i

STUDENTS’ ACADEMIC PERFORMANCE AND ENGAGEMENT IN

MATHEMATICS VIA BLENDED LEARNING

JONAH LAYA ANTIPUESTO

MASTER OF SCIENCE IN MATHEMATICS EDUCATION

OCTOBER 2020
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STUDENTS’ ACADEMIC PERFORMANCE AND ENGAGEMENT IN

MATHEMATICS VIA BLENDED LEARNING

JONAH LAYA ANTIPUESTO

A THESIS PROPOSAL SUBMITTED TO THE FACULTY OF SCIENCE

EDUCATION DEPARTMENT, COLLEGE OF EDUCATION, CENTRAL
MINDANAO UNIVERSITY AS PARTIAL FULFILLMENT OF THE
COURSE EDUCATION 300 (MASTERS THESIS)

OCTOBER 2020
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Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY
Musuan, Maramag, Bukidnon
College of Education
Department of Science and Mathematics

APPROVAL SHEET

The graduate thesis attached hereto entitled, “STUDENTS’ ACADEMIC

PERFORMANCE AND ENGAGEMENT IN MATHEMATICS VIA BLENDED
LEARNING”, prepared and submitted by JONAH L. ANTIPUESTO, in partial fulfillment
of the requirements for the degree Master of Science in Mathematics Education, is
hereby endorsed.

DENIS A. TAN, Ph.D.

Chair, Thesis Advisory Committee
Date:

RAUL C. ORONGAN, Ph.D.

Member, Thesis Advisory Committee
Date:

CHERLY C. CORDOVA, Ph.D.

Member, Thesis Advisory Committee
Date:

Recommending Approval:

ELHRICH RAY J. MAGDAY Date

Chairman, Department of Science Education

Accepted in partial fulfillment of the requirements for the Degree of Master of

Science in Mathematics Education.

Approved:

GLADYS S. ESCARLOS, Ph. D. Date

College Dean

Noted:

JUPITER V. CASAS, Ph. D. Date

Director for Research
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TABLE OF CONTENTS

PAGE

INTRODUCTION

Background of the Study 1

Statement of the Problem 3
Objectives of the Study 3
Significance of the Study 4
Scope and Delimitation of the study 5
Definition of Terms 5
THEORETICAL FRAMEWORK
Review of Related Literature 7
Performance of the Students 7
Blended Learning 10
Engagement 12
Conceptual Framework 14
Research Paradigm 16
Hypotheses of the Study 17
METHODOLOGY
Research Design 18
Locale of the Study 18
Participants of the Study 19
Research Procedure 19
Blended learning Instructional Unit 20
Instrumentation 21
Statistical Techniques 22
BIBLIOGRAPY 23
APPENDICES 27
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LIST OF FIGURES
FIGURE PAGE
1 Schematic diagram showing the relationship
Between independent and dependent variables 16
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LIST OF APPENDICES

APPENDIX PAGE

A Performance in Mathematics Test 28

B Table of Specification 33
C Engagement in Mathematics Test 34
D Sample Lesson Plan 36
 1

INTRODUCTION

Background of the Study

Mathematics is considered as very important subject because it is widely

used in all spheres of human life according to Mensah (2018). That is why one
more problem about learning Mathematics is that the students find it boring,
very difficult, and uninteresting and has no importance to their lives because of
the teachers lack of teaching strategies that will let them think critically and
allow the students to engage in the teaching and learning process.

E- technology and printed modules are the new trend in our education
due to pandemic. Corona virus have a big impact in the world of education, It
was announced in Manila Bulletin Latest News last July 22, 2020 that senator
Christopher Lawrence “Bong” Go chairman of the senate health stands that not
to allow face-to-face classes until there is no vaccine to the virus, that is why
most of the students and teachers struggle in this situation. With the help of
technology and printed modules, every teacher can still continue their
responsibility to their students even if there is no face to face classes.

According to Cha, Embi and Hashim (2019) Human’s life has been
transformed in one way or another due to globalization. The changes in the
human life have prompted some educators to argue that the traditional teaching
methodology is no longer enough for the learners, in fact Jeral (2009) pointed
out that a broader set of 21st century skills must be provided in school to the
students in order to thrive in a rapidly evolving, technology-saturated world.
Thus, in the 21st century, there is a need for teachers to learn to utilize
technology to maximize instruction or to enhance student learning. Hence the
goal of education is to develop the 21 st century skills such as critical thinking,
creativity, collaboration, communication, information literacy, media literacy,
technology literacy, flexibility, leadership, initiative, productivity, and social
skills. It is not only student learning that in the focus of instruction but in this
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generation, we need that our student will have the knowledge on how to use
technology and encourage to use it in the learning process.
According to Fedena (2018), we need to engage to Education 4.0 where
the use of technology-based tools and resources to drive education in non-
traditional ways. thus, learning in enable anytime, anywhere as the e-learning
tools and applications will provide opportunities to the students. This means
that students are no longer in traditional classrooms that the students learn from
teachers using textbooks, pens and papers only. Instead, in Education 4.0, the
technology/devices used by students to gain an education. While every subject
has its own set of knowledge and information that the students can grasp, the
road to attaining this knowledge can vary. This means that the students will be
able to choose the tools and techniques through which they want to acquire this
knowledge. One of the possible techniques that is align with Education 4.0 is
the use of blended learning.

Blended Learning deals with students learning via electronic and online
media and the use of modular distance approach. It deals with the transmission
of knowledge through technology and modules send by the teacher, the teacher
allows the students to use the technology and read educational support that the
students can gain insight from it, the students can enhance their performance
towards mathematics through blended learning, hence they can extend their
knowledge and inculcate new idea. Moreover, promoting student engagement
and participation in mathematics is considered important for students’ learning
and subsequent study in mathematics Mentioned by Skilling and Stylianides
(2016). Which is the core in blended learning that the students will participate
or engage in the instruction using the e-education and printed modules.

With the abrupt change of the mode of delivery of instruction brought

about by the pandemic, the researcher would like to investigate the
effectiveness of blended learning in the development or improvement of
academic performance and engagement of the grade 10 students of Kalilangan
National High School.
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Statement of the Problem

This study will assess the students’ academic performance and

engagement in Mathematics via Blended Learning. Specifically, the study aims
to answer the following questions:
1. What is the level of students’ academic performance when
exposed to Blended Learning in terms of:
a. pretest; and
b. posttest?
2. What is the level of students’ engagement when exposed to
Blended Learning in terms of:
a. pre-test scores; and
b. posttest scores?
3. Is there a significant difference between the pretest and posttest
scores of students’ academic performance when exposed to Blended
Learning?
4. Is there a significant difference between the pretest and posttest
scores of students’ engagement in Mathematics when exposed to Blended
Learning?
5. What are the challenges that the students and teachers have
encountered in the conduct of blended learning?

Objectives of the Study

This study aims to assess the students’ academic performance and

engagement in Mathematics via Blended Learning.
Specifically, the study aims to:
1. ascertain the level of students’ academic performance when
exposed to Blended Learning in terms of:
a. pretest; and
b. posttest.
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2. Find out the level of students’ engagement when exposed to

Blended Learning in terms of:
a. pre-test scores; and
b. posttest scores.
3. determine if a significant difference exist between the students’
performance when exposed to Blended Learning.
4. determine if a significant difference exist between the students’
engagement in Mathematics when exposed to Blended Learning.
5. determine the challenges that the students and teachers have
encountered in the conduct of blended learning?

Significance of the Study

The findings of this study will be beneficial to the school administrators,

curriculum designer, teachers, students, parents, and future researcher.
This study will be encouraged the School Administrators to motivate and
convince the teachers to inculcate the use of Blended Learning in teaching and
the technology based- tools in the learning process for the advancement of the
school.
To Curriculum designer, they may be developed a curriculum that
integrates the use of Blended Learning whereas, it will involve the integration
of technology in curriculum and the modular approach.
It may be provided the Teachers with ideas about the use of Blended
Learning in teaching Mathematics to improve the academic performance of the
students. It provides information about the engagement of students in
Mathematics when exposed to Blended Learning.
Parents may be informed about the engagement of students in
Mathematics and how students’ engagement affects their academic
performance in Mathematics.
For Students, exposure to Blended Learning could increase their
academic performance in Mathematics and they could also experience a more
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meaningful learning environment with enjoyable activities and may develop

active engagement in Mathematics.
Researchers could also validate their results with this study. This study
will show how Blended Learning is being studied to measure its effects in the
students’ academic performance and engagement in Mathematics.

Scope and Delimitation of the Study

This study will be delimited to the students’ academic performance and

engagement in Mathematics under the administration of Blended Learning.
This study will be conducted at Kalilangan National High School, Ninoy Aquino,
Kalilangan, Bukidnon.

This study will be implemented in November 2020 to December 2020 of

the school year 2020-2021. The participants of this study will be the Kalilangan
National High School Grade 10 students enrolled in Mathematics 10 of school
year 2020-2021.

The scope of the subject will be focused on the Grade 10 Mathematics

under the K to 12 Basic Education Curriculum includes Arithmetic Sequence,
Geometric Sequence, Division of Polynomials, Remainder Theorem, Factor
Theorem, and Rational Root Theorem.

Definition of terms

The following terms are defined theoretically and operationally in

accordance with how they are used in this study.

Academic performance refers to the achievement result of the students

during the pretest and posttest exposure to the blended learning approach in
mathematics.
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Blended Learning is about students learning via electronic and online

media and the use of modular approach. It deals with the transmission of
knowledge through technology and modules send by the teacher.

Engagement refers to students’ involvement in the mathematical activity

and their commitment to learning the mathematical content.

Posttest refers to the scores of the respondents in the teacher-made

Questionnaire conducted after the intervention.

Pretest refers to the scores of the respondents in the teacher-made

Questionnaire conducted before the intervention.
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THEORETICAL FRAMEWORK

This chapter presents the theoretical framework with the following

sections: review of related literature and studies, conceptual framework,
research paradigm, and hypotheses.

Review of Related Literature and Studies

Academic Performance

The students’ Achievement or students’ performance serves as a basis

for improving the teaching-learning process. Examining the academic
performance of students is a process in determining quality instruction delivered
by the teachers to their students according to Dalan (2004) cited by Asparin
(2013).

According to Pagtulon-an and Tan (2017) Mathematics is one of the

subjects that needs emphasis in the school curriculum since it turns out to be
taken for granted by most of the people. They don’t see the real beauty of
Mathematics in their lives that is why they find it useless in real life situation.
However, researchers continue to find solutions in certain problem, to address
the need of the teachers as well as the students in this kind of scenario.

As cited by Murillo and Tan (2019) that it was announce in Manila

Bulletin last May 27, 2018 that the project enrollment from K to 12 in School
year 2018-2019 is 27, 757, 546 public and private schools as well as State
Universities and Colleges (SUCs)/Local Universities and Colleges (LUCs)
nationwide based on data from DepEd Planning Service Director. Of this
number, 23,463,675 (84.5%) students will go to public schools; 4,140,884
(14.9%) to private schools and 152, 987 (0.6%) to SUCs/LUCs (It’ back to
school for 28M students by Merlinda Hermando-Malipot, 2018). considering
that we have a huge figure of enrollees, it is a challenge for all math teachers
 8

how to help these students to be more engage in Mathematics and achieve

high performance in the subject.

In fact, according to Estanislao (2019) the performance of Grade 6

students in the National Achievement Test (NAT) has been steadily declining
in the last three years, placing them at the “low mastery” descriptive level of the
Department of Education (DepEd). The 2018 NAT results showed that for the
third straight year, the national average mean percentage score (MPS) in the
Grade 6 NAT continued its downward trajectory at 37.44, the weakest
performance in the history of the standardized examination of the DepEd.
These results were contained in Regional Memorandum 157, series 2019, of
the Department of Education Cordillera Administrative Region (DepEd CAR)
Office, which also showed that the score in 2017 was 39.95, marking the first
time the performance in the test breached the 40 MPS mark. Meanwhile, the
Grade 10 MPS of 44.59 improved by 0.51 over the score in the 2017 of 44.08.
The figures mean that the Grade 6 takers in the 2018 NAT got less than four
correct answers out of every 10 items, while the Grade 10 takers averaged over
four correct answers out of 10 items. Both scores, however, fall under the “low
mastery” level in the NAT. The descriptive equivalent of NAT scores are as
follows: 35 below, very low mastery; 36 to 65, low mastery; 66 to 85, average
mastery; 86 to 95, moving towards mastery; 96 to 100, mastered. Before 2016,
the Grade 6 NAT takers had reached the “average mastery” level, as the
average MPS in 2013 was 69.54, 71.82 in 2014 and 70.88 in 2015. On the other
hand, Grade 10 takers were steady at the “low mastery” range with 51.41 MPS
in 2013, 53.77 in 2014 and 49.48 in 2015. In 2016, however, the Grade 6 MPS
plummeted to 42.03 or by a gap of 28.85, while the Grade 10 students
registered a performance of 43.93 or a difference of 5.55 MPS from their 2015
performance.

It is alarming to all educators to plan a better pedagogy in education that

are effective and can improve the performance of our learners. A lot of studies
were conducted in response to this declining level of performance of students.
Taylaran (2015) conducted a study the effects of Students Participation
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Dominated (SPD) and Lecture Discussion Dominated (LLD) instructions on the

performance and anxiety level of the students in Mathematics 9 of Quezon
National High School. The result of the study showed that students’
performance in the Students’ Participation Dominated (SPD) instruction were
significantly higher than those of the Lecture Discussion Dominated Instruction
regarding the pretest, posttest and retention test scores. It is supported by the
study of Saligumba (2018) Gradual Release of Responsibility Instruction Model
(GRRIM): Effects on the Students’ Mathematics Performance and Self-Efficacy
that when the class is exposed to various instructional models, the students’
achievement increases.

The study of Saligumba and Tan (2018) supported the study of Calfoforo
(2013) The Effects of the Multiple Representation-Based Instruction to
Students’ performance and attitude in Algebra. And Murillo and Tan (2019)
studied about the Students’ Mathematics Performance and Engagement using
Inquiry-Based Learning Approach. They found out that the students performed
better when exposed to pedagogy in teaching.

The positive results in this study of Murillo and Tan (2019) supports the
study o of Gumban and Tan (2019) conducted a study to examine the effects
of Flipped Classroom Environment on the Mathematics Performance,
Engagement and Information and Community Technology Competencies. This
study showed that students’ performance in the Flipped Classroom
Environment group were significantly higher than those in Non- Flipped
Classroom Environment group in terms of posttest and retention test.

According to Taylaran (2015) as cited by Pagtulon-an and Tan (2017)

on the Multiple Representation-Based Instruction: Effects on the Performance
and Attitude of Students in High School Algebra, the students can remember
almost 90% if they do the job hands on. The study shows that most of the
students remember or the learning will stay in their long-term memory if they
involve their self or they will do the task in the learning process.
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According to Cordova (2015) cited by Saligumba and Tan (2018) in a

descriptive-correlation survey to six private high schools in Valencia City with
Grade 9 students as respondents of the study and an Attitude towards
Mathematics Test, Mathematics Proficiency Test, and Summative test were
used to gather date. The result of her study show that mathematics proficiency
and performance level of grade 9 students were described as beginning which
means that the students lack the basic mathematical skills necessary for them
to master Grade 9 Mathematics. Thus, she found out that a moderate positive
correlation between mathematics performance and parent’s (mother and
father) educational attainment. Her study also shows that the mother’s
educational attainment best predicts mathematics performance.

In addition, Bermejo (2009) determined the effects of the Mathematics

Journal Writing on the learning skills and attitude of the senior students of
Bocboc National High School. Students exposed to journal writing improved
more in their learning competencies than those who are not. The high achievers
and girls exposed to journal writing performed better than those who are not
exposed. It was also found out that classroom instruction that incorporates
journal writing gave a positive relationship between attitude towards
Mathematics and Learning competencies.

According to Gumban and Tan (2019) Students’ performance has

always been the concern of teachers resulting from the amount of effect shown
in the teaching and learning process. Teachers need to be organized in their
instruction around meaningful concepts.

Blended Learning

Blended learning approach provides innovative educational solutions

through an effective mix of traditional classroom teaching with mobile learning
and online activities stated by Victoria (2012). In addition, blended learning
combines teaching and learning methods from both modular approach and
online learning and that it includes elements of both synchronous and
asynchronous online learning options.
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Hinampas, T. et.al (2018) studied about the Blended Learning Approach:

Effects on Students’ Academic Achievement and Practical Skills in Science
Laboratories, the finding indicated that when the blended learning approach,
when introduced in the class would enable the learners to perform better
performance.

In addition, Coronel and Tan (2019) studied about Twenty First (21st)
Century Skills and Student Mathematics Performance in Self-Blend Approach,
the result indicated that students exposed to self-blend approach have perform
better than students who exposed to non-self-blend approach

According to Cordova, Tan and Ucang (2018) The students in the with-
assignment group improved their performance from midterm to finals than the
students in the without-assignment. It implies that students who are given
assignments are now comparable to those high performing students who were
not given assignments at all. In addition, Cooper and his colleagues (2006)
found a “generally consistent evidence for a positive influence of homework on
achievement’. They found out that the average student in a class assigned
appropriate homework scored 26 percentile points higher on tests than the
average students in a class not assigned homework as cited by Cordova, Tan
and Ucang (2018).

Technology-based Instruction refers to the use of technology in

instruction specifically video streaming, video chat, text-chat, video clip,
PowerPoint presentation etc. to support effective learning.

Technology based activities offer more advantages and opportunities for

natural learning, besides being effective, fast and having more impact on
students according to Bonifacio-Hilario (2016). Based on his study on
Technology-Based Guided-Inquiry Learning she concluded that integrating
technology in Teaching-Learning process is effective.

Dagaang (2016) conducted study on Technology-Based Instruction

(TBS). The result showed that the student exposed to Technology-Based
Instruction increase their grades or academic performance.
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In 21st century, teachers need to integrate technology in the classroom,

it is a shift from traditional classroom setting to technology-based instruction. In
today’s generation the teacher is not the only source of knowledge, the students
are accustomed to turning to the web for information and social interaction, a
few new innovated technological teaching ideas have evolved, such as the
additional of online video tutorials as a resource Kahrmann (2016).

Segumpan and Tan (2018) observed that during class hour, students
who watched the video ahead of time has more idea in discussion. In fact, the
student can also catch up with the lesson even they are not around or they are
out of school for school related activities when they use technology to connect
with their peers.

Change is the only constant in this world, educating the learners may
vary according to the situation, today we observe pandemic that there is no
gathering allowed, but educating the students must be continued. With the help
of the technology, the learning never stops. The teacher can also educate their
students by using e-technology and printed modules which is the blended
learning

Engagement

Many excellent teachers have discovered that their students can be

more successful when they are engaged in doing mathematics writing about
mathematics, modeling mathematical situations, discussing mathematics,
exploring mathematical ideas rather than watching their teacher do
mathematics.

Teaching for student engagement does not mean running an

unstructured or disorganized classroom. On the contrary, students in a
classroom focused on engagement may have clear and well-defined
expectations from the teacher. An important element of this type of teaching is
helping students connect their work on a problem or task to the specific
mathematical concepts or skills represented according to Seeley (2004).
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Research findings of Warwick (2008) that student engagement is linked

positively to the development of critical thinking and to assessment results and
further that appropriate design of assessment tasks can be used to encourage
student engagement. The study of Warwick (2008) is supported by Nygaard
(2013) that learning is influenced by how an individual participates in
educationally purposeful activities. The students participate more if the learning
assessment is appropriate to the learning activity.

Based on the study of Linnenbrink and Pintrich (2003) The role of self-
efficacy beliefs in student engagement and learning in the classroom that
student engagement is divided into three distinct types behavioral engagement,
cognitive engagement and motivational engagement.

Behavioral engagement which is the observable behavior in the

classroom. This relates to the student’s efforts are putting into mathematical
tasks and how students relate to each other and to the teacher in terms of their
willingness to seek help and attendance at the classes.

Cognitive engagement which recognizes that a student appearing to

work on a mathematics problem is not necessarily indicative of the student fully
engaging mental faculties in trying to complete it. Linnenbrink and Pintrich
(2003) describe this as students being minds on as well as hands on. It can be
more difficult to determine whether a student is cognitively engaged with
material as opposed to just behaviorally engaged. In this respect, the way that
classroom sessions are structured and how the teacher interacts with students
is important in trying to assess cognitive engagement.

Motivational engagement which includes the personal interest that the

student has in the subject, the utility that the student feels the subject brings,
and finally the general importance of the subject to longer term goals or desires
Linnenbrink and Pintrich (2003).

According to Trowler and Trowler (2010) students’ engagement in

mathematics is vital to the acquisition of knowledge and strategies and for
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continued participation in the subject. Yet, students’ low levels of engagement

in mathematics are often lamented Sullivan, McDonough and Harrison (2004).

Engaging the students in teaching and learning process can help them
perform better, students can boost their confidence in doing mathematics when
they are engaged in the activity, that is why the researcher wants to study the
significant difference between the engagement of the students in mathematics.

Conceptual Framework

Blended learning is focus on cognitive constructivist theory by Jean

Piaget that the learning is dynamic process, which learners actively construct
knowledge by creating and testing their own theorist. The students can learn
with their own understanding in studying the printed modules, with this theory
of Piaget the learners don’t have knowledge to force on them but they create it
for themselves.

Bruner’s Discovery Learning Theory support the claim of blended

learning that the learners are capable in drawing their ideas from the previous
knowledge and experiences and connects them to new ideas that they
encountered. Constructivism is a theory that argues that knowledge is
constructed cited by Nambatac (2015). The learners can connect their previous
knowledge to the topic that is presented to the printed modules and in online
class that with the help of their own understanding they can able to answer the
activities and understand the topic.

Blended Learning is also anchored to John Dewey’s Learning by Doing.

The students can learn with their own experience by giving them opportunities
or a hands-on activity to check their own learning like printed modules, the
students can perform better by allowing them to do their task, and supporting
them using the technology.

Blended Learning is rooted in Lev Vygotsky's concept of learning Zone

of Proximal Development, the student are able to learn as they are guided with
 15

other people or in his environment. It is what we call the scaffolding. The

learners will have a chance to ask help with other persons so that they can learn
from them. The teacher will give a module to the learners and they do it in their
home with their parents, by this kind of approach they will learn by asking
information to other persons. In addition, the students can ask guidance with
the teacher via innovative use of technology. Basically, it is supported that
knowledge can be created within a population where members actively interact
by sharing experiences or knowledge.

The theory of Cognitive development by Jean Piaget in the year 1936

support this study also. Piaget believed that children take an active role in the
learning process, acting much like little scientists as they perform experiments,
make observations, and learn about the world. As learners interact with the
world around them, they continually add new knowledge, build upon existing
knowledge, and adapt previously held ideas to accommodate new information.
He also believed that children construct an understanding of the world around
them, experience discrepancies between what they already know and what
they discover in their environment, then adjust their ideas accordingly.

Social Cognitive Learning Theory Bandura (1977) states that people

learn from one another, via observation, imitation, and modeling used
in psychology, education, and communication, holds that portions of a behavior
and individual's knowledge acquisition can be directly related
to observing others within the context of social interactions, experiences, and
outside media influences. The learners are allowed to use technology to
communicate with other person, they can ask information and able to perform
the task by observing and learning from the other person through e-technology.
 16

Research Paradigm

Independent Variable Dependent variable

Blended Learning
• Online Distance
learning Academic
• Modular Performance
Distance
learning
• Homeschooling
Engagement

Figure 1. Schematic Model of the Study Students’ Academic Performance and

Engagement in Mathematics Via Blended Learning.
 17

Hypotheses of the Study

The following hypotheses will be verified and tested at 0.05 level of

significant:

Ho1 : There is no significant difference between the pretest and posttest

in academic performance of the students in Mathematics exposed to Blended
Learning.
Ho2 : There is no significant difference between the pretest and posttest
in the engagement of the students in Mathematics when exposed to Blended
Learning
 18

METHODOLOGY

This chapter presents the methodology of the study. It includes the

research design, locale of the study, sampling procedure, instrumentation and
statistical techniques used in the investigation.

Research Design

Descriptive statistics such as frequency, mean and standard deviation

are used to compute the academic performance and as well as their
engagement level
This study will be using the one-shot research design to investigate the
significant difference between the pretest and posttest in academic
performance and engagement of the students in Mathematics exposed to
Blended Learning.
Before the start of the experiment, pretest on academic performance,
and engagement are to be administered to the students. The experiment will
be operated in one (1) month from November 2020 to December 2020 during
the school year 2020-2021. After the one-month session the students will take
again the same test as serve as the posttest. The result of these tests will
determine the difference in the students’ academic performance and
engagement in Mathematics of Kalilangan National High School Grade 10
students.

Locale of the Study

This study will be conducted at Kalilangan National High School located

at Ninoy Aquino, Kalilangan, Bukidnon. Kalilangan National High School
formerly known as kalilangan Barangay High School is a public secondary
school under Bukidnon district of Department of Education (DepEd).
 19

Participants of the Study

The participants of the study are the Grade 10 students of Kalilangan

National High School. The participants are officially enrolled in Grade 10
Mathematics course in the school year 2020-2021.

Research Procedure

The researcher will be sending letter asking permission to conduct the

study to the principal of Kalilangan National High School to be allowed the
research to conduct the study will be participated by the selected Grade 10
students enrolled in Math 10 subject school year 2020-2021.

A designed lesson plan for the Blended Learning will be followed to see
the difference and significance of improvement on the academic performance
and engagement of the students in Mathematics. The lesson plan will be
including the activities or task to carry out the concept of Arithmetic Sequence,
Geometric Sequence, Division of Polynomials, Remainder Theorem, Factor
Theorem, and Rational Root Theorem.

The researcher will be conducting the study from November 2020 to

December 2020.

A pretest in academic performance and questionnaire for Engagement

in Mathematics will be given before the experimental period while the post-test
will be given after the discussion of the topic.

Blended Learning Unit

The Blended Learning group is the selected Grade 10 students officially

enrolled in mathematics 10 subject in Kalilangan National High School for
school year 2020-2021. This group will be exposed to blended learning which
includes E-electronics, online class and modular approach to enhance learning
throughout the conduct of the study.
 20

The students will be allowed to use technology and printed modules.

During instruction, the students will experience plenty of activities that more on
modular and integration of technology-based instruction.

In discussion time, the teacher will administer an activity that is answered

via e-technology and printed modules. After the activity the teacher will
supplement the class with open-ended questions that create a safe teacher-to-
students communication. The teacher act as the facilitator.

The teacher will give a video related to the topic a day before the
instruction to have an advance idea about the lesson. The video will be
distributed via group chat or posted it in a google classroom. Google classroom
is an online learning system that the teacher and students can attached file to
track the improvement and also to monitor the work of one another and interact
each other through comment.

Instrumentation

The Academic Performance and the Sources of Engagement in

Mathematics Scale are use as instruments in this study.

Academic Performance

The researcher will be making a 60-item exam on the covered topic

(Algebra) guided by table of specifications (TOS) set by the Department of
Education.

The 60 items are all-in multiple-choice test type. Items are scored 1 for
every correct response, and 0 if otherwise. The result is interpreted using the
scale below.

Score Percentage score Descriptive rating Interpretation

0 – 30 74% and below Beginning Very Low
31 –37 75% - 79% Developing Low
38 – 45 80 – 85% Approaching Proficiency Moderate/Average
46 – 53 86 – 89% Proficient High
54 – 60 90% and above Advance Very High
 21

Engagement in Math

The instrument will be using is a matrix formed close-ended

questionnaire that helps us gather the students’ engagement in mathematics.
The questionnaire used was pilot tested by Wang, M., Fredicks, J., Ye, F., &
Hofkens, J. (2015) with Cronbach’s alpha in general engagement 0.93,
cognitive engagement 0.75, behavioral engagement 0.82, emotional
engagement 0.89 and social engagement 0.74. The questionnaire consists 8
Cognitive engagement questions, 8 behavioral engagement questions, 10
emotional engagement questions and 7 social engagement questions and
ranges from 5 to 1. Reverse scoring procedure is done for negative statement.
The score procedure is as follows:

Rating Scale Descriptive Rating Qualitative Interpretation

5 4.51-5.00 Strongly Agree Highly Positive

4 3.51-4.50 Agree Positive

3 2.51-3.50 Undecided Fair

2 1.51-2.50 Disagree Negative

1 1.00-1.50 Strongly Disagree Highly Negative

Statistical Techniques

Descriptive statistics such as frequency, mean and standard deviation

are used to compute the academic performance and as well as their
engagement level.

Independent t test will be used to investigate if there is a significant

difference between the pretest and posttest in engagement and academic
performance in mathematics of the Students when exposed to blended
learning.
 22

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 26

APPENDICES
 27

Appendix A. Performance Teacher-Made Test Instrument

PERFORMANCE TEST
Grade 10 Mathematics

Name: _____________________________Section: ___________Score: ________

DIRECTIONS. Read each question carefully and choose the letter that corresponds
to your answer. Write the letter of your choice on the space provided
before the number.

__ 1. What sequence where each term after the first term is obtained by adding the
same constant?
A. Arithmetic Sequence C. Geometric sequence
B. Fibonacci Sequence D. Harmonic sequence
__ 2. What do you call a constant number being added to the previous term to get the
next term of an arithmetic sequence?
A. Common difference C. Common space
B. Common ratio D. Common value
__ 3. What is the next term in the sequence5, 9, 13, 17, 21, _______?
A. 37 B. 33 C. 27 D. 25
For items 4 & 5, refer to the figure below.

Figure 1 Figure 2 Figure 3

Figure 1
__ 4. How many dots will be needed to build the 6th figure?
A. 28 B. 21 C. 15 D. 11
__ 5. In what figure will require 36 dots?
A. 10th B. 9th C. 8th D. 7th
__ 6. What is the common difference of the arithmetic sequence -10, -6, -2, 2, …?
A. 4 B. 0 C. -4 D. -16
__ 7. Which term of the arithmetic sequence 7, 4, 1, -2, -5, … is -47?
A. 16th term B. 17th term C. 18th term D. 19th term
__ 8. What is p so that p+7, 3p+9, p+3, … form an arithmetic sequence?
A. -3 B. -2 C. 2 D. 3
__ 9. What do you call the terms between any two non-consecutive terms in an
arithmetic sequence?
A. Arithmetic Series C. Geometric Sequence
B. Arithmetic Means D. Geometric Means
__ 10. What is the nth term of the arithmetic sequence 5, 9, 13, 17, 21, …?
A. 5n+ 4 B. 4n + 1 C. 4n - 5 D. 5n + 1
__ 11. In the arithmetic sequence 55, 45, 35, 25, 15, …, which term is -15?
A. 6th B. 7th C. 8th D. 10th
For items 12 to 14. The 5th term of an arithmetic sequence is 42 and the
9th term is 22.
__ 12. What is 𝑎1 ?
A. 67 B. 62 C. 57 D. 52
 28

__ 13. What is the common difference?

A. -5 B. 5 D. 6 D. -20
__ 14. What is the nth term of the sequence?
A. 𝑎𝑛 = 4n - 66 C. 𝑎𝑛 = -5n + 67
B. 𝑎𝑛 = 4n + 66 D. 𝑎𝑛 = -5n – 67
__ 15. If three of the arithmetic means are inserted between -21 and 3, what is the
second arithmetic mean?
A. -3 B. -6 C. -9 D. -15
__ 16. What is the sum of all multiples of 3 between 7 and 30?
A. 126 B. 156 C. 159 D. 162
For items 17 & 18. The sum of the first 10 terms of an arithmetic
sequence is 265 and the last term is 49.
__ 17. What is the first term?
A. 2 B. 4 C. 9 D. 14
__ 18. What is the common difference?
A. -5 B. -4 C. 4 D. 5
__ 19. What do you call the sequence where each term is obtained by multiplying the
preceding term by a non-zero constant called the common ratio?
A. Arithmetic Sequence C. Harmonic Sequence
B. Geometric Sequence D. Fibonacci Sequence
__ 20. What is the missing term in the geometric sequence -3, 6, -12, 24, _____?
A. 48 B. 26 C. -26 D. -48
__ 21. Which of the following is neither an arithmetic sequence nor geometric
sequence?
A. 3, 9, 27, 81, … C. 4, 10, 16, 22, …
1 1 1 1
B. , , , , … D. −5, -2, 1, 4, …
3 9 27 81
__ 22. What is the value of r in the given geometric sequence 625, 125, 25, 5, …?
1 1
A. 5 B. 2 C. D.
2 5
__ 23. Which of the following sequences illustrates a finite geometric sequence?
1 1 3 3 3 3
A. 2, 4, 12, 48 B. , , , 4 C. 3, , , D. 7, 0, 0, 0
4 2 4 2 4 8
__ 24. Which of the following sequences illustrates an infinite geometric sequence?
1 1 1 1 1 1 1 1
A. −4, 4, −4, 4, … B. , , , , … C. , , , , … D. −4, 0, −4, 0, …
2 4 12 48 5 7 9 11
__ 25. What is the 6th term of the geometric sequence 4, 16, 64, ... ?
A. 2014 B. 4096 C. 4210 D. 9406
25
__ 26. If three geometric means are inserted between 200 and , What is the third
2
Geometric means?
A. 100 B. 50 C. 75 D. 25
__ 27. What is the 2nd term of the geometric sequence whose 4 th term is 108 and
whose 6th term is 972.
A. 4 B. 12 C. 36 D. 48
__ 28. What is the sum of the first 6 terms of the geometric series 1 + 3 + 9 + ... ?
A. 13 B. 243 C. 364 D. 729
1 1
__ 29. What is the sum to infinity (if it exists) of the geometric sequence 4, 1, , , …?
4 16
16 16 1
A. B. C. D. does not exists
3 5 3
 29

__ 30. The sum to infinity of the geometric series is 25. What is the common ratio of
the sequence if its first term is 5?
4 1 1 5
A. B. C. D.
5 5 4 4
__ 31. What sequence such that the reciprocals of the terms form an arithmetic
sequence.
A. Arithmetic Sequence C. Fibonacci Sequence
B. Geometric Sequence D. Harmonic Sequence
__ 32. What is the next term of the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13, 21, 34, 55,
89?
A. 134 B. 144 C. 154 D. 164
__ 33. Which of the following sequence is harmonic?
1 1 1 1 1 1 1 1 1 9 1 7
A. , , , B. 1, , , C. , −1, 2, −4 D. , , ,
3 9 27 81 3 5 7 2 5 2 4 2

For items 34 & 35. A rocket rises 30 feet after 1 second, 85 feet after 2 seconds,
and 140 feet after 3 seconds.

__ 34. What sequence is formed on the problem above?

A. Fibonacci B. Harmonic C. Geometric D. Arithmetic
__ 35. If it continues to rise at this rate, how many feet will it rise after 16 seconds
A. 780 ft. B. 830 ft. C. 855 ft. D. 910 ft.
__ 36. Twelve days before Valentine’s Day, John decided to give Nicole flowers
according to the Fibonacci sequence. On the first day, he sent one red rose,
on the second day, two red roses, and so on. How many roses did Nicole
receive during the eleventh day?
A. 144 B. 124 C. 89 D. 55
3 2
__ 37. Below is the Solution when P(x) = (𝑥 – 3𝑥 − 14𝑥 + 12) is divided by (x +3)
-3 1 -3 -14 12
-3 18 -12
1 -6 4 0
What is the polynomial expression of x in the third row?

A. 𝑥 2 + 6𝑥 + 4 B. 𝑥 2 − 6𝑥 − 4 C. 𝑥 2 − 6𝑥 + 4 D. 𝑥 2 + 6𝑥 − 4

__ 38. If (3𝑥 4 – 4x –2𝑥 5 + 5𝑥 3 – 7) is divided by (x – 4) using synthetic division, what

number should be in the first row?
A. 3 -4 -2 5 0 -7 C. -2 4 -4 0 5 -7
B. -2 3 5 0 -4 -7 D. -7 -2 4 -4 0 3

For item 39, use the illustration on long division below. Divide (𝟔𝒙𝟐 + 8x – 4) by
(x – 2)
6x + 20
x – 2 6𝑥 2 + 8x – 4
2nd line 6x 2 − 12x
20𝑥 – 4
20𝑥 − 40
36
 30

__ 39. Which of the following is the quotient and remainder?

A. Q = 6x + 20, r = 36 C. Q = 6𝑥 2 + 8x-4, r = x – 2
B. Q = 6x + 20, r = -36 D. Q = -36 , r = 6x – 20
__ 40. The Remainder Theorem states that if the polynomial P(x) is divided by (x-r),
then what is the value of the remainder R?
A. R = (0) B. R = (1) C. R = P(x) D. R = P(r)
__ 41. If P(-5) = 0, which of the following statements is true about P(x)?
A. x + 5 is a factor of P(x)
B. x - 5 is a root of P(x) = 0
C. P(x) = 0, has five negative roots
D. P(0) = -5
__ 42. Which of the following are the factors of 𝑥 3 + 5𝑥 2 − 2𝑥 − 24?
A. (x+4)(x-3)(x+2) C. (x-4)(x-3)(x+2)
B. (x-4)(x-3)(x-2) D. ((x+4)(x+3)(x-2)
__ 43. What is the second factor of 𝑥 3 − 8 if the first factor is (x – 2).
A. 𝑥 2 + 2𝑥 + 4 B. 𝑥 2 − 2𝑥 − 4 C. 𝑥 2 + 2𝑥 − 4 D. 𝑥 2 − 2𝑥 + 4
__ 44. What must be multiplied to 𝑥 + 2𝑥 + 1 in order to get 𝑥 4 + 𝑥 3 + 𝑥 2 + 3𝑥 + 2?
2

A. 𝑥 2 − 𝑥 − 2 B. 𝑥 2 − 𝑥 + 2
C. 𝑥 2 + 𝑥 − 2 D. 𝑥 2 − 𝑥 + 2
For items 45 & 46. Suppose the area of the rectangle is (𝟏𝟐𝒙𝟐 + 𝟏𝟎𝒙 + 𝟐
)sq. m. If its width is (4x+ 2) meters,
__ 45. What is the measure of its length in meters?
A. 3x – 1 B. 3x + 1 C. 4x – 2 D. 3x + 2
__ 46. What is the perimeter of the rectangle?
A. 4x – 6 B. 4x + 6 C. 14x + 6 D. 14𝑥 + 8
4 3 2
__ 47. Factor P(x) = 𝑥 +x +𝑥 + x
A. x(x+1)( 𝑥 2 + 1) C. x(x – 1)( 𝑥 2 + 1)
2
B. x(1)( 𝑥 + 1) D. x(–1)( 𝑥 2 + 1)
__ 48. Which of the following is a polynomial?
𝑥 7 +15
i. 3𝑥 −4 − 5𝑥 3 + 2𝑥 − 1 iii.
𝑥 3 +2
ii. 𝑥 3 + 6𝑥 2 + 11x – 6 iv. 𝑥3 +
√𝑥 − 2𝑥
A. i only B. ii only C. i and iii D. ii and iv
__ 49. The following are examples of polynomial, EXCEPT
A. x 3 −y 3 C. 3x 4 − 5x 3 + 2x − 1
2
B. x -7x+5 D. 5x −3 + 7x −2 + 10x-8
__ 50. How would you know that the equation is a polynomial equation?
A. If the variable in the polynomial expressions has no negative exponents.
B. If polynomial expressions have no variable in the denominator.
C. If the variable in the polynomial expressions has no fractional exponents
D. All of the above

__ 51. What is the leading coefficient of the polynomial 3𝑥 9 + 4𝑥 12 +2𝑥 6 + 5𝑥 4 − 𝑥 is

A. 2 B. 3 C. 4 D. 5
2
__ 52. What is the quotient when 𝑥 – 36 is divided by x – 6?
A. x + 6 B. x – 6 C. x + 36 D. x – 36
__ 53. If one ream of bond paper cost (2x+5) pesos, how many reams can you buy
for
8𝑥 4 + 8𝑥 3 −22𝑥 2 + 34x + 35?
A. 4𝑥 3 − 6𝑥 2 − 4𝑥 − 7 C. 4𝑥 3 − 6𝑥 2 + 4𝑥 − 7
3 2
B. 4𝑥 + 6𝑥 + 4𝑥 + 7 D. 4𝑥 3 − 6𝑥 2 + 4𝑥 + 7
 31

__ 54. What is the remainder in problem #53?

A. 7 B. 5 C. 0 D. -1
2
__ 55. Given P(x) = 15𝑥 +7x – 2. What is the value of P (-3)?
A. 112 B. 116 C. 154 D. 211
__ 56. If the measure of the side of the square is (4x -7 ) which of the following
represents its area?
A. 16𝑥 2 + 49 C. 16x 2 – 28x + 14 = 0
B. 16x 2 – 68x + 49 = 0 D. 16x 2 – 28x + 49 = 0
__ 57. Find the value of k for which the binomial (x+4) is a factor of 𝑥 4 + k𝑥 3 - 4𝑥 2 .
A. 2 B. 3 C. 4 D. 5
__ 58. Given P(x) = 2𝑥 3 + 𝑥 2 – 5x + 2) What is the value of P(3)?
A. 50 B. 80 C. 90 D. 99
2
__ 59. Which polynomial gives a quotient of (3𝑥 + 2x + 4) and a remainder of 19
when divided by (2x –3)
A. 6𝑥 3 −5𝑥 2 + 2x C. 6𝑥 3 − 5𝑥 2 + 2x + 7
B. 6𝑥 3 −5𝑥 2 + 4x + 7. D. 6𝑥 3 + 5𝑥 2 + 2x + 7
__ 60. Jude used synthetic division to find the quotient if (3𝑥 2 – 14x + 5𝑥 3 – 7) is
divided by (x – 2). He obtained -29 as remainder. His solution is shown below.

2 3 -14 5 -7
6 -16 -22
3 -8 -11 -29
What is the Error?
i. The sign of the divisor was not change.
ii. The sum entries in the third row are incorrect.
iii. The numerical coefficients of the first row were not arranged
according to the decreasing order of the powers of x.
A. i only B. ii only C. iii only D. i and ii only

---END OF EXAM---
 32

Appendix B. Table of Specification

Table of Specification
SKILLS
10%
60% Easy 30% Modarate
Difficult

Total No. Of Items

Number of days

Understanding
Remembering
TOPIC/S SKILLS/OBJECTIVES

Evaluating
Proportion

Analyzing
Applying

Creating

Total
A. PATTERNS AND ALGEBRA
1. Generates patterns 2 1 1 1 0
3 3 5 5
(Where to find the item in the test) 1,2 3 4 5
2. illustrates an arithmetic sequence 1 1 0 1 0
2 6 3 3
(Where to find the item in the test) 6 7 8
3. determines an arithmetic means
and nth term of an arithmetic 1 2 2 1 1
4 11 7 7
sequence
(Where to find the item in the test) 9 10,11 12,13 14 15
4. finds the sum of the terms of a
1 2 1 1 1
given arithmetic sequence 2 6 3 3
(Where to find the item in the test) 16 17,18
5. illustrate a geometric sequence 1 1 0 0 0
1 3 1 2
(Where to find the item in the test) 19 20
6. differentiates a geometric
sequence from an arithmetic 0 1 1 0 0 2
1 3 2
sequence
(Where to find the item in the test) 21 22
7. determines finite geometric
sequence from finite geometric 1 1 0 0 0
1 3 2 2
sequence
(Where to find the item in the test) 23 24
8. determines geometric means and
2 0 1 0 0
nth term of a geometric sequence 2 6 3 3
(Where to find the item in the test) 25,26 27
9. find the sum of the terms of a
given finite or infinite geometric 1 1 0 0 1`
2 6 3 3
sequence
(Where to find the item in the test) 28 29 30
10. identify harmonic sequence and
1 1 0 0 1
Fibonacci 2 6 3 3
(Where to find the item in the test) 31 32 33
11. solve problem involving
1 0 1 0 1
sequence 2 6 3 3
(Where to find the item in the test) 34 35 36
12. perform division of polynomials
using long division and synthetic 0 1 1 0 1
2 6 3 3
division
(Where to find the item in the test) 37 38 39
13. proves the remainder theorem
1 1 0 1 0
and factor theorem 2 6 3 3
(Where to find the item in the test) 40 41 42
14. factors polynomials 1 1 0 2 1 5
3 3 5
(Where to find the item in the test) 43 44 45,46 47
15. illustrates polynomial equation 2 2 1 2 0
4 11 7 7
(Where to find the item in the test) 48,49 50,51 52 53,54
16. solves polynomial equation 1 1 1 0 0
2 6 3 3
(Where to find the item in the test) 55 56 57
17. solves problems involving
polynomials and polynomial 1 1 0 1 0
1 3 2 3
equation
(Where to find the item in the test) 58 59 60
Total 36 100 60 18 18 9 9 6 60
60% 30% 10%
 33

Appendix C. Engagement in Mathematics Test

Math Engagement Survey Scale (Adapted)

(By: Wang, M., Fredicks, J., Ye, F., & Hofkens, J., 2016)
Name:________________________________ Date:________________
Guidelines: Read the items carefully and check the number that corresponds
to your answer with the following table as basis
5- Strongly 4- Agree 3- Undecided 2- Disagree 1-Strogly
Agree Disagree

Undecided
Disagree

Disagree
Strongly

Strongly
Agree

Agree
Cognitive Engagement
1. I go through the work for math class and
make sure that it's right.
2. I think about different ways to solve a
problem.
3. I try to connect what I am learning to
things I have learned before.
4. I try to understand my mistakes when I get
something wrong.
.5. I would rather be told the answer than
have to do the work (rev).
6. I don't think that hard when I am doing
work for class (rev).
7. When work is hard, I only study the easy
parts (rev).
8. I do just enough to get by (rev).
Behavioral Engagement
9. I stay focused
10. I put effort into learning math.
11. I keep trying even if something is hard.
12. I complete my homework on time.
13. I talk about math outside of class.
14. I don't participate in class (rev).
15. I do other things when I am supposed to
be paying attention (rev).
16. If I don't understand, I give up right away
(rev)
 34

Emotional Engagement
17. I look forward to math class.
18. I enjoy learning new things about math.
19. I want to understand what is learned in
science/math class.
20. I feel good when I am in math class.
21. I often feel frustrated in math class (rev).
22. I think that math class is boring (rev).
23. I don't want to be in math class (rev).
24. I don't care about learning math (rev).
25. I often feel down when I am in math class
(rev).
26. I get worried when I learn new things
about math (rev).
Social Engagement
27. I build on others' ideas
28. I try to understand other people's ideas in
math class.
29. I try to work with others who can help me
in math.
30. I try to help others who are struggling in
math.
31. I don't care about other people's ideas
(rev).
32. When working with others, I don't share
ideas (rev).
33. I don't like working with classmates (rev).
Note: (rev) means reverse
 35

Appendix D. Sample Lesson Plan for Both Groups.

Sample of a Lesson Plan for both group

Detailed Lesson Plan in Mathematics 10

I. OBJECTIVES At the end of the lesson, at least 75%

of the learners should be able to:
1. examine the ratio of the sequences.
2. illustrate a geometric sequence.
3. classify a sequence whether it is
geometric or not.
4. solve the next term of a geometric
sequence.
A. Content Standards Understanding of key concepts of
sequences, polynomials and polynomial
equations.
B. Performance Solve problems involving sequences,
Standards polynomials and polynomial equation in
different disciplines through appropriate
and representations.
C. Learning Illustrates a geometric sequence. (
Competencies M10AL-Id-1 )
II. CONTENT Geometric Sequences– Determining A
Geometric Sequence

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages Teaching Guide 10 pp. 22-24
2. Learner’s Materials Learner’s Module 10 pp. 26-29
Pages
3. Textbook Page
4. Additional Materials from
Learning Resources
(LR) Portal
B. Other Learning NCERT 10th Class, Calculator
Resources
III. PROCEDURES
Prayer
Greetings
Checking of Attendance
Preliminary Activities:
A. Elicit Activity 1:
 36

The students will solve the given

problems. Each item corresponds to 5
points.
Questions:
1. Given the 2nd and 9th term of an
arithmetic sequence, find its 23rd term.

2nd term = 21,

9th term = -7
Find 23rd term.

Answer:
a23 = -63
1. Given 1st term = 7, common
difference = 5, find the arithmetic
sequence.
1st term = 7
d=5
Give the sequence.

Answer: 7, 12, 27, 32, …

B. Engage Activity 2:
the students do the activity.

Find the ratio of the second number to

the first number.
1. 2, 8
2. -3, 9
3. 1, ½
4. -5 -10
5. 12, 4
6. -49, 7
7. ¼, ½
8. a2,a3
9. k-1, k
10. 3m,3mr
Answers:
1. 4 6. -1/7
2. -3 7. 2
3. ½ 8. a
4. 2 9. k/k-1
5. 1/3 10. r
C. Explore Assessment 1: “Fold Me Up!”
Let the students do the activity.
 37

Start with a big square from a piece of

paper. Assume that the area of the
square is 64 square units.
1. Fold the four corners to the center of
the square and find the area of the
resulting square.
2. Repeat the process three times and
record the results in the table.
Square 1 2 3
Area

Guide Questions:
1. What is the area of the square formed
after the first fold? Second fold?
Third fold?
2. Is there a pattern in the areas
obtained after 3 folds?
3. You have generated a sequence of
area. What are the first 3 terms of the
sequence?
4. Is the sequence an arithmetic
sequence? Why?
5. Using the pattern in the areas, what
would be the 6th term of the sequence?
Answers:
3. Completed table
Square 1 2 3
Area 32 16 8

1. 32 sq units; 16 sq units; 8 sq units

2. Yes, there is a pattern. Each area is
found by getting half of the previous
area.
3. 32, 16, 8
4. No. There is no common difference.
5. 6th term = 1
D. Explain The sequence 32, 16, 8, 4, 2, 1 is called
a geometric sequence.
A geometric sequence is a sequence
where each term after the first is
obtained by multiplying the preceding
term by nonzero constant called the
common ratio.
The common ratio, r, can be
determined by dividing any term in the
sequence by the term that precedes it.
Thus, in the geometric sequence 32, 16,
 38

8, 4, 2, ... , the common ratio is ½ since

16/32 = ½.
Example: For the sequence 2, 4, 8, 16,
... , to determine if it is a geometric
sequence divide any term like
a2/a1 = 4/2 = 2, a3/a2 = 8/4 = 2, and a4/a3
= 16/8 = 2.
Since the ratio is a nonzero constant,
then the sequence is geometric.

Assessment 2:
Let us consider the following sequences
and solve its ratio.
1. 1/9, -1/27, 1/81, -1/243, ...
2. 0.01, 0.0001, 0.000001, ...
Answers:
1. -1/3
0.01
E. Evaluation Assessment 3: I’ll Tell You What You
Are
State whether each of the following
sequences is geometric or not.
1. 5, 20, 80, 320, ...
2. 7√2 , 5√2 , 3√2 , √2 , ...
3. 5, -10, 20, -40
4. 1, 0.6, 0.36, 0.216, ...
5. 10/3, 10/6, 10/9, 10/15
6. 4, 0, 0, 0, 0, ...
Answers:
1.Geometric sequence
2. Not
3.Geometric sequence
4.Geometric sequence
5. Not
6. Not
The teacher sends a video, power point
presentation, you tube links, in the
google classroom and group chat in
messenger that is related to the topic.
The teacher will guide the students in
doing the activity through e-technology.
IV. REMARKS
Objectives had attained:
Objectives not attained due to:
V. REFLECTION
A. No. of learners who
earned 75% in the
evaluation.
 39

B. No. of learners who

required additional
activities for remediation.
C. Did the remedial
lessons work?
D. No. of learners who
continue to require remediation.
E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Prepared by:
JONAH L. ANTIPUESTO
Researcher