TABLE OF CONTENTS

I. INTRODUCTION 1

1.1 Background of the Study 1

1.2 Statement of the Problem 3

1.3 Significance of the study 3

1.4 Scope and Delimitation of the Study 4

II. CONCEPTUAL FRAMEWORK 5

2.1 Review of Related Literature and Studies 5

2.2 Conceptual Model of the Study 8

2.3 Definition of Terms Used in the Study 10

II. RESEARCH DESIGN 12

3.1 Method of Research Used. 12

3.2 Sources of Data 12

3.3 Data Gathering Instrument 13

3.4 Data Gathering Procedure13

3.5 Statistical Treatment 14

3.6 Potential Ethical Considerations 14

Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

I. INTRODUCTION

This chapter consists of the background of the study, research questions,

significance of the study, and the Scope and Delimitation of the Study.

1.1 Background of the Study

Mathematical literacy transcends the confines of traditional curriculum-based

mathematics, embracing a more expansive view of mathematical understanding. Its
significance extends beyond the classroom, influencing the daily teaching practices
in mathematics education. This phenomenon not only garners the attention of
researchers, who delve into conceptualizing mathematical literacy through student
performance analysis but also prompts exploration into teacher education. This
includes the examination of teacher knowledge and perspectives, further enriching
the application and understanding of mathematical literacy in educational settings
(Genc & Erbas 2019).

The mathematical literacy ability of students is still very low, with many only
able to provide direct answers to problems without showing any work. Improving
students' mathematical literacy skills requires efforts to address classroom learning
activities and innovate in the learning process. One approach is to focus on the
student's learning process and provide a step-by-step breakdown of how to solve
problems, as suggested by Nasrulloh and Nurlia in 2021.

Problem-based learning (PBL) is a learning model that presents contextual

problems to stimulate students to learn, as stated by Mhakure and Mokoena in 2011.
Students are expected to play an active role in channeling knowledge, and ideas, and
receiving ideas from others. They can present the results of their completion
according to the stages and concepts of completion. Problem-based learning, as per
Nasrulloh in 2020, is closely related to the problems of everyday life. The level of
difficulty of the material is also one of the factors that influence students' interest in
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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

learning. Through interactions with their peers, both individually and in groups,
students can develop positive attitudes towards learning mathematics. This can
improve their mathematical literacy skills through peers.

The study conducted by Intan Purnama in 2020 delved into the enhancement
of students' mathematical literacy, through Problem-Based Learning (PBL) in Junior
High Schools. The research findings highlighted that the utilization of the problem-
based learning model significantly boosted students’ proficiency in mathematics.
PBL involves presenting problems to students encouraging them to tackle real-world
challenges and engage actively in problem-solving activities. By incorporating the
PBL approach students are exposed to problems that require them to apply their
knowledge and skills Tabun et al., 2020).

In recent years, Problem-Based Learning (PBL) has emerged as a promising

approach in mathematics education, aiming to cultivate critical thinking, problem-
solving skills, and mathematical literacy among students. However, there remains a
gap in understanding how math teachers experience and navigate the implementation
of PBL in their instructional practices.

Problem-based learning (PBL) is recognized as an effective instructional

approach fostering mathematical literacy through immersive problem-solving
engagements. Despite extensive research on PBL's effects on student outcomes, a
notable gap persists regarding teachers' experiences and perspectives on PBL
implementation. It is crucial to understand math teachers' experiences with
implementing PBL in mathematical literacy instruction to improve teaching practices
and student learning outcomes.

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

1.2 Statement of the Problem

This study aims to explore the lived experiences of Math teachers in

implementing Problem-Based Learning (PBL) in mathematical literacy instruction,
focusing on their motivations, challenges, and strategies. Specifically, the study aims
to answer the following questions:

1. What are math teachers' motivations for adopting Problem-Based Learning

(PBL) in mathematical literacy instruction?

2. What challenges do Math Teachers encounter when implementing PBL in the

context of mathematical literacy instruction?

3. What strategies do math teachers use to implement project-based learning in

mathematical literacy instruction?

4. What intervention activities can be recommended to support the effective

implementation of PBL in Mathematical Literacy Instruction Based on the
findings of the study?

1.3 Significance of the Study

The researchers aimed to pursue this study as it will be beneficial to the

following groups or organizations:

Students. This research provides valuable insights for students who can benefit
from enhanced learning experiences that promote critical thinking, problem-solving
skills, and a deeper understanding of mathematical concepts through Problem-Based
Learning (PBL). The findings from this study can inform the development of curriculum
and educational policies aimed at improving mathematical literacy among students.

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

Teachers. This study is expected to help improve their instructional practices by

Understanding the experiences of fellow educators, gaining valuable insights into the
motivations, challenges, and strategies associated with their PBL implementation.
Teachers can learn from the successes and challenges shared by their peers, facilitating
professional growth and development.

Teacher Training Programs. The study can contribute to the ongoing

improvement of teacher training programs by identifying areas for enhancement in
preparing educators to effectively implement PBL in mathematical literacy
instruction.

Future Researchers. The findings of the study can contribute to the existing
body of literature on Problem-Based Learning (PBL) in mathematics education,
providing insights for future research endeavors. Future researchers can build upon the
study's findings to explore related topics or delve deeper into specific aspects of PBL
implementation in mathematical literacy instruction.

1.4 Scope and Delimitation of the Study

The general objective of this study is to describe and understand the lived
experiences of teachers focusing on their motivations, challenges, and strategies
surrounding the delivery and implementation of Problem-Based Learning in Mathematics
Literacy Instruction. It is important to note that the participants of this study are subjected
to San Roque National High School teachers. The researcher uses Convenience sampling
method to provide practicality and easy access to the participants. Following the
suggested sample size for phenomenological research by Creswell (2018), this study will
work with seven participants. The researcher will concentrate her efforts on a single
school, which will serve as the study's research locale. Moreover, the researcher will use
and employ the gathered data in an array of techniques and ways that will be imbued and
enhance the whole study. Additionally, the research study will be conducted face-to-face
with the participants using semi-structured interviews to gather sufficient and competent

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

sets of information significant to the success of the study. The data gathered from the
interview will be treated using the thematic analysis method or coding process to arrive at
a thematic framework (Mortensen, 2021).

II. CONCEPTUAL FRAMEWORK

This chapter consists of the review of related literature and studies, the
conceptual model of the study, and the definition of terms used in the study.

2.1 Review of Related Literature and Studies

The objective of the researcher for this section was to have a better
understanding of the present study. A number of articles, books, journals and unpublished
materials has been utilized to collate relevant insights that could be used by the researcher
in conceptualizing this study, and for the researchers to fully understand the lived
experiences of San Roque National High School Math teachers of implementing
Problem-Based Learning (PBL) in mathematical literacy instruction.

Related Literature. Mathematical literacy stands as a paramount objective in

modern mathematics education, transcending mere memorization to emphasize the
practical application of mathematical reasoning in real-world scenarios (OECD, 2019;
Haney, 2019). This encompasses not only interpreting and representing mathematical
data but also discerning suitable mathematical tools and critically evaluating solutions, all
pivotal for success in education, employment, and civic engagement (Kuchel et al.,
2020).

Research underscores the necessity of students applying mathematical

knowledge in practical contexts (Junianto & Wijaya, 2019). Problem-Based Learning
(PBL) naturally aligns with this imperative, necessitating students to employ
mathematical skills to tackle genuine challenges, thereby fostering mathematical literacy.

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

PBL emerges as a promising avenue for nurturing mathematical literacy,

engaging students in open-ended, real-world problems that demand the application of
mathematical skills to devise solutions. Through PBL, students become active
participants in their learning journey, honing critical thinking, problem-solving, and
communication skills while applying mathematical concepts to authentic problems (Do &
Do, 2019). Extensive research corroborates the efficacy of PBL in enhancing students'
mathematical reasoning, problem-solving abilities, and overall mathematical achievement
(Chen, 2017; Mohamed & Alias, 2018; Saracho & Castro, 2019).

Empirical evidence supports the effectiveness of PBL in augmenting student

learning outcomes in mathematics. For example, Amalia, Syahputra & Surya (2017)
discovered that students engaged in PBL exhibited enhanced problem-solving skills and
mathematical reasoning compared to those in traditional classrooms. Additionally,
various studies indicate PBL's capacity to bolster students' critical thinking abilities in a
mathematical context.

However, successful implementation of PBL necessitates meticulous

consideration, as identified by extant studies. Challenges include the requirement for
teachers to possess robust pedagogical content knowledge, adept management of student-
centered learning environments, and the provision of adequate time and resources for
PBL activities (Park & Shin, 2018; Warshauer, 2017). Furthermore, effective PBL
mandates clear learning objectives, well-designed problems, and scaffolding strategies to
support students throughout the learning process.

The expertise and experience of teachers emerge as pivotal factors in the

successful implementation of PBL (Yilmaz, 2019). Educators equipped with a profound
understanding of PBL pedagogy and mathematical content are better positioned to craft
engaging problem scenarios and effectively guide students through the learning journey
(Dewey, 2019).

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

Studies highlight the significant impact of teacher knowledge and experience

with PBL on its successful implementation (Almulla, 2020). The examination of teachers'
lived experiences offers valuable insights into the challenges and benefits associated with
employing PBL for mathematical literacy instruction. By comprehending these
experiences, strategies can be devised to support teachers in effectively harnessing PBL
to foster student learning and promote mathematical literacy development.

Related Studies. Reyes (2017) and Chen et al. (2021) undertook investigations
into Problem-Based Learning (PBL) within the realm of mathematics literacy instruction.
Reyes scrutinized PBL's implementation in Philippine schools, unveiling challenges like
resource scarcity, curriculum constraints, and educator resistance to change, juxtaposed
with its potential for enhancing student engagement and critical thinking. Chen et al.'s
meta-analysis bolstered this, revealing PBL's positive impacts on student engagement and
achievement across varied educational settings, enriching our comprehension of PBL's
efficacy and challenges in mathematics education.

Moreover, PBL emerges as a potent approach for nurturing mathematical

literacy, enticing students with open-ended, real-world problems that necessitate the
application of mathematical skills for solutions (Do & Do, 2019). Studies underscore
PBL's capacity to refine critical thinking, problem-solving, and communication skills
while augmenting mathematical reasoning, problem-solving abilities, and overall
achievement (Chen, 2017; Mohamed & Alias, 2018; Saracho & Castro, 2019).

Nonetheless, challenges loom large, as evidenced by Park & Shin (2018) who
identified hurdles like the need for robust pedagogical content knowledge among
teachers, adept management of student-centered environments, and ensuring adequate
time and resources for PBL activities. These challenges are compounded by the requisite
clear learning objectives, well-designed problems, and scaffolding strategies for effective
PBL.

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

Insights into teacher experiences with PBL in math education illuminate the
discourse further. Park and Shin (2018) spotlighted Korean secondary math teachers'
struggles and successes, while Yilmaz (2019) delved into Turkish pre-service math
teachers' challenges, underlining the necessity of targeted professional development.
Meanwhile, Santos (2018) underscored the contextual factors influencing Filipino
teachers' pedagogical practices, and Johnson (2019) emphasized the role of professional
development and collaboration in supporting teachers' adoption of innovative
methodologies.

For this reason, the knowledge and experience of teachers is a critical factor
influencing the successful implementation of PBL (Yilmaz, 2019). Teachers with a
strong understanding of PBL pedagogy and mathematical content are better equipped to
design engaging problem situations and guide students through the learning process
(Dewey, 2019).

Further studies by Cruz et al. (2020) and Smith et al. (2018) unveiled strategies
aimed at enhancing students' mathematical literacy, emphasizing the importance of
teacher empowerment and adaptability. Meanwhile, Santos (2018) and Johnson et al.
(2019) divided the challenges and strategies related to PBL implementation, advocating
for interventions, policies, and continuous professional development to mitigate hurdles.

However, a gap persists in comprehending teachers' experiences specifically in

implementing PBL for mathematical literacy development. This thesis endeavors to
bridge this gap by exploring the lived experiences of math teachers implementing PBL in
Mathematics Literacy Instruction, contributing to the discourse on effective pedagogical
practices in mathematics education.

2.2 Theoretical/Conceptual Model of the Study

This study is theoretically anchored on the Lived Experiences Theory. A

fundamental component of phenomenological human research is lived experience. The

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

starting point of phenomenological human inquiry was lived experience, which it

eventually returned to (van Manen, 1990, as cited in Yükse & Yıldırım, 2015). Our
immediate, pre-reflective consciousness of life—a reflective or self-given awareness that
was as aware of itself as itself—was the most fundamental type of lived experience
(Zahavi & Gallagher, 2023). These experiences provide a range of insights and
perspectives on specific fields, which can be used as a source for additional lessons and
knowledge crucial for studying the Lived Experiences of Math Teachers on the
implementation of Problem-Based Learning in Mathematics Literacy Instruction.
The lived experience will serve as both the subject and the object of
phenomenological inquiry. The goal of phenomenology is to translate lived experience
into a textual expression of its essence. This will be done in such a way that the text's
effect will be both a reflexive reliving of the experience and a reflective appropriation of
something meaningful: a concept that will powerfully animate the reader's own lived
experiences.

The theory of lived experiences is a theory that explains how lived experiences
become a crucial part of phenomenological human studies, as it provides a generous
source of additional information on how the experiences of humans can contribute to a
new body of knowledge. It is both the subject and the object of phenomenological inquiry
that will translate the experiences into a textual expression of their essence by reliving the
experiences.

This theory is relevant to the present study in terms of exploring the lived
experiences of Math Teachers who implement Problem-Based Learning in Mathematics
Literacy Instruction. The researcher aims to provide relevant and significant contributions
and recommendations for the teachers in implementing PBL so that when they experience
challenges, they will be resilient and able to recover from the challenges. Through this
theory of Van Manen, the study’s central theme of lived experiences is supported.

This study will be conducted with the guide and aid of the paradigm below. The
paradigm consists of variables which are Math Teachers’ Lived Experiences,
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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

Implementation of Problem-Based Learning, and Mathematics Literacy Instruction. This

conceptual framework shows the relationship between the variables of this study.

Lived Experiences of Math

Teachers

Implementation of  Motivations for

Problem-Based adopting PBL.
Learning (PBL) in  Challenges
Mathematical encountered when
Literacy Instruction implementing PBL.
 Strategies used to
implement PBL.

Figure 1. Paradigm of the Study

The study aims to investigate the experiences of San Roque National High School
Math teachers in implementing PBL in mathematical literacy instruction. The various
components of the study will help in recommending intervention activities that can
support the effective implementation of PBL in mathematical literacy instruction. This
will result in improved experience and better teacher and student outcomes.

2.3 Definition of Terms of the Study

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

Problem-Based Learning (PBL). In this study, Problem-Based Learning (PBL)

refers to an instructional approach in which students engage in authentic, open-ended
problem-solving activities that require them to apply mathematical concepts and skills to
real-world situations.

Mathematical Literacy. In this study, mathematical literacy refers to students'

ability to understand, interpret, and critically evaluate mathematical information and
concepts in various contexts.

Teachers Lived Experiences. In this study, teacher experiences refer to the

perceptions, beliefs, attitudes, and behaviors of math teachers related to the
implementation of Problem-Based Learning (PBL) in mathematical literacy instruction.

Challenges. In this study, it refers to the obstacles, difficulties, or barriers

encountered by math teachers when implementing PBL in the context of mathematical
literacy instruction at San Roque National High School. These challenges may include
issues related to curriculum alignment, resource limitations, student readiness, time
constraints, or pedagogical resistance.

Motivation. Within the context of this study signifies the factors that drive
math teachers at San Roque National High School to embrace Problem-Based
Learning for teaching literacy. This might involve reasons, like wanting to boost
student interaction foster critical thinking abilities, meet criteria, or address identified
student requirements.

Strategies. In this study, strategies pertain to the methods, tactics, or procedures

utilized by mathematics educators at San Roque National High School to integrate PBL
into teaching mathematical literacy. These strategies could cover decisions on design,
classroom control methods, cooperative planning procedures, professional growth
initiatives, or adjustments made in light of identified student needs.

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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

III. RESEARCH DESIGN

This chapter includes the research design of the study which includes the Method
of Research Used, Sources of Data, Data Gathering Instrument, Data Gathering
Procedure, Statistical Treatment of Data, and Potential Ethical Considerations.

2.1 Method of Research Used

This study will utilize phenomenology which is a type of qualitative research. As

defined by Creswell (2018), “phenomenology is a research strategy of inquiry in which
the researcher identifies the essence of human experiences about a phenomenon as
described by participants”. Emphasizing experience and interpretation (Merriam, 2009),
this study will explore Math Teachers' Lived Experiences of Implementing Problem-
Based Learning in Mathematical Literacy Instruction. Qualitative methods allow for a
rich exploration of participants' experiences, perspectives, and motivations, facilitating a
nuanced understanding of the research phenomenon (Creswell & Poth, 2018).

2.2 Sources of Data

Data will be collected from math teachers who have experience with
implementing PBL in mathematical literacy instruction. The identified participants of the
study are teachers at San Roque National High School. The sampling method that the
researcher will use is purposive sampling as it is the best way to accomplish the aim of
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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

this paper. According to Black (2010), purposive sampling is a non-probability sampling

method that takes place when the chosen participants for the sample are selected by the
judgment of the researcher. In this method, researchers often believe that by using
competent and sound judgment, they can acquire a representative sample, thus reducing
cost, and saving time and resources (Black, 2010). Following the sample size guideline
and suggestion by Creswell (2013), the study will have a total of seven (7) participants.
Once the saturation point is not yet reached and established the researcher will further
look for more participants to partake in the study. With this, the selection of participants
will be entirely based on the judgment of the researcher following the criteria below:

(1) the participants are Math teachers or instructors of San Roque National High
School from 2019 to the present; and
(2) Math Teachers who implement Problem-Based Learning in the Classroom.
(3) willing to participate.

2.3 Data Gathering Instrument

To gather the data needed for this study, a semi-structured interview questionnaire
will be used as a research instrument. The semi-structured interview (SSI), according to
Adams (2015), is conducted in conversation with one participant at a time and uses a
combination of closed- and open-ended inquiries, frequently followed by follow-up
questions of why and how. The semi-structured questionnaire of this study will be
validated and suggestions for improvement will be considered. The content of the
questionnaire includes questions about understanding teachers’ lived experiences of
implementing Problem-Based Learning in Mathematical Literacy Instruction.

2.4 Data Gathering Procedure

To proceed with the study, the researcher will seek the permission of authorities
such as the public-school principal and an informed consent form will be given to the
Participants. To gather the data, a semi-structured interview method will be utilized. The
participants will be visited in their corresponding stations in the school during their
available time. The purpose of the research will be explained to the participants and a
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Exploring Math Teachers' Lived Experiences of Implementing Problem-Based Learning in Mathematical Literacy Instruction

copy of the questionnaire will be provided to them in advance. The interviews will be
recorded via voice recording and the researcher will also take down notes while
interviewing.

The participants upon their approval to participate will be assured that the data to be
gathered will be solely for the research and they have the freedom to stop as participants
of the study.

2.5 Statistical Treatment of Data

The data gathered from the interview will be treated using the thematic analysis
method or coding process to arrive at a thematic framework (Mortensen, 2021). It is a
qualitative data analysis technique frequently used to describe a group of texts, which
could include an interview or transcripts.

2.6 Potential Ethical Considerations

The researcher will utilize the following potential ethical considerations for this paper.
Informed consent will be given to the participants. The forms will be provided to the
participants to make them aware of the purpose of the research. All the participants will
be fully informed about the pertinent information needed before conducting the research
and how the analysis and evaluation will be conducted. Moreover, the participants may
have access to the findings.

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