EFFECTS OF MATHEMATICS RELATING TO REAL- WORLD

CONNECTION TO THE PERFORMNACE OF

GRADE IX STUDENTS

ED 101- METHODS OF EDUCATIONAL RESEARCH

FRECHE JOY B. EBALLES

RUTHCHEL A. YABO
INTRODUCTION
Mathematics is a science of structure, order, and relation that has evolved from
elemental practices of counting, measuring, and describing the shapes of objects. It deals
with logical reasoning and quantitative calculation, and its development has involved an
increasing degree of idealization and abstraction of its subject matter. It is an amazing and
beautiful intellectual creation, one of the human race’s deepest endeavors. The world around
us, and the future world we are creating, is woven through with it (Fraser, et.al, 2018).
Students fall below their expected level of Mathematics achievement for a variety of
reasons. When asked why they were not as successful in learning Mathematics, many
people reply that they “never understand Math”, or “never liked it because it was too abstract
and did not relate to them” (Tambychik, et.al. 2009)
According to Felton (2014), teachers should connect Mathematics to real- world
context so that students will learn to value diversity, see Mathematics in their lives and
cultural backgrounds, and analyze and critique social issues and injustices. Students will
engage more deeply in structuring lessons if the classroom materials relate to their everyday
life. students need to be shown concrete examples and see how academic topics relate to
them; thus making the concepts less abstract and scary. The teacher can talk about their
experiences, bring up current events or ask students to talk about family values or beliefs.
The teacher must bring a face to the subject and demonstrate how students can apply what
they have learned in the classroom to the real- life potential future career.
Highly rated teacher uses real- life connections in the classroom to make the learning
experience fun, engaging, and meaningful to optimize engagement and learning. This
involves moving away from lecture- based lessons and making lessons interesting and
interactive (Davies, 2016).
Most of the students nowadays, does not seem to understand Mathematics and its
importance to their lives because many teachers failed to relate Mathematics into a real-
world situation. Many teachers limit teaching- learning process inside the four corners of
their classroom. Teachers’ failure to relate Mathematics to a real- world situation, affects the
learning ability of the students because they find learning as boring and unreachable.
Students can understand our world’s dependence on Mathematics through connecting
Mathematics to other disciplines and to the real- world.
With the above observations and readings, the researchers came up with this study
to find out the effects of teaching Mathematics relating to real- world connection to the
academic performance of Grade IX students of Del Monte National High School.
THEORETICAL FRAMEWORK
Real- world means having to do with the actual experience or practice, rather than
being theoretical, idealist, or impractical. It is a set of situations most humans have to deal
with in their lives, rather than what happens in the story.
The failure of the teachers to relate Mathematics to a real- world connection is one of
the factors why there are many students hate Mathematics because they do not know the
importance of Mathematics in their personal life. the Theory- Practice Learning (TPL) or
“learning by doing” method helps faculty create an environment in which they can increase
the rigor and depth that must accompany the learning and application of abstract concepts
and theories. TPL focuses on a learning cycle with four components. Concrete experience
allows students to engage course material through concrete activities; reflective or analytical
observation outlines specific and structured exercises that teach students to consider and
work with various types of data; conceptualization or theory that challenges students to
arduously consider the data in the light of theories being pursued through the academic
objectives of the course; and active experimentation that lets students take their insights to
the next level by developing new hypothesis based on their theoretically comprehended
knowledge (Patterson, 1996).
Another theoretical approach that deserves mention is Realistic Mathematics
Education which insists upon using realistic contexts in school Mathematics at all times.
Mathematization of reality is the key term in this approach. Hans Freudenthal of the
Netherlands, who developed this approach, argues that learning Mathematics should always
start and stay within reality (Gravemeijer & Terwel, 2000). Principles of Realistic
Mathematics Education are as follows: (1) developing instruction based in experientially real
contexts, (2) designing opportunities to build connections and, (3) designing activities to
promote pedagogical strategies that support students’ collective investigation of reality.
Making real world connections refers to a variety of issues that can be divide upon at
different levels and educational contexts; the term “realistic Mathematics education” on the
other hand communicates a well- defined stance with strong implications for the use of
realistic contexts in Mathematics education (Hirsch, 2007)

STATEMENT OF THE PROBLEM

This study aims to determine the effects of teaching Mathematics relating to real-
world connection to the Grade IX- Platinum students of Del Monte National High School.
Specifically, this study sought to answer the following queries:
1. What is the level of Mathematics performance based on pre- test result of the:
1.1 students using method of instruction without real- world connection?
1.2 students using method of instruction with real- world connection?
2. What is the level of Mathematics performance based on the posttest result of the”
2.1 students using method of instruction without real- world connection?
2.2 students using method of instruction with real- world connection?
3. Is there a significant increase in the mathematics performance of the students in
using method of instruction without real- world connection based on their pre- test
and posttest results?
4. Is there a significant increase in the mathematics performance of the students in
using method of instruction with real- world connection based on their pre- test and
posttest results?
5. Is there a significant difference between the level of mathematics performance of the
students in using method of instruction without real- world connection and with real-
world connection?
RESEARCH DESIGN
This study is a quasi- experimental that employed pretest- posttest design. Pretest
will be used to determine the baseline knowledge of the Grade XI- Platinum students of
Del Monte National High School using method of instruction with real- world connection
and without real- world connection. Moreover, posttest will be utilized to determine the
learning of the students after the discussion.

RESEARCH ENVIRONMENT
The study will be conducted at Del Monte National High School, which is located at
Del Monte, Buug, Zamboanga Sibugay.

RESEARCH PARTICIPANTS AND SAMPLING TECHNIQUE

The participants of this study are the Grade IX- Platinum students of Del Monte
National High School that are officially enrolled in the school year 2023- 2024. There are
forty- four students in the Grade IX- Platinum. The class will be divided into two groups.
One group of students will be exposed to teaching Mathematics with real- world
connection and the other group will be exposed to teaching Mathematics without real-
world connection. Each group will consist of 22 students. The grouping will be based on
their Mathematics grade in the previous grading.
Table 1. Distribution of Participants in the Experiment
Group Number of Students Percent (%)
With Real- World
22 50%
Connection
Without Real- World
22 50%
Connection
Total 44 100%

The table shows the distribution of participants in the experiment. The 44 students
will be divided into two groups, 22 students constituting 50% will be exposed to teaching
Mathematics without real- world, and 22 students constituting 50% will be exposed to
teaching mathematics with real- world connection.

The researchers will use the purposive sampling technique. Specifically, they will use
maximum variation sampling also referred to as a heterogeneous purposive sampling,
wherein, the researchers relied on their own judgement in choosing the participants of
the study.

DATA GATHERING TECHNIQUE

The researchers will execute the succeeding steps related to the technique in
gathering the necessary data for the study. First, they will ask a permission letter from
the principal, next, to the Mathematics coordinator, and finally, consent from the
participants of the study. One of the researchers will execute the lessons using real-
world connection and without using real- world connection. After all the data will be
collected, they will be tabulated, analyzed and interpreted.
 DATA ANALYSIS
Table 2. Frequency distribution of Mathematics Performance of the Students Using
Method of Instruction Without Real- World Connection Based on the Pre- test
Result.
Score Frequency Percent (%)
16- 20 5 22. 73%
11- 15 12 54.54%
6- 10 5 22. 73%
Total 22 100%
Mean: 13 High
Table 2 shows the frequency distribution of the Mathematics performance of the
students using method of instruction without real- world connection based on the pre- test
result. The data revealed that the students’ mean using method of instruction without real
world connection in pre- test was 13 which shows a “high” performance.
Table 3. Frequency Distribution of Mathematics Performance of the Students Using Method
of
Instruction With Real- World Connection Based on the Pre- test
Score Frequency Percent (%)
16- 20 8 36. 36%
11- 15 9 40.91%
6- 10 5 22. 73%
Total 22 100%
Mean: 13.7 High
Table 3 shows the frequency distribution of the Mathematics performance of the
students using method of instruction with real- world connection based on the pre- test
result. The data revealed that the students’ mean using method of instruction with real- world
connection in pre- test was 13.7 which shows a “high” performance.
Table 4. Frequency Distribution of Mathematics Performance of the Students Using Method
of
Instruction Without Real- World Connection based on the Posttest Result
Score Frequency Percent (%)
16- 20 17 77. 27%
11- 15 5 22. 73%
6- 10 0 0%
Total 22 100%
Mean: 16.85 Very High
Table 4 shows the frequency distribution of the Mathematics performance of the
students using method of instruction without real- world connection based on the posttest
result. The data revealed that the students’ mean using method of instruction without real-
world connection in posttest was 16.85 which shows a “very high” performance.
Table 5. Frequency Distribution of Mathematics Performance of the Students Using Method
of Instruction With Real- World Connection Based on the Posttest Result.
Score Frequency Percent (%)
16- 20 21 95.45%
11- 15 1 4.55%
6- 10 0 0%
Total 22 100%
Mean: 17. 77 Very High
 Table 5 shows the frequency distribution of the Mathematics performance of the
students using method of instruction with real- world connection based on the posttest result.
The data revealed that the students’ mean using method of instruction with real- world
connection in posttest was 17. 77 which shows a “very high” performance.
Table 6. The Significant Increase in the Mathematics Performance of the Students Using
Method of Instruction Without Real- World Connection Based on Pre- Test and
Posttest
Results
t critical values t
n d s df Result
0.05 0.01 computed
Highly
22 4.23 3.46 21 1.721 2.518 5.72
significant
Table 6 shows the significant increase in the Mathematics performance of the
students using method of instruction without real- world connection based on pre- test and
posttest results. The mean difference was 4.23 with a standard deviation of 3.46.
The data revealed that the computed t value for the significant increase in the
Mathematics performance of the students using method of instruction without real- world
connection based on pre- test and posttest results was 5.72 which was greater than the t
critical values of 1.721 and 2.518 at 5% and 1% levels of significance respectively with 21
degrees of freedom. this gives adequate statistical evidence to reject the null hypothesis and
accept the alternative hypothesis. Hence, there is a highly significant increase in the
Mathematics performance of the students using method of instruction without real- world
connection based on pre- test and posttest results.
Table 7. The Significant Increase in the Mathematics Performance of the Students Using
Method of Instruction With Real- World Connection Based on Pre- test and Posttest Results.
t critical values t
n d s df Result
0.05 0.01 computed
Highly
22 5.05 3.23 42 1.721 2.518 7.32
significant
Table 7 shows the significant increase in the Mathematics performance of the
students using method of instruction with real- world connection based on pre- test and
posttest results. The mean difference was 5.05 with a standard deviation of 3.23.
The data revealed that the computed t value for the significant increase in the
Mathematics performance of the students using method of instruction with real- world
connection based on pre- test and posttest result was 7. 32 greater than the t critical values
of 1.721 and 2. 518 at 5% and 1% levels of significance respectively with 21 degrees of
freedom. this gives adequate statistical evidence to reject the null hypothesis and accept the
alternative hypothesis. Hence, there is a highly significant increase in the Mathematics
performance of the students using method of instruction with real- world connection based
on pre- test and posttest results.
Table 8. the Significant Difference in the Mathematics Performance of the Students Using
Method of Instruction Without real- world Connection and With Real- World Connection
t critical t
n x s df Result
0.05 computed
Without Real- World 16.8
22 2.06
Connection 5
42 1.645 1.88 Significant
With Real- World 17.7
22 1.0
Connection 7
 Table 8 shows the significant difference in the Mathematics performance of the
students using method of instruction without real- world connection and with real- world
connection. For method of instruction without real- world connection, the mean was 16.85
with a standard deviation of 2.06. for method of instruction with real- world connection, the
mean was 17. 77 with a standard deviation of 1.0.
The data revealed that the computed t value was 1.88 which is greater than the t
critical value of 1.645 at 5% level of significance with 42 degrees of freedom. this gives
enough evidence to reject the null hypothesis and accept the alternative hypothesis.
Therefore, there is a significant difference in the Mathematics performance of the students
using method of instruction without real- world connection and with real- world connection
based on posttest results.

ETHICAL CONSIDERATIONS
1. Informed Consent
Obtaining informed consent is paramount, ensuring that both students and their parents
or guardians fully understand the purpose, procedures, and potential implications of the
study. This includes clarifying that participation is voluntary and unrelated to academic
assessments.
2. Confidentiality
Safeguarding participants’ confidentiality involves using anonymous identifiers and
secure data storage practices to protect sensitive information. This ensures that personal
details remain confidential and are only accessible to the research team.
3. Voluntary Participation
Clearly communicate the voluntary nature of participation and assure students that their
decision to withdraw will not result in any negative consequences, especially concerning
their academic standing or grades.
4. Beneficence
Ensure that the research contributes positively to both participants and the broader
educational community, offering valuable insights that can enhance mathematics education
and improve the academic performance of Grade IX students.
5. Fair and Equitable Treatment
Treat all participants fairly and without bias, irrespective of gender, race, or
socioeconomic status. This involves careful consideration in participant selection, treatment,
and interpretation of data.
6. Respect for Diversity
Acknowledge and respect the diversity of the student population, ensuring that the
research considers various cultural perspectives and avoids imposing a singular worldview.
These ethical considerations collectively form a framework to guide the research
process, prioritizing the well- being, autonomy, and rights of Grade IX students participating
in the study on the effects of incorporating real- world connections in Mathematics education.
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