1qwsxChapter I

THE PROBLEM AND ITS BACKGROUND

Rationale

The Enhanced Education Act of 2013 as stipulated in Republic Act

No. 10533 seeks to improve the basic education system of the Philippines by

strengthening its curriculum and lengthening the number of years of basic

education from ten to twelve years. The new curriculum, popularly known as

the K to 12 programs, is a landmark reform that brings the basic education

of the country on par with international standards (Republic Act No. 10533).

In the pursuit of the ongoing educational reforms that include the enhanced

basic education curriculum through K-12 which in its consideration of the

Collage Readiness Standards (CEB Resolution No. 298-2011) has integrated

GE courses of higher education programs in the Senior High School core

courses, thus, has created a window for the revision of the current GE

curriculum (CHED Memorandum No. 59 series 1996), (CMO-No.20-s2013).

Consequently, the Professional Regulation Commission (PRC) informs the

public that the Enhanced Table of Specification (TOS) for the subjects of the

Licensure Examination for Professional Teachers (LEPT) issued by the

Professional Regulatory Board for Professional Teachers and approved by the

Commission under Board Resolution No. 11 (s.2022) will be applied

beginning the March 2023 LEPT and onwards (PRC, 2022).

The examination for teachers in the secondary level consists of three

(3) parts, namely: professional education, general education, and field of

specialization. General education is the portion of the curriculum common to

all undergraduate students regardless of their major (CMO-No.20-s2013).

Furthermore, mathematics in the Philippines is a general education

1
subject in primary and higher education where learners are expected to

gain an understanding and appreciation of its principles as an applied-

using appropriate technology in problem-solving, critical thinking,

communicating, reasoning, making connections, representations, and

decisions in real life (K-12 Basic Education Curriculum). Blomeke and

Delaney (2014) state that Mathematics is essential, therefore it is

required as a subject almost in every field.

Globally, mathematics is regarded as one of the most important subjects

in the school curriculum (Suleiman & Hammed, 2019). Mathematics is

important because it is applicable in daily life and in solving various types of

problems (Cázares, Páez & Pérez, 2020) as well as having interdisciplinary

connections to other parts of the curriculum (Gilat & Amit, 2013). However,

many studies showed that Filipino students have been clearly left behind

in terms of mathematics education because of inadequate mathematical

competency. Maths competency is defined as “students’ ability to formulate,

apply, and interpret mathematics in various contexts. It includes

mathematical reasoning and using mathematical concepts, procedures,

facts, and tools to describe, explain, and predict various kinds of

phenomena” (Ministerio de Educación y Formación Profesional, 2019).

In the PISA 2018, Filipino students achieved an average score in

Mathematical Literacy that was significantly lower than the Organisation for

Economic Co-operation and Development (OECD) average and only 1 out of

5 Filipino students attained at least the minimum proficiency level in

Mathematical Literacy (Department of Education, 2019). In another

international tests, the 2019 report of the Trends in International

Mathematics and Science Study (TIMMS) and the Southeast Asia Primary

Learning Metrics (SEA-PLM) Program 2019 Main Regional Report revealed

2
students obtained low scores that concludes Philippines is falling behind in

mathematics compared to other countries (UNESCO Bangkok).

Furthermore, many pre-service teachers complete advanced

mathematics courses with a limited interpretation of critical terms, incorrect

beliefs about the nature of mathematics, and a failure to recognize that

mathematics stimulates analytical thinking and creativity (Paolucci, 2015).

They have difficulty raising and solving problems (Işık and Kar, 2012;

Mallart et al., 2018). However, teacher education can alleviate negative

attitudes or beliefs about mathematics and teaching mathematics to college

students preparing to pass the LET and become teachers (Looney et al.,

2017).

Due to the transitions from the new curriculum to the enhanced

TOS, assessment of the pre-service teacher are needed to prepare them in

taking the new context of the Licensure Examination for Teachers.

Therefore, the researchers of this study envisioned examining the

Mathematical Competencies of Pre-service Teachers in General Education

Mathematics for Licensure Examination for Teachers (LET). Specifically, it

aims to determine the respondent's strengths and weaknesses, which

assumed to provide database for teachers in upscaling the mathematical

competencies of the pre-service teachers.

Objective of the Study

This study aims to examine the mathematical competencies of

Bachelor in Secondary Education (BSED) pre-service teachers in General

Education Mathematics for LET of Quirino State University, Diffun Campus

during the academic year 2022 – 2023.

Specifically, it aimed to:

3
1. Determine the profile of the pre-service teachers-respondents in terms of

their:

1.1 sex;

1.2 major of specialization;

1.3 birth order; and

1.4 socio-economic status

2. Identify the strengths and weaknesses of pre-service teachers in LET-

GenEd specifically Mathematics in terms of:

2.1 fundamentals of math;

2.2 plane geometry;

2.3 elementary algebra; and

2.4 statistics and probability

3. Evaluate if there is a significant difference between the pre-service

teachers’ profile and their mathematical competencies in LET-GenEd

specifically Mathematics.

Hypothesis of the Study

There is no significant difference between pre-service teachers’ profile

and their mathematical competencies in LET-GenEd specifically

Mathematics.

Scope and Delimitation of the Study

The focus of this research is to examine the mathematical

competencies in the Licensure Examination for Teachers - General

Education specifically Mathematics and its relationship with the pre-

service teachers with fundamentals of math, plane geometry, elementary

algebra, and statistics and probability. This research is limited only to the

4
BSEd Pre-Service Teachers for the academic year 2022-2023 of Quirino

State University-Diffun Campus.

Significance of the Study

In understanding the specific issues related to the respondents, this

study will be helpful to the following:

Pre-service teachers. The primary beneficiaries of the study are the pre-

service teachers who will benefit positively from the results of the study. The

result of the study will be utilized by the pre-service teachers to assess their

strengths and enhance their weaknesses in general education mathematics

as preparation for LET.

Faculty. This research will aid teachers to assess the pre-service

teachers as it will serve as a resource of data for the pre-service teachers’

mathematical competencies.

University administration. They can implement relevant programs to

engage and enhance students' learning skills in mathematics. Besides, this

study will help the university attain its mission and vision. A university that

is a leading center for academic excellence and a contributor of competent

and morally upright professionals.

BSEd Students. This study will be helpful to the BSED students in

gaining additional background on the transitions in the curriculum and the

Enhanced TOS. This study will also provide information in LET, specifically

in general education mathematics.

Future researchers. This research study will serve as a basis for future

researchers who will conduct the same study.

5
Conceptual Framework of the Study

The conceptual framework hereunder presented variables that

influence the mathematical competencies and their relationship to the

pre-service teachers.

In this study, two variables are to be examined: the independent

variable and the dependent variable. In more detail, it will be explained

below.

The Independent Variable is a variable that impacts or causes

changes for the dependent variable to occur. The mathematical

competencies of Bachelor of Secondary Education (BSED) mathematics

students in Trigonometry at Quirino State University, Diffun Campus are

the independent variable in this study.

Dependent Variable, this variable is an output or consequent variable

because this variable is influenced by the existence of the independent

variable. The dependent variable is LET-General Education specifically

Mathematics.

Intervening variables, these variables affect the correlation between

an independent and a dependent variable. The respondent's profile,

which includes their sex, major of specialization, birth order and socio-

economic status acts as an intermediary variable in this study.

Independent Variable Dependent Variable

Mathematical Competencies

1. fundamentals of math Licensure Examination for

2. plane geometry Teachers-General Education

3. elementary algebra; and specifically Mathematics 6

Respondent’s Profile

1. Sex

2. Major of Specialization

3. Birth Order

4. Socio-Economic Status

Figure 1: Research Paradigm

The Operational Definition of Terms

For a further and clearer understanding of the study, some of the key

terms used are herein defined:

Birth Order. It refers to the order of a family member's birth. It is a

factor that affects the time management of the respondent in their

availability to study the concept of mathematics.

Council on Higher Education (CHED). It is a Philippine government

agency that regulates all public tertiary education. Council on Higher

Education (CHED) plays a significant role in ensuring that quality

7
education is delivered to tertiary students, which will prepare them in

taking the licensure examination and develop skills that are necessary for

their future career.

Economic status. A way of describing the respondent based on their

accessibility of educational resources which assumed that can affect their

mathematical competencies.

Elementary Algebra. Pertains to the concept of mathematics which

includes variables, evaluating expressions, and solving algebraic

equations.

Fundamentals of Math. It refers to the foundation of mathematics

that uses the four basic operations of mathematics which are addition,

subtraction, multiplication, and division.

General Education Mathematics (GenEd Math). It refers to subjects

that cover basic knowledge in mathematics which includes fundamentals

of mathematics, plane geometry, elementary algebra, and statistics and

probability. These subjects uplift pre-service teachers’ general knowledge,

skills, competencies, and numeracy to prepare them in taking the

Licensure Examination in General education specifically mathematics.

K-12 Curriculum. Pertains to the revised curriculum which entails

that students must first undergo kindergarten then proceeds to six years

of elementary, four years of junior high school then two years of senior

high school. This 12 year of education aims to enhance students'

fundamental mastery and skills and prepare them for tertiary education,

employment, and lifelong learning.

Licensure Examination for Teachers (LET). Measures test-takers in

their teaching licensure's knowledge, skills, and aptitude. Passing the

8
LET offers a reliable framework that a teacher is eligible and qualified to

teach possessing competence and teaching skills.

Mathematical Competency. It means to have knowledge about, to

understand, to exercise, to apply, and to relate to and judge mathematics

and mathematical activity in a multitude of contexts which do involve, or

potentially might involve, mathematics. This will be measured based on

the test scores of pre-teachers.

Plane Geometry. It refers to topics that include geometric figures in

solving mathematics.

Pre-Service Teacher. The pre-service teacher is a student enrolled in

a teacher preparation program. They are the respondent of this study.

Professional Regulatory Commission (PRC). It is an affiliated

agency of the Department of Labor and Employment. PRC oversees the

professional sector, which involves issuing licenses for a variety of jobs

and managing national regulatory laws and policies with the association

of regulation.

Sex. It refers to the personal identity of the respondent.

Statistics and Probability. This refers to a mathematical concept

that allows one to analyze data, which involves evaluating probabilities

and logical problems.

Table of Specifications (TOS). It helps teachers to construct a test.

Teachers can create tests by using the Table of Specifications (TOS). This

gives the teacher proof that a test's subject matter is valid. It is a method

used to ensure that a test or assessment analyzes the test-takers skills

and cognitive capacities.

9
 Chapter II

LITERATURE REVIEW

This section presents the digested literature conducted along the

thesis of this study together with its theoretical underpinning.

Licensure Examination for Teachers (LET)

The examination for teachers in the secondary level consists of three (3)

parts, namely: professional education, general education, and field of

specialization (REPUBLIC ACT NO. 7836). General education is the portion

of the curriculum common to all undergraduate students regardless of their

major (CMO-No.20-s2013). Blomeke and Delaney (2014) state that

Mathematics is essential, therefore it is required as a subject almost in every

field.

The attainment of objectives in the General Education subjects was

found having a moderate and significant relationship to LET general average

rating. This denotes that quality education is achieved if objectives of the

subject as specified in the course syllabi were attained. Consequently, the

tendency to get high ratings in the LET (Delos Angelos, 2017).

Mathematical Competency

Mathematics is regarded as one of the most important subjects in the

school curriculum (Suleiman & Hammed, 2019). Mathematics is important

because it is applicable in daily life and in solving various types of problems

(Cázares, Páez & Pérez, 2020) as well as having interdisciplinary connections

to other parts of the curriculum (Gilat & Amit, 2013).

Filipino students have been clearly left behind in terms of mathematics

education because of inadequate mathematical competency. Math’s

10
competency is defined as “students’ ability to formulate, apply, and interpret

mathematics in various contexts. It includes mathematical reasoning and

using mathematical concepts, procedures, facts, and tools to describe,

explain, and predict various kinds of phenomena” (Ministerio de Educación y

Formación Profesional, 2019, p. 17).

In the PISA 2018, Filipino students achieved an average score in

Mathematical Literacy that was significantly lower than the Organisation for

Economic Co-operation and Development (OECD) average and only 1 out of

5 Filipino students attained at least the minimum proficiency level in

Mathematical Literacy (Department of Education, 2019). In another

international tests, the 2019 report of the Trends in International

Mathematics and Science Study (TIMMS) and the Southeast Asia Primary

Learning Metrics (SEA-PLM) Program 2019 Main Regional Report revealed

students obtained low scores that concludes Philippines is falling behind in

mathematics compared to other countries.

Pre-service Teachers

Many pre-service teachers complete advanced mathematics courses with

a limited interpretation of critical terms, incorrect beliefs about the nature of

mathematics, and a failure to recognize that mathematics stimulates

analytical thinking and creativity (Paolucci, 2015). They have difficulty

raising and solving problems (Mallart et al., 2018). However, teacher

education can alleviate negative attitudes or beliefs about mathematics and

teaching mathematics to college students preparing to pass the LET and

become teachers (Looney et al., 2017).

11
Performance in Licensure Examination for Teachers (LET)

Cognitive and emotional domains were statistically significant in

predicting the probability of passing the LET. Therefore, education graduates

should consider their average grade and test anxiety before taking the

Licensure Examination for Teachers in estimating their chance of passing

the examination (Alipante, Cortez, & Lajato, 2017).

Such performance is influenced by academic performance, admission

test performance, course audit performance, and course audit units taken.

Academic performance is a good predictor of LET performance. However, the

graduate’s low college general weighted averages (GWA) associates with their

low LET scores. Hence, students with high academic achievement are likely

to achieve high in LET. Consequently, it is of importance that teachers

ascertain their students are achieving high in their academic courses.

Moreover, the graduates’ low CAT performance is associated with their low

LET performance in General Education and Professional Education but not

in Major, since the admission test could not forecast their abilities in

(Dagdag, Ibale, & Sarmiento , 2017).

Passing the Licensure Examination for Teachers is a vital indicator of

the success of the Teacher Education program. Prior knowledge, the

expertise of the professors and quality services offered to students are hand

in hand part of the success. Moreover, factors influential to the success in

the Licensure Examination for Teachers are quality of the General Education

curriculum and mastery of the subject matter among teachers of the General

Education subjects. Hence, the performance in the Licensure Examination

for Teachers will be at its best when the quality of the General Education

curriculum is strengthened, and professors of general education subjects are

12
educationally qualified to ensure mastery of the topics covered in the syllabi

(Delos Angelos, 2017).

The overall performance ratings of the BEED and BSED first-time

takers of Liceo de Cagayan University College of Teacher Education (LDCU-

CTE) surpassed the national performance. The overall mean rating of the

BSED graduates both in professional courses and general education

components of the LET examination had a passing rate, however a failing

rate was obtained in the specialization area. The overall mean rating of the

BEED graduates was below the passing rate as stipulated by the PRC. In

addition, the GWA and grade in Mechanics on LET are inversely related to

their performance in the licensure examination. Therefore, the high

academic performance and grade in Mechanics on LET of the graduates are

not guarantees to pass the licensure examination (Brobo & Valle, 2022).

The institutions’ (Cavite State University Naic) passing percentage in

terms of number of passers, on the average, is above the LET National

Passing Percentage for both the secondary and elementary education

graduates, however, BEEd graduates’ performance was higher than those of

their BSEd counterparts. The LET takers achieved the highest rating in

general education courses, followed by professional courses while the lowest

rating was attained by the BSEd in major courses. In terms of ratings, there

is no significant difference between the LET performance of English major

and Math major, nevertheless, there is significant difference between the

LET performance of Math major and Biological Science major, and there is a

high significant difference between the LET performance of English major

and Biological Science major (Antiojo, 2017).

The academic performance and LET performance of the BSEd Math

graduates of One ASEAN State University are significantly related. The

13
higher the academic performance in all areas, the higher LET rating will also

be attained in all areas. The academic performance of the BSEd Math

graduates in Professional Education significantly predicts LET performance.

BSEd Math graduates with higher academic achievement in Professional

Education tend to perform better in LET (Cocal & Navida, 2022).

Majority of the LET examinees from the University of Eastern

Philippines College of Education had an Otis-Lennon School Ability Test

(OLSAT) rating which is close to the minimum of 55. Majority had very good

academic performance in High School. However, majority had only

satisfactory academic performance in College as seen in the GPA. Majority

acquired the basic skills in English. The examinees had satisfactory levels of

performance in both the General Education and Professional Education

components of the LET. The OLSAT Rating, College Grade Point Average and

English Placement Test, among others, could speak of the future success of

the teacher education students in the Licensure Examination for Teachers

(Ballado, Basierto, Dalucapas, & Hena, 2014).

The LET performance in General education was 78.65 or ‘fair’. MMSU

(Mariano Marcos State University) was the highest while DMMMSU (Don

Mariano Marcos Memorial State University) was the lowest. In Professional

Education, the LET performance was 77.83 ‘fair’. PSU (Pangasinan State

University) was the highest while DMMMSU was the lowest. For LET

performance in Major, the rating was 76.75or ‘fair’. MMSU was the highest

while DMMMSU was the lowest. The overall LET performance was 77.59 or

‘fair’. MMSU was the highest while DMMMSU was the lowest. In terms of

passing percentage, 82% or majority of the examinees passed the LET

(Buted, Ferrer, & Ferrer, 2015).

14
Pre-service Teachers Learning to assess Mathematical Competencies.

In determining the level of complexity pre-service mathematics

teachers take into account, above all, their personal appreciation of the

problems difficulty. Furthermore, pre-service mathematics teachers

consider argumentation and communication to be two competencies

without a common ground. They do not contemplate the competency

‘using symbolic, formal, and technical language and operations’ when

graphs and natural language, etc. are present. The pre-service teachers

do not appear to be overly competent in using the theoretical

constructs set out in the PISA (Program for International Student

Assessment) 2003 report in order to determine the level of complexity of

the competencies required by a given problem. Neither do they appear

highly competent when it comes to assessing each one of the

competencies that can be inferred from the response given to a problem

(Font, Gimenez, Malaspina, & Rubio, 2023).

The pre-service teachers need more practice before they reach a level

of competence similar to that of the experts who evaluated the PISA 2003

tests. Also, the problem lies not in the lack of practice but, rather, in the

ambiguity of the theoretical constructs used in the PISA 2003 report (for

example, the different ways of understanding competency; the

relationship between the notions of ‘process’ and ‘competency’, which

appear as closely related and, in some cases, are even used as analogous

terms; the overlap between competencies, almost all of which have a

common ground, and the fact that two of them (i.e. problem-solving and

modelling) are more into ‘mega-competencies’) (Font, Gimenez, Malaspina, &

Rubio, 2023).

15
 We found that (1) to reflect about assessing formatively realistic

mathematical projects, and (2) the use of suitability criteria for analysing

their own practices as teachers were two crucial tools for having indicators

about their developing professional competences (Font, Gimenez, Malaspina,

& Rubio, 2023).

Enhancement of Mathematics Competency

A Tutorial and Instructional Program (TIP) using the

Independent/Cooperative Learning (ICL) Strategy in enhancing students'

competencies in college and advanced algebra. The developed program using

the ICL strategy effectively enhanced competencies and developed social

skills, values, and attitudes. Subsequently, TIP using the ICL strategy

enhanced students' competencies, social skills, and values and attitudes.

Hence, additional session time is needed to provide sufficient time to deliver

the lessons, and students need other activities on word problems to practice

their problem-solving skills. As well, the implementation of more programs is

necessary to enhance learning competencies (Dacena, 2021).

The main didactic conditions for teaching mathematics include

contextual learning, mathematics interdisciplinary integration course both

with the natural and mathematical cycle disciplines and with the subject-

information approach to teaching mathematics and other fundamental his

subjects of the cycle. An analysis of the ways to achieve the quality of

mathematical training, in particular the ways of forming mathematical

competencies, considering the evolution of the standards of the second and

third generations, showed an essential characteristic of these ways. The

evolution of standards makes it possible to prognoses the transition to the

use of integrative, integrated approaches aimed at the formation of

16
mathematical competencies in the future, with an increase in the number of

basic approaches to teaching mathematics (competency-based, contextual,

interdisciplinary, subject-informational). The mathematical competence

formation in students depends on a unity of knowledge and experience of

application; thus, it becomes necessary in organizing various practices using

mathematical knowledge (Abdullaeva, Saadaloy, Turdubaeva, & Zikirova,

2021).

Formation of a stable motivation for teaching mathematics; use of

personal developmental techniques; and designing the content of the

discipline. The first condition for the formation of mathematical

competencies of university students is the formation of a stable motivation

for teaching mathematics. Focusing on this condition as one of the most

important features enabling the future specialist to realize the role of

mathematics in his professional activity. This problem is especially acute at

present, when students, firstly guided by the study of subjects measured by

their professional significance and increased competitiveness in the labor

market. The choice of the second condition is due to the personal component

of the methodological approach to teaching. Developmental techniques used

in education are of personality-oriented education importance for potential

activities implementation. Developmental education takes into account

patterns use, levels and characteristics in personality development. The

pedagogical influence during such training overtakes, stimulates, directs

and accelerates the trainee’s hereditary activities. Work based on the

“nearest development zone” of the future specialist will allow more fully

determine teachers’ potential capabilities (Abdullaeva, Saadaloy,

Turdubaeva, & Zikirova, 2021).

17
 The students had low learning competencies in College and Advanced

Algebra. As a result, the developed Tutorial, and Instructional Program (TIP)

utilized Independent/Cooperative Learning (ICL) as a strategy. Students also

developed social skills, beliefs, and behaviors in addition to their

mathematical abilities. Also, students become tired as the school day

progresses, conducting the proposed program in the morning rather than

the afternoon may result in better student performance (Dacena, 2021).

Preservice Teachers' Mathematics Teaching Efficacy Beliefs

On bivariate analysis, it included statistically significant associations

between gender, mathematics attainment, preparedness to teach, and one or

both of personal efficacy and outcome expectancy. In the regression

analysis, gender was statistically significantly associated with outcome

expectancy, while preparedness to teach and mathematics attainment were

statistically significantly correlated with personal efficacy. Personal efficacy

and outcome expectancy were significantly correlated on bivariate analysis,

but significance was not retained after controlling for other factors in the

regression models. The research result has implications for teacher

educators in understanding factors explaining mathematics teaching efficacy

and therefore helping to better prepare preservice teachers to teach

mathematics in the primary school classroom (Karakolidis, Harbison,

NicMhuiri, & Twohill, 2022).

Preservice mathematics teachers’ accurate understanding of

mathematical problem solving, and its teaching is key to the performance of

their professional quality. Pre-service mathematics teachers have a good

understanding of mathematical problem solving and its teaching and are

more confident in the transfer value of problem solving ability. By contrast,

18
in-service teachers are more optimistic that problem solving requires

exploration, continuous thinking, and the participation of metacognition

(Bin, Pejie, Yanyun, & Yong, 2022).

(Bin, Pejie, Yanyun, & Yong, 2022) conclude that pre-service mathematics

teachers should focus more on the initiative and creativity of students and

put students at the center of education. In addition, teacher educators

should provide more teaching practice opportunities for preservice teachers.

Furthermore, in-service teachers’ understanding of problem solving and its

teaching is inferior to that of preservice teachers on some indicators,

implying the importance of post-service training for in-service teachers.

Teaching Mathematics

The mathematical competence of a future technical specialist is

understood as the ability to use their mathematical knowledge in solving

practical and theoretical problems that arise in their professional activities,

expressing both fundamental mathematical knowledge and unified personal

knowledge based on practical skills (Abdullaeva, Saadaloy, Turdubaeva, &

Zikirova, 2021).

(Abdullaeva, Saadaloy, Turdubaeva, & Zikirova, 2021) shows that the analysis of

ways to achieve the quality of mathematical training, in particular, ways to

form mathematical competencies, taking into account the evolution of

second- and third-generation standards have changed significantly.

The concept of competence includes a person’s possession of appropriate

competence, attitude to the subject of activity. Several researchers noted

that concept of competence is close to the concept of readiness. Source

competence is a set of general methods of action that allow a person to

understand the situation, achieve results in personal and professional life in

19
the context of specific professional and social partnerships. Preparation is a

complex psychological structure in addition to the necessary knowledge,

skills, abilities, and adequate requirements (Abdullaeva, Saadaloy,

Turdubaeva, & Zikirova, 2021).

Student-centered methods, discussion, demonstration; problem-

solving, project, inquiry approach; cooperative and use of audio-visual

instructional strategies were highly preferred by the teacher participants.

But this was hindered by the background of the students, nature of

school environments, students’ self-effort and family economic status of

the students. It ends up teachers applying teacher centred method due to

that students have a poor background in mathematics. Lecture methods,

discussion, demonstration, problem-solving, project, inquiry approach,

cooperative learning and use of audio-visual media instructional

strategies were highly preferred by the student participants. They said

that they understand when taught using such teaching methods. This

means that students were missing something in their learning process

depending on their background in mathematics (Isack, 2015).

Teacher teaching behaviors affect students' ability to solve

mathematical problems. Including students with a positive attitude

towards mathematics will result in students' ability to solve math

problems as well. However, the teacher's teaching style affects the

students' attitudes and the students' achievement motivation. Therefore,

any educational organization that needs to develop students' problem-

solving abilities must take into account the teaching behavior of teachers

and also the attitudes of students. If teachers can make students love

math, they will be able to develop their problem-solving abilities on their

20
own and will never stop improving themselves (Malangtupthong,

Nurittamont, & Phayaphrom, 2022)

Theoretical Framework of the Study

The following are the theories related to the study:

Experiential Learning Theory

David Kolb Experiential learning theory focuses on the idea that the

best ways to learn things is by actually having experiences. Those

experiences then stick out in your mind and help you retain information

and remember facts. Mathematics requires experiential learning where

students are involved in their own understanding of mathematical

concepts and practices. Through this type of learning, students can

identify problems, use constructive reasoning to make viable arguments,

and applying mathematics in real-life problems (Erik, 2015).

21
 Chapter III

RESEARCH METHODOLOGY

This section presents the research design, locale of the study, the

target respondents in instrument, the characterization of the instrument

used, the data gathering procedure, the data treatment plan, and the

ethical consideration of this study.

Research Design

This study will employ the Descriptive Research design. This design

fits best when the researcher intends to gather data regarding a certain

phenomenon at the time of the study without manipulating variables or

introducing any condition to influence their belief, or attitude among

others.

Locale of the Study

This study will be conducted at the Quirino State University (Diffun

Campus) in the College of Teacher Education, Secondary Education

program. The study will take place during the second semester, A.Y.

2022-2023.

Respondents of the Study

22
 The respondents of this study will be 57 randomly selected BSEd pre-

service teachers for the A.Y. 2022-2023. The respondents were taken

from the total population of 67 using a stratified random sampling

procedure at 5% error of tolerance. The sampling size was determined

with the use of G-power software.

Major of Respondents

Specialization N N Percentage (%)

Filipino 30 25 43.9

Math 29 25 43.9

Science 6 5 8.7

English 2 2 3.5

Total 67 57 100

Research Instrument

This study will employ a multiple-choice test adopted from Carl Balita

Review Center (CBRC), Yellow Book 4.0. The test consists of 10 items each

for fundamentals of math, plane geometry, elementary algebra, and statistics

and probability. This will undergo expert pooling to at least three experts in

the discipline for scrutiny along with the suitability and adaptability of the

items to the target respondents. Furthermore, this will be field tested on at

least 30 students outside the research parameters. Reliability will be

established through Cronbach’s alpha. According to Taber (2018), an alpha

of at least 0.70 suggests reliability.

The questionnaire consists of two parts:

23
Part I - Profile of the Respondents

Part II - The corresponding test that will determine the strengths and

weaknesses of BSEd pre-service teachers in LRT-GenEd specifically

Mathematics.

To determine the strengths and weaknesses of BSEd pre-service teachers

in LRT-GenEd specifically Mathematics, the following score interval,

competency level scale and indicators will be used:

Score Interval Competency Indicator

(Mean) Level

8.41 - 10.00 Excellent Pre-teachers performed

at the highest level.

6.81 – 8.40 Good Pre-teachers performed

competently.

5.21 – 6.80 Acceptable Pre-teachers performed

adequately.

3.61 - 5.20 Marginal Pre-teachers performed

slightly below the

expected standard.

1.00 - 3.60 Poor Pre-teachers performed

below the expected

standard. Additional

direction and support

are needed.

Myers, J., Powell, D., Psirides, A., Hathaway, K., Aldington, S. & Haney, M.

(2016). Non-technical skills evaluation in the critical care air ambulance

environment: Introduction of an adapted rating instrument - an observational

24
study. Scandinavian Journal of Trauma Resuscitation and Emergency

Medicine. 24. 10.1186/s13049-016-0216-5.

Data Gathering Procedure

The researcher will seek permission from the office of the Dean of the

College of Teacher Education through the Chairperson of the BSE program

prior to the proper conduct of data gathering. Once approved, the researcher

will convene all the respondents in a room for the floating of the

questionnaire.

After gathering all the answered questionnaires, the researchers will

tabulate the data via statistical tools to answer the statement of the

problems and the hypothesis of the study, then the interpretation of

the results makes to determine the validity of the proposed study.

Answered questionnaires will be kept temporarily in a safe place but

will be shredded after the validation and checking by the research

advisor. This is to ensure the confidentiality of the information given

by the respondents.

Data Treatment Plan

The following statistical tools will be used in interpreting the

data collected:

1. Frequency Counts and Percentages. This will be utilized to assess

the data on the respondents' profiles in terms of age, major of

specialization, birth order, and socio-economic status.

2. Mean. This will be utilized to describe the mathematical

competencies of BSEd Pre-Service teachers in LET-GenEd

25
 specifically Mathematics.

3. T-test - This will be utilized to see if there were any significant

differences in the mathematical competencies of BSEd pre-service

teachers in LET-GenEd specifically Mathematics when categorized

by sex.

4. Analysis of Variance (ANOVA). This will be utilized to see if there

were any significant differences in the mathematical competencies

of BSEd pre-service teachers in LET-GenEd specifically

Mathematics when they were categorized by major of

specialization, birth order, and socio-economic status.

Ethical Consideration

The following are observed in this study:

1. The respondents are free to opt-in or out of the study at any

point in time.

2. The respondents are also entitled to know the purpose, benefits,

and risks should there be any before they agree or decline to join

the study.

3. The anonymity of respondents will also be protected. Identities of

the respondents will not be revealed as personally identifiable data

will not be collected.

4. The confidentiality of the respondents will be hidden from anyone

else.

5. Personally identifiable data (should there be any) will be kept with

much confidentiality so that it cannot be linked to other data by

anyone else.

6. The respondents are assured that there is no known physical,

social, or psychological harm in their participation in this study.

26
 References

Abdullaeva, Z., Saadaloy, T., Turdubaeva, K., & Zikirova, G. (2021). Teaching

Mathematics by Competency-Based Approach in Preparing Technical

Students for Future Professional Working. Scientific Research

Publishing Inc.

Alipante, A., Cortez, M., & Lajato, D. (2017). Binary Logistic Model on

Factors Affecting the Result of Licensure Examination for Teachers

(LET). International Journal of Education and Research.

An Act to Strengthen the Regulation and Supervision of the Practice of

Teaching in the Philippines and Prescribing a Licensure Examination for

Teachers and for other Purposes, Republic Act No. 7836 (1994).

Antiojo, L. (2017). Performance of Education Graduates in the Licensure

Examination for Teachers (LET). International Journal of Social

Sciences., 1363-1384.

Ballado, R., Basierto, R., Dalucapas, C., & Hena, R. (2014). Variates of the

Performance of Teacher Education Graduates in the Licensure

Examination for Teachers (LET). International Journal of

Interdisciplinary Research and Innovations, 157-163.

Bin, X., Pejie, J., Yanyun, J., & Yong, Z. (2022). Preservice mathematics

teachers’ perceptions of mathematical problem solving and its

teaching: A case from China. Original Research Article Front.

Blomeke, S. and Delaney, S. (2014). Assessment of teacher knowledge across

27
 countries: A review of the state of research. International perspectives on

teacher knowledge, beliefs, and opportunities to learn (pp. 541- 585).

Bondoc, J., & Laranang, J. (2020). Attitudes and Self-Efficacy of Students

toward Mathematics. International Journal of English Literature and

Social Sciences.

Brobo, M., & Valle, A. (2022). Brobo, M., & Valle, A. (2022). A Comparative

Study in the Performance of the first takers of the Licensure

Examination for Teachers (LET): An Action Reseearch. International

Journal of Advanced Research.

Buted, D., Ferrer, I., & Ferrer, R. (2015). Performance of Based Science

Graduates in Licensure Examination for Teachers: Basis for

Regression Model. Asia Pacific Journal of Multidisciplinary Research.

Cázares, M. J., Páez, D. A. & Pérez, M. G. (2020). Discusión teórica sobre las

prácticas docentes como mediadoras para potencializar estrategias

metacognitivas en la solución de tareas matemáticas. Educ.

Matemática 32, 221–240. doi: 10.24844/EM3201.10

Cocal, C., & Navida, G. (2022). Predictors of BSEd Mathematics Licensure

Examination for Teachers (LET) Performance of One ASEAN State

University. International Journal of Scientific and Management

Research.

Dacena, R. (2021). Enhancement of Mathematics Competency through

Inpedendent/Cooperative Learning (ICL). Asia Pacific Journal of

Educational Perspectives, 114-127.

Dagdag, J., Ibale, J., & Sarmiento , C. (2017). Examining the Factors of

Licensure Examination for Teachers Performance for Program

28
 Strategy Enhancement. Asia Pacific Journal of Multidisciplinary

Research.

Delos Angelos, M. (2017). Examining the Factors of Licensure Examination

for Teachers Performance for Program Strategy Enhancement. Asia

Pacific Journal of Multidisciplinary Research.

Font, N., Gimenez, J., Malaspina, U., & Rubio, N. (2023). PRE-SERVICE

TEACHERS LEARNING TO ASSESS MATHEMATICAL

COMPETENCIES.

General Education Curriculum: Holistic Understandings, Intellectual Civic

model eliciting activities. PNA 8, 51–59.

Implementing Rules and Regulations of the Enhanced Basic Education Act,

Republic Act 10533 (2013). Available online at:

https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

(accessed on 23 March 2023).

Isack, M. (2015). Factors Leading to Poor Performance in Mathematics

Subject in Kibaha Secondary Schools.

Karakolidis, A., Harbison, L., NicMhuiri, S., & Twohill, A. (2022). Primary

Preservice Teachers’ Mathematics Teaching Efficacy Beliefs: The Role

Played by Mathematics Attainment, Educational Level, Preparedness

to Teach, and Gender. International Journa of Science and

Mathematics Education., 601-622.

Malangtupthong, P., Nurittamont, W., & Phayaphrom, B. (2022). Factors

Influencing Mathematical Problem-Solving Competency: A Case Study

29
 on High School Students. PSAKU International Journal of

Interdisciplinary Research.

Mallart, A., Font, V., & Diez, J. R. (2018). Case Study on Mathematics

Pre-service Teachers’ Difficulties in Problem Posing. Eurasia Journal of

Mathematics, Science and Technology Education, 14(4).

Ministerio de Educación y Formación Profesional (2019). PISA 2018.

Programa para la Evaluación Internacional de los Estudiantes. Informe

Español.

PISA 2018 Philippine National Report; Pasig City: Department of Education.

Professional Regulation Commission (2022). Enhanced Table of

Specifications for the Subjects of the Licensure Examination for

Professional Teachers to be Implemented Beginning March 2023.

Suleiman, Y. & Hammed, A. (2019). Perceived causes of students’ failure in

mathematics in kwara state junior secondary schools: implication for

educational managers. Int J Educ Stud Math (2019). 6(1):19–33.)

UNESCO Bangkok. (n.d.). Philippine struggle to make the grade in STEM

education. UNESCO Bangkok.

30
 TEST

Dear respondents,

May we request you to accomplish this test for our research titled

“Mathematical Competencies of Pre-Service Teachers in General

Education Mathematics for Licensure Examination for Teachers (LET)”.

This test is adopted at Dr. Carl E. Balita Review Center (CBRC), Yellow Book

4.0. Your response will serve as our basis regarding this research. Rest

assured that the data will be treated with the utmost confidentiality. We

would appreciate your assistance and support in this research endeavor.

Thank you.

The Researchers

I. Profile of the Respondents

Directions: Below is the checklist intended to gather information about

your personal background. Please provide the related information

honestly.

Name: _____________________________________

Sex: Female ( ) Male ( )

Major of Specialization: English ( ) Mathematics ( )

Science ( ) Filipino ( )

Birth Order: First ( ) Middle ( ) Last ( )

Socio-Economic Status: Upper: ( ) Upper-middle: ( ) Middle: ( )

Working: ( ) Lower: ( )

31
II. Information proper

1. What are the strengths and weaknesses of pre-service teachers in

LET-GenEd specifically Mathematics?

Direction: Read each statement carefully. Choose the best letter that

corresponds to your answer in the space provided.

_______1. Simplify: 3 x−( 2 y−4 x )+ 6 y

A. −x−4 y B. −x +4 y C. 7 x−4 y D. 7 x +4 y

_______2. What is the coefficient in the expression 13 x 2 y 2?

A. 2 B. 4 C. 13 D. x

_______3. Simplify: 2 x−{3 y− [ 5 x−( 7 y −6 x ) ] }

A. −9 x +4 y B. 9 x +4 y C. −13 x−10 y D. 13 x−10 y

_______4. The total amount due on P20,000which has been invested for

five years at 10% annual interest is _______________.

A. P 10,000 B. P 10,000 C. P 30,000 D. P 5 0,000

_______5. Skyway Company manufactures tables and chair. In its catalog,

a round table is priced at P6,000 less 15%. What will Iah have to pay for

the round table?

A. P 9 00 B. P 5,100 C. P 5,300 D. P 6 , 9 00

_______6. The least common multiple of 8,6,3 is _____________.

A. 18 B. 24 C. 48 D. 5 4

_______7. A 10-meter board leans against the wall. The foot of the board is

8 meters from the wall. How far up the wall does the board reach?

A. 4 meters B. 6 meters C. 8 meters D. 16 meters

_______8. Karlo had an average of 70% in his first two tests and an average

32
 of 80%in his next three tests. The average for his five tests is

____________.

A. 70 B. 75 C. 76 D. 80

_______9. Bernadette’s aquarium has length, width, and height of 10cm,

8cm, and 6cm, respectively. Its volume is ______________.

A. 200 cubic centimeters C. 400 cubic centimeters

B. 240 cubic centimeters D. 480 cubic centimeters

_______10. Jessica has 6 red t-shirt and 9 yellow t-shirts. If she picks one t-

shirt at random, what is the probability that it will not be yellow?

2 3 9 2
A. B. C. D.
5 5 15 3

_______11. What is the amount due on P8,000 after adding the annual

interest of 9%?

A. P 7 ,7 0 0 B. P 8 ,720 C. P 9 , 720 D. P 15,200

_______12. Ms. Tadle weighed 62 kg. She lost 3 kg on her first week of

exercise, gained 4 kg on her second week, lost 5 kg on the third week and

retained her weight during the fourth week. What was her weight on the

fourth week in kg?

A. 50 kg B. 58 kg C. 62 kg D. 63 kg

_______13. What measure of central tendency is most appropriate to use

describe the common sizes t-shirt among adults?

A. Mean B. Median C. Mode D. Variance

_______14. One card is taken from a deck of card. What is the probability of

getting a face card ?

1 3 1 2
A. B. C. D.
13 13 3 3

_______15. The prime factors of 56 are ________.

33
 A. 28, 2 B. 7, 4, 2 C. 14, 2, 2 D. 7, 2, 2, 2

_______16. In a right triangle ABC, the right angle is at C. The measure of

AC is 6 and BC is 7. What is the measure of AB?

A. √ 13 B. √ 30 C. √ 75 D. √ 85
_______17. Interest at 8% after 3 months on P6,000

A. P150 B. P120 C. P1, 200 D. P1, 400

_______18. If the side of a square is increased by 4 cm, the area is increased

by 40 square cm. The length of a side of the original square is __________.

A. 2 cm B. 3 cm C. 4 cm D. 10 cm

_______19. If the ratio of x to y is 11:3, then what is the ratio of 3x to 2y?

A. 2:3 B. 2:11 C. 3:2 D. 11:2

_______20. The sum of three consecutive integers is 123. What are the

integers?

A. 39, 40,41 B. 40, 41, 42 C. 41, 42, 43 D. 42, 43, 44

_______21. The measure of one supplementary angle is thrice the measure

of the second. What is te measure of the larger angle?

A. 105 ° B. 115 ° C. 135 ° D. 145 °

_______22. Jovelyn is twice as old as Generose two years ago. The difference

of their present ages is 7. Find the age of Jovelyn now.

A. 13 B. 14 C. 15 D. 16

_______23. One side of a cube is 3cm. Find the ratio of its volume with

another cube whose side is 5cm.

A. 3:5 B. 9:15 C. 9:25 D. 27:125

_______24. Gen will be F years old X years from now. How old is she now?

A. F−X B. F+ X C. 2 F−X B. 2 F+ X

_______25. If the measures of the sides of a regular polygon are integers

34
 and its perimeter is 78, the polygon is a ________.

A. Hexagon B. Nonagon C. Octagon D. Pentagon

_______26. If the probability that it will rain today is 5/8, what is the

probability that it will not?

A. 1/8 B. 2/8 C. 3/8 D. 1/2

_______27. What do you call triangle with equal sides?

A. Equilateral B. Isosceles C.Right Triangle D. Scalene

_______28. At 70 kph, Rey can reach his home within 50 minutes. At what

rate should he drive his car so that he can reach home 15 minutes

earlier?

A. 80 kph B. 85 C. 90 kph D. 100 kph

_______29. Find the value of x to make the proportion x:8 = 4:16 true.

A. 2 B. 3 C. 6 D. 8

_______30. The value of k for which 7456k8 is divisible by 4.

A. 1 B. 3 C. 4 D. 5

_______31. What is the area of a circle inscribed in a square having a side of

6 centimeters?

A. 4π B. 9π C. 10π D. 16π

_______32. A company supervisor had incurred the following expenses in

his trips to Vigan: P3200; P2800; P2500 and P1500. What percent of his

total monthly budget of P40,000 did he spent for this trip?

A. 10% B. 15% C. 20% D. 25%

_______33. Jovelyn obtained the following result from her English

examinations: 82, 83, 85, 90. What score must she get in the next

examination so that average score is 86?

A. 83 B. 85 C. 88 D. 90

35
_______34. An isosceles triangle has a base of 2 meters and a perimeter of

12 meters. What is the length of the other side?

A. 4 meters B. 5 meters C. 6 meters D. 10 meters

_______35. In how many ways can 5 girls be seated in a row of 5 seats?

A. 105 B. 110 C. 115 D. 120

_______36. What number must be subtracted from both numerator and

denominator of the fraction 11/23 to give a fraction whose value is 2/5?

A. 2 B. 3 C. 4 D. 5

_______37. In a Physics test, nine students obtained the following grades:

80, 86, 78, 88, 90, 83, 76, 84,92. What is the median grade?

A. 83 B. 84 C. 86 D. 88

_______38. A ball is drawn at random from a box containing 6 red balls, 4

white balls and 5 blue balls. Find the probability that it is white.

A. 1/3 B. 1/4 C. 4/15 D. 11/15

_______39. Find the number of ways selecting 4 books from 6 books in a

shelf.

A. 15 B. 20 C. 25 D. 30

_______40. A cube has a volume of 64 cubic meters. What is its dimension?

A. 8 meters x 8 meters x 1 meter

B. 4 meters x 4 meters x 4 meters

C. 8 meters x 2 meters x 2 meters

D. 16 meters x 2 meters x 2 meters

Approved:

MARY JOY AGNES B. ALUNDAY, MST

36
Adviser

37