
Grade 11 Basic Calculus Self Learning Module
(S.Y. 2021 – 2022)
Learning Delivery Modality: Online
Online Application: Zoom Meeting
Tennessine – Basic Calculus
Meeting ID: 990 6352 9338
Passcode: 7V2587
Resources: Grade 11 Basic Calculus Teaching Guide S.Y. 2021 – 2022
Materials: Powerpoint Laptop
Quizziz App Worksheets
Microsoft Teams
Values Integration: Curiosity, Teamwork
Strategies: Study and Research Path
(A Model based on the Anthropological Theory of
Didactics)
IV. LEARNING PROCEDURES

A. Before the lesson
Student’s Activity /
Teacher’s Activity
Responses
Good morning, everyone. Good morning, Ma’am
Before we start our class, we will have a short

prayer. Let us bow our heads and feel the presence
of God.
(Attachment: Video Recording of Prayer)

(Students will open their
Before anything else, may I request everyone to cameras)
open their cameras so I can take a quick snapshot
for our class attendance?
Thank you so much. Before we formally begin our

lesson for today, we will be conducting a pre (Students will listen intently)
assessment to determine your prior knowledge
and skills about our lesson.
Directions:
1. Open your browser and type quizizz.com
2. Enter the code _____
3. Use your full name in the space provided.
4. Press start and wait for me to start the
game.
5. Note that the pre assessment is

simultaneously taken by everybody.
Do you have any questions before we start the None, Ma’am.

assessment?
Since everybody has entered the room, let us

begin. Goodluck class, do your best! (Students will start the
assessment)
The pre-test was easy right? Yes/No, Ma’am.
To begin our class, let us check out what we can see (Students will listen intently)
in these videos.
Video 1 Answer:
Video 1 consists of a crime scene
Video 2 exhibits a detective
researching about the possible
cause of death
Video 3 shows a spider map in a
wall which has all the insights
find the killer.
Video 2
Video 3
You got the correct answer but what does that This is the process of an
imply for today’s lesson? investigation done by a detective.
Correct. They look at the crime scene, research
more about the evidence provided and create a
spider map out of it. The videos you have watched
always led them to the suspect by following the
steps stated.
B. Activity Proper (Lesson Proper)
Responses
Now, let us assume that we are detectives. To find Yes, Ma’am.
out more about a concept, we must ask more
questions that are relevant to the concept we are
asking for? Agree, class?
I know that you have questions regarding the (Students will listen intently)
assessment and the concepts that was needed to
solve the problems. Let us put that into a mind
map that shows all your questions from this
generating question.
(Attachment: Microsoft Whiteboard with the

generating question at the middle and a sample
layout for the question map)
Generating question: “How will we identify the

instantaneous rate of change of a moving
particle?”
As a detective, can you give me a question that you (Students will give questions)
think will help us answer the question on your
screen?
(Teacher will write down a few questions given by

the students to form a question map and guide the
students on how to fill in the map)
I can see that you already understand the process

of making a question map. Let us put those
questions into your activity for today.
Activity 1 - Creation of Question Maps (Students will listen intently)
Directions: Create a question map that includes

questions that can help answer the generating
question. Groupings will be randomly produced
via Random Team Generator. Each group will have
1 hour to create their question map (to be
attached on the space provided). After that, all
groups will go back to the Zoom Meeting and will
be given 5 minutes to present their work. Note
that your group can decide the number of sub
questions you want to include, and the template is
simply a guide for you. The rubric for this activity
and sample template of the question map is
attached to your link for easy viewing.
Do you have any questions? None, Ma’am.
(Teacher will create the breakout rooms and will

visit all rooms to ensure that every group is
working)
(Attachment: Word Document links)
(After 1 hour)
Activity 2 – Presentation of Question Maps
As I have mentioned, each group will have 5 (Group 1 will share their question
minutes to present their question maps. Let us map)
start with group one.
(The teacher will provide feedback on the outputs
of the group)
Good job Group 1. Send your reactions to let the 1 st (Group 2 will share their
group know how they performed. Let’s have the question map)
next group.

of the group)
Nicely done Group 2. Again, let us send our (Group 3 will share their
reactions to congratulate this group. How about question map)
group 3?

of the group)
Excellent as well for Group 3. What can we say (Group 4 will share their
about their work? Send in your reactions. Okay, let question map)
us sit tight and listen to the last group.

of the group)
Thank you Group 4. Let us give them a reaction for

that job well done.
Congratulations to the whole class. You exceeded

my expectations, and it is nice to see how you use
your skills in inquiring regarding this generating
question.
Were you able to notice that most of your answers Yes, Ma’am.
have the same idea?
Because we were able to utilize

Why do you think that happened? our knowledge about previous
lessons and connect those in

creating a question map that can
answer the generating question
that was given.
Activity 3 – Preliminary Deliberations of Question

Maps
We agree, Ma’am.
Exactly. With that, we can confer the questions you
have created and build one question map. Do you
agree, class?
(Students will share their
(The teacher will synthesize the question maps insights regarding the
given and connect all the question maps to placements and importance of
establish one that has the most relevant questions questions they have gathered)
to the generating question)
Activity 4 – Individual Research (Asynchronous
Task)
Directions: Accomplish the table below by

answering the questions made during the question
map earlier. The MEDIA should include the type
of media used and its title (e.g. Youtube Video –
“How to differentiate?”) and the REFERENCE
should contain the link to the media stated. Try to
give the answers only to the questions that you
truly understand. Kindly submit your outputs
before our class next week (April 7, 2022 8:00am)
at the corresponding channel in our Microsoft
Teams.
Question Answer Media Reference
Good morning, everyone.
Before we start our class, we will have a short

prayer. Let us bow our heads and feel the presence
of God.
(Attachment: Video Recording of Prayer)
Before anything else, may I request everyone to

open their cameras so I can take a quick snapshot
for our class attendance?
Thank you so much. Can anybody tell me what we

did last week?
We created a question map that
aims to answer the generating
Good, that’s correct. Let me share again our question given.
question map.
(Attachment: Question Map)
Class, let us remember that during our

asynchronous task, you were tasked to study these
questions and look for the answers. What were you (Student will give their summary
able to acquire from researching the answers to the of the output they made from
question map we created last week? their asynchronous task)
(The teacher will get 1 to 2 answer/s that are the

same from some of the students and write it down
the question map)
We can see in the map that I added answers that is

said to be true by some of you. These are concepts
that we have discusses already so we can say that
they are correct. Do you agree? Yes, Ma’am.
What can you observe from the question map

presented?
(Attachment: Question-Answer map Sample We can say that for every

Layout) question there is an equivalent
answer to be written below the
map.
Now, I can say that you have grasped the idea of an
answer map and its role in completing the
question map you have accomplished last week.
With that, let us mold an answer map for your
activity today.
Activity 5 – Creation of Answer Maps (Students will listen intently)
Directions: Create an answer map according to the

sub-questions to be given to your group.
Groupings will be the same as last week’s
groupings. Each group will have 1 hour to create
their answer map (to be attached on the space
provided). After that, all groups will go back to the
main room and will be given 8 minutes to
present their work.
Do you have any questions? None, Ma’am.

(Teacher will create the breakout rooms and will

visit all rooms to ensure that every group is
working)
(Attachment: Word Document links)
(After 1 hour)
Activity 5 – Presentation of Answer Maps

(Group 1 will share their answer
As I have mentioned, each group will have 8 map)
minutes to present their answer maps. Let us
start with group one.

of the group)
Good job Group 1. Send your reactions to let the1st map)
group know how they performed. Let’s have the
next group.

of the group)
Nicely done Group 2. Again, let us send our map)
reactions to congratulate this group. How about
group 3?

of the group)
Excellent as well for Group 3. What can we say map)
about their work? Send in your reactions. Okay, let
us sit tight and listen to the last group.

of the group)
Thank you Group 4. Let us give them a reaction for

that job well done.
C. After the lesson (Generalization)

Responses
Wow. I am impressed with your performance

today. We now know how to apply the concepts of
derivatives into different situational problems.
To further clarify, let us briefly discuss the answer (Students will listen intently)
maps presented and answer the questions that was
left unanswered.
(The teacher will discuss the correct answers to the

wrong/misconceived answers presented by the
groups and the teacher will answer the questions
that was not answered by the group – if there are
any)
Do you have any questions? No, Ma’am.
D. Evaluation/Agreement (Asynchronous Task)

Responses
Good Job class! You did well for today’s activity. (Students will listen intently)
Before we end our lesson and bid goodbye, I will
be sharing your asynchronous task. We will be
conducting a post assessment to determine if you
acquired new knowledge and skills after our
lesson.
Directions:
1. Open your browser and type quizizz.com
2. Enter the code _____
3. Use your full name in the space provided.
4. Take the post assessment on your time.
5. Note that the post assessment is your
asynchronous task so it must be
accomplished by 12:00 pm today.
Do you have any questions regarding your None, Ma’am.

asynchronous task?
Okay then, let us open our cameras for a last (Students will open their
snapshot before we end. cameras)
Goodbye class, have a great day and take care! Thank you, Ma’am. Goodbye.
Prepared:
Erika Hannah E. Arzadon

Pre-Service Teacher
Checked:
Kimberly D. Miraflor
Cooperating Teacher
Leby A. Fastidio
Field Study Supervisor

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G O R D O N C O L L E G E i

College of Education, Arts, and Sciences

TEACHING CALCULUS VIA STUDY AND RESEARCH PATH

Presented to the Faculty of the

College of Education, Arts and Sciences

In Partial Fulfillment of the

Requirements for the Degree

Bachelor of Secondary Education - Mathematics

ARZADON, ERIKA HANNAH E.

The classroom-based action research entitled “TEACHING CALCULUS VIA

STUDY AND RESEARCH PATH” prepared and submitted by ERIKA HANNAH E.

ARZADON in partial fulfillment of the requirements for the degree of Bachelor of

acceptance and approval for oral examination.

KIMBERLY D. MIRAFLOR LEBY A. FASTIDIO

Approved in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in Mathematics by the Oral Examination Committee.

KATHERINE D. YAP JOSHUA BAUTISTA

Secondary Education Major in Mathematics.

___________________ DARWIN P. PAGUIO, Ph. D.

College of Education, Arts and Sciences

performance. The study assists educational sectors in addressing issues concerning

effectivity of inquiry-based learning as well as changing the teaching paradigm of the

efficiently which can lead to higher attainability of students’ level of academic

Research Path as a medium to learning Calculus during a pandemic.

Keywords: Study and Research Path, Teaching Calculus, Effectiveness, Level of

provided her the possibility to finish their research.

his expertise in stimulating suggestions and encouragement and her co-

author/cooperating teacher, Kimberly D. Miraflor, for visualizing ideas that seems

Furthermore, the researcher would also like to acknowledge with much

appreciation the crucial role of the following:

questionnaire with honesty and dedication;

guided the researchers in completing the study.

This study is wholeheartedly dedicated to my passion in teaching. May this study

he has in his mind.

Chapter 1. The Problem and Its Background

Chapter 3. Results and Discussion

Table Number Title Page

2 Reliability Test of the Survey Questionnaire in finding 11

3 Descriptive Statistics of the Effectiveness of SRP Survey 16

4 Descriptive Statistics of the Effectiveness of SRP Survey 18

5 Summary of the Descriptive Statistics of the Survey 20

6 Mean Percentage Scores of the Pre- and Post-Test 21

7 Difference Test on Pre- and Post-test using Paired 22

8 Difference Test on the Student Respondents and 23

9 Relationship between the Level of Academic 24

Figure Number Title Page

2 Map of Regional Science High School III 7

3 Entrance Hallway of Regional Science High School III 8

Appendix Title Page

B Effectiveness of SRP Survey Questionnaire for 34

E Letter of Approval for the Implementation of the 39

F Content Validation Form of Experts in the field (Ms. 40

G Content Validation Form of Experts in the field (Mr. 41

H Content Validation Form of Experts in the field (Mr. 44

I Quarter 3 Week 6 to 7 Daily Lesson Plan of the 45

THE PROBLEM AND ITS BACKGROUND

and Research Path (SRP) is being implemented as a didactic device in teaching

Mathematical Modelling – to make students aware of the rationale of the mathematical

“experience” that allowed students to individually create hypothesis, formulate questions,