CONTEXT AND RATIONALE

Mathematical problem solving is an essential component of mathematical

competence and is critical for students' success in school mathematics and beyond.

Many industries rely on problem-solving for continued operation and success.

Government agencies use problem-solving to streamline operations and minimize

cost. Likewise, scientific institutions heavily depend on problem-solving in pursuit of

scientific knowledge. It is the method we use to understand what is happening in our

environment, identify things we want to change and then figure out the things that

need to be done to create the desired outcome (Stottler & Tregoe).

Problem solving involves different techniques including pattern recognition.

According to National University of Singapore, pattern recognition has been widely

used to solve many real-world problems such as image processing and business

analytics. Likewise, in the study conducted by Yasin and Nusantara (2023) stated that

pattern recognition characteristics for solving the mathematics problem in

computational thinking can be identified by understanding the problem by looking for

information on the problem context and matching questions with a similar description

of the questions store in the students’ mind.

Cognizant of the vital role of problem-solving in nation building, the K to 12

mathematics curriculum emphasized problem-solving as one of the twin-goals of

mathematics education ((Department of Education, 2016). Similarly, the newly

introduced Matatag K to 10 Mathematics curriculum framework (Department of

Education, 2023), laid the goal of developing mathematically proficient and critical

problem-solver students.

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 Still, numerous studies and reports indicate that a significant number of

students struggle with mathematical problem-solving. This struggle not only affects

their performance in mathematics but also impacts their ability to apply mathematical

concepts to real-life situations.

In 2018, as part of the quality basic education reform plan and a step towards

globalizing the quality of the Philippine basic education, the Department of Education

joined the Programme for International Student Assessment (PISA) of the

Organization for Economic Cooperation and Development (OECD) (Department of

Education, 2019). This assessment tests 15-year-old students’ ability to apply their

mathematical knowledge to real-world problems. Results revealed that the Philippines

ranked second to the lowest with a score of 353 in Mathematics.

Likewise in 2019, the Philippines also participated in the International

Association for the Evaluation of Educational Achievement (IEA) Trends in

International Mathematics and Science Study (TIMSS). In the 2019 TIMSS, however,

no high school students participated. The Philippines was represented by grade 4

learners. Nevertheless, results also revealed that the Philippines ranked last with a

score of 297 in mathematics (Mullis et al., 2020).

Recently, DepEd participated again in the 2022 PISA as part of the Sulong

Edukalidad program (Department of Education, 2022). The Philippine performance

indicated a mean result of 355 in mathematics, a not so significant increase of two

points from 2018 mean score of 353. As compared to the OECD average of 472, the

Philippines ranked 76th out of 81 countries that participated (OECD, 2023).

These international assessments uncovered the state of Philippine mathematics

education when it comes to problem-solving. This was more evident when we had a

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firsthand experience of handling mathematics classes during our on and off-campus

teaching internship at different secondary schools in the province of Ilocos Norte.

Based from our observations, most students were active when basic lessons are

discussed and tend to give up and lose interest when the lessons became complicated.

When lessons include problem-solving, students became passive listeners. This

resulted to low scores in quizzes and similar tests. When we looked into the teachers’

class record, the same outcome is observed. To gather more data on what might be the

problem, we asked students why they get low scores in math tests especially when it

involves problem solving. Most students admitted that they have difficulty in

conceptualizing and visualizing the given problem. Sometimes, the students’ step-by

step procedure is correct but started with the wrong interpretation of the problem. This

corroborates the study of Sukoriyanto et al. (2016) that showed students make

mistakes in understanding the problems that resulted to a mistake when planning the

solution to the problem. Some students acknowledged that they can understand the

lesson during discussions, but tend to forget the procedure in the problem-solving

process.

These observations were not unique to our on and off-campus teaching

internship. There were also observed during our Field Study 2 (Participation and

Teaching Assistantship) when we were conducting our CBAR proposal. This means

that there is a prevalent problem when it comes to mathematical problem solving.

With these, we determined the gap of learning. The current state of learning

mathematics shows that there is a low level in students’ problem-solving. On the other

hand, the desired state of learning mathematics is to improve their problem-solving.

The need to improve the level of problem-solving in mathematics is

paramount to ensure that students are equipped with the necessary tools to navigate

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the challenges of the modern world. In order to bridge the learning gap, we came up

with the idea of using concrete manipulatives in teaching concepts of mathematics.

Manipulating objects allows students to explore concepts at the first, or concrete level

of understanding. Strategies and algorithms will be developed over time (Ojose, 2008,

as cited in Dinsmoor, 2023). Students need to understand the concept at the two levels

of concrete and pictorial first before they can handle an abstract or symbolic level

(Hurst & Linsell, 2020, as cited in Dinsmoor, 2023). Thus, we focused on improving

the level of students’ problem-solving as the main objective of this study.

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 THE INTERVENTION

Mathematical problem solving, according to George Polya (1981), is finding a

way around a difficulty, around an obstacle, and finding a solution to a problem that is

unknown. It involves the ability to understand a problem, devise a plan, carry out that

plan, and evaluate the solution for accuracy and efficiency. These skills are not only

vital for academic achievement but also for fostering critical thinking, creativity, and

analytical skills. In today's fast-paced, technology-driven society, the ability to solve

complex problems is crucial in fields such as engineering, science, economics, and

technology.

There are several problem-solving processes or models that educators and

students can use to approach mathematical problems systematically. Here are some of

them:

Design Thinking Process. The Design Thinking Process was introduced and

popularized by the Hasso Plattner Institute of Design at Stanford University (Brown

& Katz, 2009). It is an iterative problem-solving process commonly used in fields

such as engineering and product design. However, its use is also applicable in

education. The design thinking process involves five steps: empathize, define, ideate,

prototype, and test. The empathize stage includes understanding the user’s needs and

perspectives. The define stage, is where the problem is articulated. Ideate stage

involves brainstorming to generate a range of ideas. The prototype stage involves

building a tangible representation of one or more ideas. And the test stage is where

evaluation of the prototype and refining it based on feedback takes place.

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 Polya’s Problem-Solving Process. In the book How to Solve It: A New Aspect

for Mathematical Method, Polya (2014), outlined a systematic process for tackling

mathematical problems which is structured into four main steps: Understand the

Problem; Devise a Plan; Carry Out the Plan; and Look Back. In the Understand the

Problem step, the goal is to thoroughly comprehend the problem before attempting to

solve it. This involves identifying the unknowns, understanding the given data or

establishing the conditions. In the Devise a Plan step, it involves formulating a

strategy to solve the given problem. It involves selecting an appropriate method or

approach based on the problem’s characteristics like looking for patterns, drawing a

diagram, breaking the problem into smaller parts or using algebraic methods. The

third step, Carry Out the Plan, involves implementing the strategy developed in the

second step. In this step, careful execution, persistence and attention to detail must be

considered. The fourth step, Look Back, requires looking back and evaluating both

the solution and the process. It involves, checking the solution, reflecting on the

process and generalizing the result.

All these models require understanding the problem as a necessary condition

in order to solver a particular problem. However, many researches have consistently

shown that students often struggle with mathematical problem-solving, particularly

due to the abstract nature of many mathematical concepts. From our observation of

how students do problem solving, and based from the students’ feedback and

responses, most students admitted that they have difficulty in conceptualizing and

visualizing the given problems. As a consequence, getting wrong solutions to the

problems. This is a pressing concern that needs to be addressed.

To address the challenge of properly understanding a given mathematical

problem, various instructional strategies have been explored including the use of

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concrete examples and manipulatives (Laura, 2023). Many researchers have defined

concrete models in various ways. According to Lagura, et al, (2015), these are objects

which can be felt, touched, handled, and moved by students to introduce or reinforce a

mathematical concept. Moreover, concrete models are objects that concretize abstract

mathematical concepts (Cramer and Wyberg, 2009, as cited in Tezer 2022). Similarly,

Jones & Tiller (2017) described concrete models as physical objects that are used as

teaching tools to engage students in the hands-on learning of mathematics. The use of

physical aids to build students' understanding of abstract topics help them develop a

better understanding of what the problem is all about (Johnson, 2023). In summary,

concrete models are models that help represent a particular mathematical concept.

Examples include but not limited to garboards, pattern blocks, chip-trading boards,

algebra tiles, fraction bars, shapes, cubes, or even paper that is cut or folded can be

utilized to represent a variety of mathematical concepts.

Likewise, concrete objects in mathematics refer to physical objects or

manipulatives that can be used to represent concepts in the subject. Such objects are

used to help students visualize and understand abstract mathematical ideas through

hands-on exploration and manipulation. While this is true, there are also other objects

that do not inherently represent mathematical concepts but can be used to demonstrate

mathematical principles. With this, that particular object is concrete within a specific

lesson. This claim is supported by Dale’s Cone of Experience (1960) where he

theorized that learners retain more information when they are actively involved in the

learning process. Furthermore, Dale’s Cone of Experience tells that 90% retention is

the result of experiential learning technique. The more senses are involved in

interacting with the source, the more meaningful learnings the student may get from it

(Dema-ala et. al, 2015).

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 Direct purposeful experiences, located at the base of the Cone of Experience,

gives the most concrete, tangible learning experience, where it simply refers to hands-

on learning or practice of a real thing. Real and concrete experiences are necessary to

provide the foundation of their permanent learning. Thus, the cone suggests that

lessons should aim to incorporate more hands-on, concrete experiences, when

possible, to optimize student understanding and incorporating concrete experiences

into education allows students to engage in active problem-solving. This experiential

learning fosters problem-solving abilities as students are actively involved in their

learning process, making connections between abstract ideas and tangible

experiences. For example, in a mathematics class, instead of merely reading about

geometric principles, students might engage in constructing models using various

materials, allowing them to observe the properties of shapes firsthand, make

measurements, and test hypotheses about geometric relationships. Dale's approach

underscores the importance of using concrete, experiential learning as a foundation

for developing students' problem-solving abilities, making education more dynamic

and effective.

There are many methods or approaches that emphasizes the use of concrete

materials to deepen students’ understanding of abstract concepts. One well-research

approach that makes use of physical objects and manipulatives is the Concrete

Representational Abstract (CRA) approach popularized by Jerome Bruner and Jean

Piaget. The CRA instructional framework is a teaching approach used to help students

understand concepts. It has its roots in educational psychology and made its way to

mathematics education. The CRA has three stages. The first stage is the Concrete

stage. In this stage, students use physical objects and manipulatives to explore

mathematical concepts. This hands-on approach allows students to directly interact

8
with materials to gain a tangible understanding of abstract ideas. The second stage is

the Representational stage. In this stage, students transition from physical objects to

visual representations. Students may draw pictures or use diagrams to model the same

concepts they handled concretely. This step helps students make the connection

between the physical and the abstract. The third step is the Abstract Stage. In this step,

students use abstract symbols and notations to represent mathematical concepts. This

involves using numbers, mathematical symbols and formulas to perform operations

and solve problems without relying on physical or visual aids.

On the other hand, the Singapore Math method, developed by Singapore’s

Ministry of Math Education, follows a three-step approach to learning math: moving

from hands-on experiences to picture models to abstract mathematical equations. This

method emphasizes teaching students to think mathematically and build on concepts

rather than relying on rote memorization and drilling. Similar to the CPA (Concrete-

Pictorial-Abstract) Approach, the Singapore Math Method begins with using physical

objects (manipulatives) to understand mathematical concepts. Once students grasp the

concepts with concrete objects, they move on to visual representations such as

drawings or diagrams. Finally, students use abstract symbols to represent the

concepts. This progressive learning process ensures a deep and lasting understanding

of mathematical ideas.

It is noteworthy that while the K to 12 mathematics curriculum emphasizes

problem-solving as a goal, it also mentioned the use of manipulatives as appropriate

tools in teaching mathematics. These tools allow students to be actively engaged in

learning mathematics and deepen their mathematical understanding. They are

particularly effective for developing, clarifying and applying mathematical

concepts(SEI-DOST & MATHTED, 2011).

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 Building on the powerful use of manipulatives in the understanding of

mathematical concepts, combined with the widely respected Polya’s four-step

problem solving process in tackling mathematical problems, the we decided to use

Concrete Conceptualization (CoCo) Approach to improve the level of students’

problem solving.

The CoCo Approach is a term that we coined to serve as an intervention to the

identified problem of low level of students’ problem solving. There are two key

elements involved in this approach: 1. Concrete Experience; and 2. Conceptual

Understanding. In this approach, students begin by engaging with physical objects or

real-life scenarios that represent the concept being taught. This hands-on interaction

helps ground abstract ideas in a tangible reality. Likewise, after interacting with

concrete materials, students are guided to understand the underlying principles and

concepts that these materials represent. This leads to better conceptual understanding.

In the case of problem solving, the concrete experience will lead to better

understanding of the problem, and thus, more likely to find solutions to the given

problems.

For the purposes of our research, the following are some CoCo activities

utilized to improve students’ level of problem solving.

1. TRIANGLE LACE

Material: Lace, any object found inside the classroom

Topics: Illustrating Angles of Elevation and Depression

Problem-Solving Involving Right Triangles

In order to illustrate angles of elevation and depression in a real-life situation,

the lace is used to connect objects. This allows the students to have an actual

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observation of how a right triangle is formed when connecting an observer’s eyes to a

particular object. The orientation of the triangle formed also helps in showing the type

of angle that is formed.

Procedure:

i. An observer and an object above or below will be identified.

ii. The lace will be used to connect the observer’s eye to the object being

observed.

iii. To complete the illustration of a triangle, another lace will be used as the

horizontal line. This allows the students to have an actual observation of the

figure created.

2. ANGLEGS

Materials: popsicle sticks, glue gun, tape, laptop

Topic: Illustrating Triangle Congruence

AngLegs are a manipulative tool consisting of colorful plastic pieces

representing angles and sides of different lengths. Each AngLegs set typically

contains pieces of various sizes and colors, allowing for the creation of triangles with

different dimensions.

Using AngLegs to show how triangles are the same size and shape offers a

hands-on way for students to grasp geometric ideas. When students move the

AngLegs around, they are actively involved and can see how the sides and angles fit

together. To do this, students pick AngLegs pieces that match the sides and angles of

two triangles. They then use these pieces to build the triangles and compare them to

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see if they look the same. This hands-on method helps students understand geometry

better and remember what they've learned. In the end, AngLegs are a helpful tool for

teachers to make learning about triangle sizes and shapes more engaging. By letting

students explore and play with the AngLegs, teachers can help them understand

important math concepts and appreciate the beauty of geometry.

Procedure:

i. Begin by selecting AngLegs pieces of appropriate sizes and colors to represent

the sides and angles of the triangles you want to illustrate.

ii. Lay out the AngLegs pieces to represent the sides and angles of the first

triangle.

iii. Use different colors for sides and angles to make the triangle visually distinct

and easier to identify.

iv. Use the same AngLegs pieces that were used for the first triangle to construct

the corresponding sides and angles of the second triangle.

v. Align the AngLegs pieces carefully to ensure accurate representation of the

triangle's dimensions.

vi. Once both triangles are constructed using AngLegs, visually inspect them to

determine if they appear congruent.

vii. Check for matching side lengths, angle measures, and overall shape to verify

congruence.

3. REAL-LIFE RELATIONS AND FUNCTIONS

Materials: Pencil, multi-colored pen, tumblers, phones, fruits, celluloid,

and cardboard.

Topic: Relations and Functions

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 The subtopics on relations and functions include the kinds of relations: one-to-

one, many-to-one, one-to-many, and many-to-many correspondences, and the vertical

line test. The manipulatives or concrete objects used in the kinds of relations are

pencil, multi-colored pen, tumblers, phones, colors, and fruits. For example, a

concrete example of one-to-one correspondence is a pencil, there is one pencil lead

and one eraser. In many-to-one correspondence was a multicolored pen, there are

multiple colors used in a pen. These allow the students connect mathematical ideas to

physical objects and see the real-life applications of mathematical concepts, thus

promoting better understanding. On the other hand, the concrete objects used in the

vertical line test were celluloid, marker, and cardboard for graphing. Students drew

vertical lines to determine whether a graph is a function or not.

ACTION RESEARCH QUESTIONS

This study aimed to improve the students’ level of problem-solving through

Concrete Conceptualization (CoCo) Approach. Specifically, it sought to answer the

following questions:

1. What is the level of the students’ problem-solving before the integration

of the Concrete Conceptualization (CoCo) Approach?

2. What is the level of the students’ problem-solving after the integration of

the Concrete Conceptualization (CoCo) Approach?

3. Is there a significant improvement in the students’ level of problem-

solving after the Concrete Conceptualization (CoCo) Approach?

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 ACTION RESEARCH METHODS

This chapter gives a comprehensive discussion of the research design, setting,

participants, instruments, data collection, and data analysis that were integrated in this

study.

Research Design

In this study, the we employed a descriptive method employing an action

research design. The action research design followed the cycle introduced by McNiff

and Whitehead (2006). This action research cycle is iterative and involves six key

steps designed to foster continuous improvement through reflective practice.

Identifying a Research Focus. In this step of the action research cycle, it

involves identifying an area of practice that needs improvement or investigation. This

is a critical step where the researcher reflects on their practice and identifies specific

issues or questions that need to be addressed.

Planning an Action. Once the focus is identified, the next step is to plan an

intervention or action that will address the issue. This involves formulating a strategy

or action plan that is informed by relevant theories, previous research, and the specific

context of the practice.

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 Implementing the Action. The planned action is implemented in the practice

setting. This is the step where the researcher puts the plan into action and begins to

collect data on its effectiveness.

Observing and Collecting Data. During the implementation step, the

researcher systematically observes the effects of the action and collects relevant data.

This data can be quantitative or qualitative.

Reflecting on the Action. After the action is implemented and data is collected,

the researcher reflects on the outcomes. This involves analysing the data to determine

the effectiveness of the action and understanding what worked, what did not, and why.

Revising the Plan. Lastly, based on the reflections and analysis, the researcher

makes informed decisions about how to modify or refine the action. This might

involve tweaking the original plan, trying a new strategy or identifying new areas for

investigation.

Research Setting

We conducted this study at three different schools in the province of Ilocos

Norte, namely: Mariano Marcos State University – Laboratory High School Laoag

Campus (MMSU-LHS); Suyo National High School (SNHS) in Dingras; and Ilocos

Norte College of Arts and Trades (INCAT), located also in Laoag.

Research Participants

The participants in this study are composed of 83 students: 28 students from

Grade 8 – Venus from Mariano Marcos State University – Laboratory High School

Laoag Campus, 18 students from Grade 9 – Alexandrite from Suyo National High

School, and 37 students from Grade 8 – Gold from Ilocos Norte College of Arts and

15
Trades, during the academic year 2023-2024. These sections are where the student

interns were assigned to teach during their internship. Initially, all students in the

sections were included. However, some did not give their consent or assent and were

excluded in the research study. Those who have incomplete data, like have a pretest

but no posttest, were also excluded.

Research Instruments

In this study, we administered two sets of tests. One set is used to determine

the students’ level of problem-solving after a traditional discussion before the

intervention, and the other set is used to determine the students’ level of problem-

solving after a discussion with the intervention. The pre-intervention test (pretest) and

the post-intervention test (post test) are similar in content but with parallel questions.

To determine the students’ level in problem-solving, the scores are divided

into scale with descriptive interpretation adapted from DepEd Memorandum No. 31

series of 2016.

Mean Score Descriptive Interpretation

Range
13.00 - 15.00 Advanced
10.00 - 12.99 Proficient
7.00 - 9.99 Approaching Proficiency
4.00 - 6.99 Developing
0.00 - 3.99 Beginning

Data Collection Method

As part of our teaching internship, we were deployed to our on campus and

off-campus schools. The whole teaching internship is divided into two shifts. The first

shift is from January 17, 2024 to March 14, 2024. The second shift started from

March 18, 2024 to May 17, 2024.

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 For the first two weeks of our on campus and off campus internship, both in

the first shift and the second shift, we initially conducted an observation to the

students assigned to us for us to identify if the students have low level of problem

solving as observed also during our Field Study 2, only with different schools and

sections. To look for a suitable intervention to the students’ level of problem solving,

we read books, articles and research journals. We settled on the use of Concrete

Conceptualization Approach to address the identified research focus.

One in our CBAR group decided to conduct the research in her on-campus

shift as the shifts assigned to her involves some problem-solving, while two others

conducted theirs in their off-campus shift. The rest tried to conduct theirs, but the

topic given to them do not involve problem solving, or there was not enough time to

conduct the study due to many class disruptions like R1AA or shifting of classes to

alternative delivery mode (ADM) due to extreme heat conditions.

Before the conduct of this action research, we first asked permission from the

School Principals through a letter request to carry out the research the week after the

observation. Upon approval, parents’ consent and students’ assent forms were

distributed to all students identified as research participants. They are given 3 days to

respond and give their consent and assent forms. Those who were not given consent

or did not give their assent were excluded from the study.

For the succeeding days, we informed their cooperating teachers of what they

intended to do in the study. In order to measure the students’ level of problem-solving,

we discussed math topics in a traditional way. After which, we administered a pre-

intervention test (pretest) about the topic they discussed and analysed it to establish a

baseline data to determine if there is a need for an intervention. If the scores are

17
acceptable, an intervention is unnecessary. But if the scores are deemed low, an

intervention will be conducted using the Concrete Conceptualization Approach. Then

a post intervention test (post-test) was administered.

The pre-intervention tests (pretest) and post-intervention tests (post-test) were

then compared and analysed using statistical tools.

Ethical Consideration

We are committed to upholding ethical standards throughout the study,

prioritizing informed consent and voluntary participation from both students and

educators. We ensured that the participants are fully aware of the research purpose,

procedures, and potential risks. Before conducting this study, we asked permission

first from the school principal to conduct the study. After the approval from the

School Principal, we distributed the consent and assent forms to the students.

Participation is voluntary, and for minors, we also sought approval from parents or

guardians through the consent form. Communication is transparent, providing clear

information on research procedures, methodologies, and expected outcomes, while

also acknowledging study limitations and potential conflicts of interest. We respect

participants' autonomy, allowing them to withdraw from the research any time without

negative consequences. Likewise, no student is identifiable through the data we had.

And these data will be deleted permanently once this study is considered for

publication

Data Analysis

The data obtained for this study were subjected to statistical treatments. For

better presentation and interpretation of the results, the data are recorded and

tabulated. The following are the statistical tools used:

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 Mean. The mean of the scores that were obtained from pretests and post tests

were used to describe the level of problem-solving of the students before and after the

intervention. We computed the weighted means and interpreted the obtained results

using the scale below. The scale is adapted from the Department of Education Order

No. 31. series of 2016.

Table 1.
Descriptive Interpretation of the Mean Score Ranges.

Mean Score Descriptive Interpretation

Range
13.00 – 15.00 Advanced
10.00 - 12.99 Proficient
7.00 - 9.99 Approaching Proficiency
4.00 - 6.99 Developing
0.00 - 3.99 Beginning

Beginning: The student has difficulty understanding the problem.

Developing: The student can understand the problem but does not know how to solve

it.

Approaching Proficiency: The student understands the problem and can apply

strategies with growing accuracy, through occasional errors occur.

Proficient: The student clearly understands the problem, selects appropriate

strategies, and executes them accurately with minimal errors.

Advanced: The accurately and understands the problem, uses appropriate strategies,

executes them accurately, and can explain the problem and the solutions accurately.

T-test. A t-test is a statistical test that is used to compare the means of two

groups. It was used to determine if there is a significant improvement in the level of

problem-solving of the students.

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 Computation of the means and t-tests were done using SPSS Statistical

Software.

RESULTS AND DISCUSSIONS

This part of the study presents the data gathered, the results of statistical

analysis and interpretation of findings from the conduct of the study.

Students’ Level of Problem Solving Prior to CoCo Approach

In the pre-intervention phase, pre-intervention tests were given after

discussing lessons in mathematics without the integration of the intervention in order

to know the students’ level in problem-solving. Results of the pre-test are recorded in

Tables 2 to 4.

Table 2
Pre-test Score Distribution of Students of Suyo National High School
Range Frequency Percentage Interpretation
13-15 4 22.22 Advanced
10-12 1 5.56 Proficient
Approaching
7-9 12 66.66
Proficiency
4-6 1 5.56 Developing
0-3 0 0.00 Beginning
Approaching
Mean Score 9.44 -
Proficiency
Note: 13-15 = Advanced; 10-12.99 = Proficient; 7-9.99 = Approaching Proficiency; 4-6.99 =
Developing; 0-3.99 = Beginning

Table 2 shows that only four (22.22%) students are in the advanced level,

followed by one (5.56%) in the proficient level. Twelve (66.66%) are in the

20
Approaching proficiency level, and only one (5.56%) is in the Developing level. This

means that only a few are in the upper levels of problem-solving. Although none (0%)

is in the beginning level, the mean score of students is only 9.44 which is interpreted

as Approaching Proficiency.

This signifies that the level of problem solving of the participants do not

denote full understanding of the mathematical task given to them. This corroborates

with the study conducted by Sujiva, et. al. (2012), which indicates that students lack

mathematical problem-solving skills, and the results suggest that they have difficulties

in understanding the key words appearing in problems, thus cannot interpret them in

mathematical sentences. Furthermore, Surya and Novriani (2017) stated that students

have difficulty solving mathematical problems in reading text or questions, they

misinterpret the problem, and they cannot interpret it into symbol form.

On the other hand, table 3 shows the pre-test score distribution of students of

Ilocos Norte College of Arts and Trades. From the table, it can be noted that no

student (0%) is in the advanced level, and only two (5.41) are in the proficient level.

While seven (18.92%) are approaching proficiency, most of the students are in the

beginning and developing levels with 51.35% and 24.32% respectively. Their mean

score is 4.32 which is interpreted as Developing.

Table 3
Pre-test Score Distribution of Students of Ilocos Norte College of Arts and Trades
Range Frequency Percentage Interpretation
13-15 4 14.29 Advanced
10-12 12 42.86 Proficient
10 35.71 Approaching
7-9
Proficiency
4-6 2 7.14 Developing
0-3 0 0.00 Beginning
Mean Score 4.32 - Developing

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Note: 13-15 = Advanced; 10-12.99 = Proficient; 7-9.99 = Approaching Proficiency; 4-6.99 =
Developing; 0-3.99 = Beginning

In addition, table 4 shows the pre-test score distribution of students of MMSU-

LHS Laoag Campus. Four (14.29%) are in the advanced level, twelve (42.86%) are in

the proficient level, ten (35.71%) are approaching proficiency, and two (7.14%) are in

the developing level. With a mean score of 9.64. The students of MMSU-LHS are in

the approaching proficiency level.

Table 4
Pre-test Score Distribution of Students of MMSU-LHS-Laoag Campus
Range Frequency Percentage Interpretation
13-15 4 14.29 Advanced
10-12 12 42.86 Proficient
10 35.71 Approaching
7-9
Proficiency
4-6 2 7.14 Developing
0-3 0 0.00 Beginning
Approaching
Mean Score 9.64 -
Proficiency
Note: 13-15 = Advanced; 10-12.99 = Proficient; 7-9.99 = Approaching Proficiency;
4-6.99 = Developing; 0-3.99 = Beginning

Results of the pre-tests in the three schools show that the highest mean score is

only on approaching proficiency level, and the lowest is in the developing level. This

means that the students’ level of problem-solving still need improvement until it can

reach the advanced level. Random interviews of students after classes revealed that

students have difficulties in understanding the key words appearing in problems, thus

cannot interpret them properly. These are concepts which are new to them or they

cannot fully understand what the math concept means.

22
Students’ Level of Problem Solving After Integrating the CoCo Approach

After the Intervention Phase, we gathered data to determine the level of

students in their problem-solving. With this, we gave the students post- intervention

tests after the discussion of lessons with the integration of Concrete Conceptualization

(CoCo) Approach. Table 5 to 7 provide information about the mean score and

descriptive interpretation of students from three different school settings after the

intervention.

Table 5
Post-test Score Distribution of Students of Suyo National High School
Range Frequency Percentage Interpretation
13-15 17 94.44 Advanced
10-12 1 5.56 Proficient
0 0.00 Advancing
7-9
Proficiency
4-6 0 0.00 Developing
0-3 0 0.00 Beginning
Mean Score 14.61 - Advanced
Note: 13-15 = Advanced; 10-12.99 = Proficient; 7-9.99 = Approaching Proficiency; 4-6.99 =
Developing; 0-3.99 = Beginning

Table 5 shows the level of students’ problem-solving in Suyo National High

School after the intervention. It shows that seventeen (94.44%) is in the advanced

level and one (5.56%) is in the proficient level. The students are in the two upper

levels and nobody else is in the lower levels. With a mean score of 14.61, students are

in the advanced level.

Table 6
Post-test Score Distribution of Students of Ilocos Norte College of Arts and
Trades
Range Frequency Percentage Interpretation
13-15 19 51.35 Advanced

23
 10-12 12 32.43 Proficient
6 16.22 Approaching
7-9
Proficiency
4-6 0 0 Developing
0-3 0 0 Beginning
Mean Score 11.86 - Proficient
Note: 13-15 = Advanced; 10-12.99 = Proficient; 7-9.99 = Approaching Proficiency; 4-6.99 =
Developing; 0-3.99 = Beginning

Table 6 shows that 19 (51.35%) are in the advanced level after the

intervention. Likewise, 12 (32.43%) are proficient and six (16.22%) are Approaching

proficiency. None are in the beginning, developing and approaching proficiency level.

With a mean score of 11.86, the students of INCAT are in the proficient level after the

intervention.

Table 7
Post-test Score Distribution of Students of MMSU-LHS-Laoag Campus
Range Frequency Percentage Interpretation
13-15 16 57.14 Advanced
10-12 6 21.43 Proficient
6 21.43 Approaching
7-9
Proficiency
4-6 0 0.00 Developing
0-3 0 0.00 Beginning
Mean Score 12.14 - Proficient
Note: 13-15 = Advanced; 10-12.99 = Proficient; 7-9.99 = Approaching Proficiency; 4-6.99 =
Developing; 0-3.99 = Beginning

Table 7 shows that 16 (57.14%) of MMSU-LHS students achieved advanced

level. While six (21.43%) are proficient, and another six (21.43%) are approaching

proficiency. With a mean score of 12.14, the students of MMSU-LHS are in the

Proficient level of problem solving.

Comparing the results of the pre-test and posts tests of Suyo National High

School (Table 2 and Table 4), we can see an increase of 5.17 in the mean score. This

24
implies that there is an improvement in the students’ level of problem solving after the

implementation of the CoCo Approach.

Likewise, the comparison of the pre-test and post-test mean scores of MMSU-

LHS shows an increase of 2.50, which implies that there is an improvement in the

students’ level of problem solving.

Similarly, comparison of the pre-test and post-test mean scores of INCAT

shows an increase of 7.54 which implies that the level of problem-solving skills of the

students have also improved after using Concrete Conceptualization (CoCo)

Approach.

In the study of Ashley Crowe (2022), it stated that concrete objects help

students develop more complex problem-solving skills. Similarly, Lagura et. al.

(2015) stated that using concrete manipulatives let the students connect mathematical

ideas to physical objects, thus promoting better understanding. Moreover, concrete

manipulatives let the students see the real-life applications of mathematical concepts

rather than teaching them concepts. In relation to this, the participants mentioned that

the use of concrete objects and examples made the lesson easier to understand.

The study of Lubis, et. al. (2022) stated that learning tools assisted by

manipulative teaching aids through problem-based learning produced are effectively

used in increasing problem-solving abilities. Moreover, in the study conducted by

Roberts, et. al. (2020) stated that the integration of manipulatives into mathematics

instruction improved students’ mathematics problem-solving. These researches prove

that manipulatives have been widely used in improving the students’ level of problem-

solving.

25
 Significant Improvement of the Student’ Level of Problem-Solving Before and

After Integrating Concrete Conceptualization (CoCo) Approach

Although there were improvements in the mean scores and levels of students’

problem solving, there is still a need to check if the improvement is significant. A t-

test was utilized to determine if there were significant differences in the mean values

of the student’ level in problem-solving before and after the integration the Concrete

Conceptualization (CoCo) Approach.

Table 8 presents the t-test of difference between the means of the students’

level of problem-solving before and after the intervention from the three different

schools.

Table 8

Paired t-test of difference between the means of post- and pre-test before and after the
intervention

School Mean Std. t df Sig. (1-tailed)

Deviation

SNHS 5.17 3.17 6.92 17 .000

MMSU-LHS 2.50 1.90 6.98 27 .000
INCAT 7.54 2.17 21.16 36 .000

The mean difference indicates a change in the level of problem-solving among

the students. Results in Table 8 revealed that the changes on the means between the

pretest and post-test of the students’ level of problem-solving was significant. The

pre-intervention test mean score from Suyo NHS is 9.44 and post-intervention test

mean score of 14.61 has a mean difference of 5.17, hence, it significantly improved

26
the students’ level of problem solving. Likewise, the mean difference between the

post-intervention test and pre-intervention test mean scores from MMSU – LHS

(Laoag Campus), which are 12.14 and 9.64, respectively, reveals to be 2.50.

Additionally, with the pre-intervention test mean score of 4.32 and post-intervention

test mean score of 11.86 from INCAT, there is a significant improvement. This

signifies that there is an improvement in the students’ level of problem solving.

The results of the t-test provided strong evidence of significant improvement

as the p-value of 0.000 was significantly lower that the predetermined level of

significance of 0.05. This suggests that integrating the Concrete Conceptualization

(CoCo) Approach has improved the students’ level of problem-solving.

The results given above support the study of Capraro and Kwon (2018) that it

is important for mathematics educators to use quality concrete objects to encourage

them to become effective problem solvers. Additionally, student’s exposure to

concrete manipulatives helps them achieve positive attitude towards learning

mathematics (Dema-ala, et. al, 2015). In relation to this, the students mentioned that

they understood the lesson better after using concrete objects in the discussion and

that they were easy to manipulate and are hands-on learning tools.

The use of physical aids helps the students develop a more secure

understanding of math problem solving (Johnson, 2023). Moreover, the utilization of

concrete objects that relate to students’ context can help them develop their problem

solving and problem posing skills (Capraro, et. al., 2015). The study of Monte (2021)

indicated that the use of concrete manipulatives in the classroom engages students to

persist in the problem-solving process during mathematics. Furthermore, a concrete

manipulative is a valuable tool that enhances mathematical learning. Additionally,

27
Wong, et. al (2020) found that the participants’ use of manipulatives positively

impacts their ability to complete word problems.

REFLECTION

During our Teaching Internship, we had the chance to conduct a research study

employing the Concrete Conceptualization (CoCo) Approach, an approach using

manipulatives or concrete objects in teaching math lessons to improve students’ level

of problem-solving. The research study involved eighty-three students from Grades 8

and 9 at Mariano Marcos State University Laboratory High School – Laoag Campus,

Suyo National High School, and Ilocos Norte College of Arts and Trades for the

school year 2023-2024.

Prior to starting this research, we expected that we would be able to help in the

teaching and learning processes of mathematics by incorporating an appropriate

intervention. In this regard, we hypothesized that using manipulatives or concrete

28
objects will help in improving the students’ level of problem-solving, hence, the

Concrete Conceptualization (CoCo) Approach. As math teachers, highlighting

problem-solving as an integral part of mathematics education is one of our goals.

Conducting this action research was a meaningful journey that highlighted the

importance of thorough planning, ethical considerations, and reflective practice. We

began by asking the school principal for permission to conduct the study, which

ensured that our research was supported and aligned with the school’s goals. After

receiving approval, we obtained consent from parents and assent from students,

respecting their right to be informed and to choose whether to participate. This step-

built trust and transparency, which are crucial in our action research.

To identify the problem, we observed the students’ level of problem-solving a

week before starting the intervention. This preliminary observation helped us

understand the specific challenges students were facing. Based on these observations,

we developed targeted activities and strategies to address the identified issues. For

example, if students had trouble breaking down complex problems, we included

exercises to practice this skill. The Concrete Conceptualization (CoCo) Approach was

designed to directly improve the areas where students struggled the most.

Reflecting on our research intervention process, we aimed to improve

students’ level of problem-solving in mathematics through a structured series of steps.

Initially, observed our students to know if there is a need to improve their level of

problem-solving. After determining the need to improve, we discussed our lessons

first without integrating the intervention. To quantify their level of problem-solving,

pre-tests were given. Following this is another session where the same lesson was

discussed by integrating the intervention. To gauge their level in problem-solving

29
after the intervention, another set of tests, parallel to the pre-intervention were given.

The core of our intervention involved introducing Concrete Conceptualization (CoCo)

Approach, a set of practical strategies and techniques designed to enhance their level

of problem-solving through concrete objects or manipulatives.

Along the process, we encountered several challenges. Coordinating the

intervention with our internship schedules required careful planning and time

management. We often found it difficult to balance our responsibilities while ensuring

we had enough time to cover the necessary material thoroughly. It was also difficult

on our part when we shifted into the modular learning mode because we could not

discuss our supposed lesson on a face-to-face mode.

Another challenge was on creating activities and strategies integrating the

Concrete Conceptualization (CoCo) Approach. While it is true that it is about using

manipulatives or concrete objects, planning on the materials and strategies can be

quite challenging as well, especially that we need to ensure that these activities and

strategies are engaging as much as possible. This will also ensure that this technic will

be effective and that it aligned with the set of learning competencies.

After implementing the intervention, we noticed significant improvements in

the students’ level of problem-solving. They were more confident and effective in

tackling problems, which was evident from our follow-up observations. The hands-on

and interactive nature of the activities engaged the students and made learning more

dynamic and engaging.

The findings from our intervention were highly encouraging. Initially, the

students’ level of problem-solving ranged from developing to approaching

proficiency. However, after the intervention, many students showed significant

30
improvement, advancing to a proficient and advanced level. This demonstrated the

effectiveness of the Concrete Conceptualization (CoCo) Approach in enhancing their

mathematical problem-solving abilities.

Furthermore, to prove that there is a significant difference between the

students’ level of problem-solving before and after the intervention, a paired sample t-

test was used. The results from the paired sample t-test we conducted showed that the

mean before and after the intervention is statistically significant. Therefore, it can be

concluded that the Concrete Conceptualization (CoCo) Approach is effective in

improving the students’ level of problem-solving.

A key lesson we learned from this process is the importance of adaptability.

While having a structured plan is crucial, being flexible and responsive to the

students’ needs and feedback can greatly enhance the effectiveness of the

intervention. During our sessions, we adjusted the pace and provided additional

support where needed, ensuring all students benefited. Regular engagement and

feedback also proved vital, helping us make real-time adjustments to our teaching

methods and materials.

Also, we learned the importance of teamwork. Of course, during our teaching

internship, we were assigned to different schools. With this, we communicated

virtually and are often not able to meet personally. However, with the advent of

technology, we used our technological skills to work and to ensure that something

good is happening. Even if we are far from each other, we did our best to monitor our

works, as well as secured needed documents for our research study. This is where we

strengthen our collaboration skills. Indeed, it is true that teamwork makes the dream

work.

31
 We also learned that teaching requires big amount of patience and

perseverance. With the intervention that we used, time is very essential in planning

and preparing the activities. From our previous experiences, we observed that not

many teachers utilize manipulatives and concrete objects in teaching. Certain reasons

must be because of the limited time in preparing knowing that there are so many

workloads in the field as well as the limited resources. However, passionate as we

could be, we learned that we need to do our best in finding ways to bridge the

different gaps in learning. Knowing that using manipulatives is effective, we will do

our best to keep on thinking ways to use this to improve the understanding of students

leading them to improve their problem-solving. After all, this is one of the main goals

in mathematics education.

In conclusion, our research intervention process showed that with careful

planning, effective time management, and adaptive teaching strategies, significant

improvements in students’ level of problem-solving in mathematics can be achieved.

The challenges we faced provided valuable insights that will inform future

interventions, making them even more effective and impactful.

RECOMMENDATIONS

Given that the study concluded that the Concrete Conceptualization (CoCo)

Approach is a useful intervention for improving students’ level of problem-solving,

we further recommend that: First, using concrete objects such as AngLegs, Triangle

Lace, and real-life objects into regular math lessons should be considered to provide

students with hands-on learning experiences for concrete conceptualization of

mathematical concepts and improve students’ level of problem-solving. Second,

educators should utilize engaging and interactive concrete models to enhance

32
students' performance in problem-solving and change their perceptions of

mathematics as a difficult subject. By making math more accessible and

understandable through hands-on tools, students' interest and participation in

problem-solving activities can be significantly increased. Third, the use of

manipulatives with other representations like drawings, diagrams, and mathematical

notation to help students build a solid understanding of mathematical concepts be

combined. Lastly, researchers in the future are advised to extend the activity to

different disciplines, not only in mathematics but also to other subjects to test whether

the Concrete Conceptualization (CoCo) Approach is effective in those areas. Finally,

future researchers should also investigate the impact of this intervention on students’

achievement and performance.

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Corsi, L. (2014, May). The use of concrete manipulatives in third grade special
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Department of Education. (2016, August). K to 12 Curriculum Guide for Mathematics

(Grades 1 to Grade 10).
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tagged-math-equipment.pdf
Department of Education. (2019, December 4). Statement on the Philippines’ ranking
in the 2018 PISA results | Department of Education.
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Department of Education. (2023). Matatag K to 10 Curriculum of the K to 12
Program (Mathematics Grades 1-10).
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in the 2018 PISA results | Department of Education.
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in-the-2018-pisa-results/
Department of Education. (2023). Matatag K to 10 Curriculum of the K to 12
Program (Mathematics Grades 1-10).
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Dinsmoor, K. (2022). Math Manipulatives. Cc_By.
https://edtechbooks.org/student_centered/math_manipulatives

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math-cpa/#3-what-is-a-%E2%80%98concrete%E2%80%99-representation-in-
the-cra-approach

Lee, S. J., & Reeves, T. C. (2007). Edgar Dale: A Significant contributor to the field
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Manipulatives on Student Engagement and Problem Solving in Three
Secondary Schools in Trinidad and Tobago.
https://journals.sta.uwi.edu/ojs/index.php/cc/article/view/7005

Rosli, R., Goldsby, D., & Capraro, M. (2015, September). Using Manipulatives in
Solving and Posing Mathematical Problems. Scientific Research. Retrieved
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paperid=59627

SEI-DOST, & MATHTED. (2011). Mathematics Framework for Philippine Basic

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Specific Aids for Problem-Solving or Memorization. (n.d.). Special Connections.
https://specialconnections.ku.edu/instruction/cognitive_strategies/
teacher_tools/specific_aids_for_problem_solving_or_memorization

Stottler. (n.d.). What is problem solving and why is it important. Retrieved December
19, 2023, from https://kepner-tregoe.com/blogs/what-is-problem-solving-and-
why-is-it-important/#:~:text=Problem%2Dsolving%20enables%20us
%20to,both%20as%20individuals%20and%20organizations

Sujiva, S., Wongwanich, S., & Phonapichat, P. (2014, February 21). An Analysis of
Elementary School Students’ Difficulties in Mathematical Problem Solving.
Procedia – Social and Behavioral Sciences. Retrieved June 4, 2024, from
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Table 17. Group Two’s User Survey for Physical Manipulative, Hands-On. . . (n.d.).
ResearchGate. https://www.researchgate.net/figure/Group-Twos-User-Survey-
for-Physical-Manipulative-Hands-On-EquationsR-n-18_tbl11_35457554

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Yasin, M., & Nusantara T. (2023). Characteristics of pattern recognition to solve

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36
 APPENDICES

APPENDIX A
LETTER OF REQUEST FOR THE CONDUCT OF THE STUDY

REQUEST LETTERS

37
38
39
40
41
42
 APPENDIX B
COMBINED CONSENT/ASSENT FORM FOR A STUDY WITH MINORS

We are conducting a classroom-based action research titled CONCRETE

CONCEPTUALIZATION (COCO) APPROACH IN IMPROVING STUDENTS’
LEVEL OF PROBLEM-SOLVING and we wish to invite your child to participate.
Before you allow your child to participate, it is important that you understand the
purpose of the study and what it will involve. Similarly, your child should understand
the study and agree to participate. Please take your time to read the information
below, and feel free to ask any questions you may have.
Purpose of the Study
The purpose of this study is to improve the level of problem-solving of the
students using manipulatives or concrete objects as an approach in teaching. The
researchers hypothesize that using this approach will help in the field of mathematics
in such way that the challenges and difficulties encountered by the students will be
slowly suppressed and the level of students’ problem-solving will improve.
Explanation of Procedures
In this study, the researchers will discuss first the lesson without the
intervention before administering a pre - test to establish a baseline for the level of
problem-solving of our selected student sample. Once this baseline is established, the
researchers will implement the Concrete Conceptualization (CoCo) Approach,
actively observing and noting students’ level of problem-solving throughout the
intervention period. Following this, a post - test, akin to the pre- test, will be
conducted to quantify the effectiveness of Concrete Conceptualization (CoCo)
Approach on improving the students’ level of problem-solving.
The study will take place during regular school hours and not distinguishable
from the usual teaching and learning process.
Voluntary Participation
Participation in this study is purely voluntary. Your child may choose not to
participate, or you may withdraw your child from the study any time without penalty.
Withdrawal or refusing to participated will not affect their relationship with the school
in any way.
Confidentiality
Your child’s privacy and information will be kept confidential as provided in
the Data Privacy Act. If it becomes necessary for the institution to review the study
records, information that links to your child will be protected to the extent permitted
by law. Your child’s research records will not be released without your consent unless
required by law or court order. The data resulting from your child’s participation may
be available to other researchers in the future for research purposes not detailed within

43
this consent form. In these cases, the data will contain no identifying information that
could associate it with your child, or with your child’s participation in any study.
Furthermore, along the course of the conduct of the study, there will be
instances that a photo, audio or video your child will be taken. During such events,
rest assured that the privacy of your child is protected and that these will be used for
research purposes only. All pictures and recordings will be stored securely and only
the research team will have access to them. Audios/Videos will be transcribed and
kept until the research paper have been finally presented and revised, by then all
photos and recordings shall be erased.
Discomforts and Risks
There is a very minimal chance that your child will be at risk during the study. The
study will be conducted during their schedule math class and includes the usual
activities in the teaching and learning process.
Expected Benefits
There are no anticipated benefits from participating in this study other than the fact
that your child will be contributing to the advancement of scientific study and to the
development of ways to enhance the teaching and learning process.
Grievance Procedure
If you have any concerns or you are dissatisfied with any aspect of this study, you
may address your grievances to the school administration anonymously if desired.
You may also contact the researchers through their numbers written below.
09291915747 09353020861
09464976147 09394806246
09972631612 09634058104

Researchers Signatures

GRACE LYN I. VALDEZ _________________________

MARIAH ABIGAIL U. MARTILLANO __________________________

LOREAH ROSE R. IBUYAT __________________________
GIVEN KAYE N. ULEP __________________________

LENNY JOYCE CHINAH A. GAPUZAN __________________________

NORIEL A. CAMPANANO __________________________

Signature over Printed Name Date

44
 Informed Parent’s Consent
I have read and understood the information provided above. I freely consent to allow
my child to participate in this study.

Parent/Guardian Signature:
_____________________________________
__________________________
Signature over Printed Name Date

Minor’s Assent

I have read and understood the information provided as regards this study and I want
to participate.
_____________________________________
__________________________
Signature over Printed Name Date

45
46
APPENDIX C
INSTRUMENTS

47
48
49
50
 Rubric for Checking
Parts Criteria
What is asked? The student is able to understand the problem,
hence can write what is asked.
(1)
Illustration/Drawing The student accurately illustrates the problem
with proper labelling.
(2)
Solution The student solves the problem systematically
with complete solution. All parts of the solution is
correct.
(3)
Conclusion The student is able to answer what is asked with
no grammatical error.
(1.5)

51
 Pre-Test
Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following statements is not true about congruent triangles?
a. They are dissimilar.
b. They are coinciding.
c. They have the same size and shape.
d. They have corresponding congruent parts.

2. How many pairs of corresponding congruent parts are there in two congruent
triangles?
a. 2 b. 3 c. 4 d. 6

3. 𝛥𝐹𝑅𝑌 ≅ 𝛥𝐻𝑂𝑇, which segment is congruent to RY ?

a. HT b. FY c. OT d. RF

4. Which of the following is true about the corresponding parts of congruent triangles?
a. They are unequal. c. They are supplementary.
b. They are congruent. d. They are complementary.

5. If 𝛥𝑆𝐼𝑇 ≅ 𝛥𝐻𝑂𝑃, then what angle corresponds to ∠𝑇?

a. ∠𝐻 b. ∠𝑃 c. ∠𝐼
∠S
d.

6. Name the congruent triangles whose pairs of corresponding parts are shown below.

∠ H ≅ ∠ S∠ R ≅ ∠ N ℜ≅ NO
∠ E ≅ ∠O HE ≅ SO
HR ≅ SN

a. ∆ NOS ≅ ∆ HER c. ∆ SON ≅ ∆ EHR

b. ∆ NSO ≅ ∆ ERH d. ∆ SON ≅ ∆ HER

7. In the figure, ∆ CRY ≅ ∆ OBS , what is the side corresponding to SB?

a. SB b. CR c. YC d. YR
8. Use the marked triangles in writing a correct congruence statement.
a. CR ≅ TY c. ¿ ≅ CA
OY ≅ CA TY ≅ RC
RA ≅ OY OY ≅ AC
∆ TOY ≅ ∆ CAR ∆ TOY ≅ ∆ CAR
b. CR ≅ TY d. OT ≅ AC

52
 OY ≅ AR TY ≅ CR
TY ≅ RA OY ≅ AR
∆ TOY ≅ ∆ CAR ∆ TOY ≅ ∆ CAR
For items 9-12, refer to the figure shown below.

9. Which of the following shows a pair of congruent triangles?

a. ∆ FIV ≅ ∆ IVE c. ∆ IFV ≅ ∆ IVE
b. ∆ FIV ≅ ∆ EIV d. ∆ IFV ≅ ∆ VIE
10. What angle corresponds to ∠ FVI ?
a. ∠ E b. ∠ F c. ∠ EIV
d. ∠ EVI
11. Which segment is congruent to EV ?
a. IE c. FV
b. IV d. VE
12. Which vertex corresponds to F ?
a. E b. I c. F d. V
13. Which of the following figures show congruent triangles?
a. c.

b. d.

14. What would be the name of the congruent triangles given their corresponding sides:
LO ≅ RP, MO ≅ QP , LM ≅ RQ?
a. ∆ LOM ≅ ∆ QPR c. ∆ MOL ≅ ∆ RQP
b. ∆ OML ≅ ∆ PQR d. ∆ LMO ≅ ∆ PQR
15. Which of the following illustrations below best describe the congruent triangle in
item 14?
a. c.

b. d.

53
 POST-TEST
Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. In the figure ∆ POG ≅ ∆ SOR , what is the side corresponding to PO ?
a. OS b. RD c. RS d. SO
2. Use the marked triangles to write proper congruence statement.
a. PO ≅ MS c. ¿ ≅ MS
LO ≅ ME OL ≅ ME
OT ≅ MS OT ≅ SE
∆ LOT ≅ ∆ MES ∆ LOT ≅ ∆ MSE
b. ¿ ≅ SM d. TL≅ MS
LO ≅ ME LO ≅ ME
OT ≅ ES OT ≅ ME
∆ OLT ≅ ∆ ESM ∆ TOL ≅ ∆ SME

3. ∆ TIN ≅ ∆ CAN , then ∆ NAC is congruent to _______.

a. ∆ ITN b. ∆ NIT c. ∆ TNI d.
ƺ
4. ∆ ABC ≅ ∆≝¿ , which segment is congruent to AB?

a. BC b. AC c. DE d. EB

5. Which of the following figures illustrate pair of congruent triangles?

a. c.

b. d.

For items 6-9, consider the figure below.

6. Which segment corresponds to NT ?

a. AT b. AC c. CM d. MA
7. Which angle corresponds to ∠ T ?
a. ∠ A b. ∠ C c. ∠ M d. ∠ N
8. Which vertex corresponds to A ?
a. A b. M c. N d. T
9. What conclusion can you make in the figure?

54
 a. ∆ ANT ≅ ∆ MAC
b. ∆ ANT ≅ ∆ CAM
c. ∆ AMC ≅ ∆ ATN
d. ∆ AMC ≅ ∆ tan

10. Hexagon CALDEX has six congruent sides. CE , CD , CL are drawn on the
hexagon forming 4 triangles. Which triangles can you prove congruent?
a. ∆ CEZ ≅ ∆ CDE
∆ CDE ≅ ∆ CAL
b. ∆ CEZ ≅ ∆ CAL
∆ CED ≅ ∆ CLD
c. ∆ CED ≅ ∆ CEZ
∆ CLA ≅ ∆ CLD
d. ∆ CZE ≅ ∆CED
∆ DEC ≅ ∆ LCD

11. Given ∆ ABC ≅ ∆≝¿ , which statement is true?

a. ∠ T ≅ ∠ E b. ∠ B≅ ∠ F c. BC ≅ EF d.
AC ≅ DE

12. Look at the two triangles below ∆ BAC ≅ ∆ EDF . What additional piece of
information do you need to prove the two triangles are congruent?
a. You need the measure of ∠ ABC and ∠ FED
b. You need the length of AB and DE
c. You need the measure of ∠ ABC and ∠ EDF
d. You need the length of CA and FE

13. Lyka was asked by her Math teacher to give and write the corresponding sides
of congruent triangles, ∆ CAT and ∆ DOG, on the board. Her answer is shown
below.
AC ↔OD
CT ↔ DG
AT ↔ OD
Is Lyka’s answer correct?

a. Yes, because each side of ∆ CAT is paired correctly with each side of ∆
DOG.
b. Yes, because each angle of ∆ CAT is paired correctly with each angle of
∆ DOG.
c. No, because AT corresponds to OG .
d. No, because CT corresponds to OG .

14. Name the congruent triangles whose pairs of corresponding parts are shown
below.

55
 ∠ H ≅ ∠ S∠ R ≅ ∠ N ℜ≅ NO
∠ E ≅ ∠O HE ≅ SO
HR ≅ SN

a. ∆ NOS ≅ ∆ HER c. ∆ SON ≅ ∆ EHR

b. ∆ NSO ≅ ∆ ERH d. ∆ SON ≅ ∆ HER

15. What would be the name of the congruent triangles given their corresponding
sides: LO ≅ RP, MO ≅ QP , LM ≅ RQ?
a. ∆ LOM ≅ ∆ QPR c. ∆ MOL ≅ ∆ RQP
b. ∆ OML ≅ ∆ PQR d. ∆ LMO ≅ ∆ PQR

APPENDIX D
SAMPLE LESSON PLANS
School: Suyo National High School Grade Level: Grade 9

56
 Teacher: Mariah Abigail U. Martillano Subject: Mathematics
Date & Time: April 18-19, 2024, 7:45 AM Quarter: 4th Quarter
April 18-19, 2024, 10:00 AM

Solving Problems Involving Angles of Elevation and Depression

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of the basic
concepts of trigonometry.
B. Performance Standards: The learner is able to apply the concepts of
trigonometric ratios to formulate and solve real-life problems with precision
and accuracy.
C. Learning Competency: The learner:
1. solves problems involving angles of elevation and angles of
depression.
D. Learning Objectives:
At the end of the lesson, the students will be able to:
1. solve problems involving angles of elevation; and
2. solve problems involving angles of depression.
II. CONTENT
A. Topic: Angles of Elevation and Depression
B. Prerequisite: Pythagorean Theorem, Six Trigonometric Ratios
C. Methodology: Inductive Method
D. Materials: Laptop, Television, chalk & board, and activity papers.
E. Values: Class-participation, patience and productivity

III. LEARNING RESOURCES

A. References:
1. Textbook: Natividad, E., et.al (2017). Math Made Easy for Grade 9.
Salinlahi Publishing House, Inc. pp. 136-137

2. Learning Module: Batoon, H., et.al (2020). Angles of Elevation.

DepEd- NCR

3. Learning Module: Austria, R., Penaflor, M. (2020). Angles of

Depression. DepEd- NCR

B. Other Learning Resources:

Helpingwithmath.com. Angle of Elevation. Retrieved from:
https://helpingwithmath.com/angle-of-elevation/

IV. PROCEDURE

57
 DAILY ROUTINE
Teacher’s Activity Student’s Activity
Checking of attendance.

Reiterating the class rules to the students.

INTRODUCTORY ACTIVITY
Teacher’s Activity Student’s Activity
Warm-Up Activity
Title: Pass the cabbage
Mechanics:
1) The teacher will play a music and
as the music goes, the students will
pass the cabbage to their seatmate.
2) Once the music stops, the student
holding the cabbage must take off a
layer (containing a question) and
will be tasked to answer it.
Included Items:
1. What are our mnemonics for the six 1. SOH-CAH-TOA, CHO-SHA-
trigonometric ratios? CAO
2. An angle from the horizontal to the
line of sight of the observer to the 2. Angle of Elevation
object above.
3. This is the imaginary line that
connects the eye of an observer to 3. Line of Sight
the object being observed.
4. What do you call the angle formed
from the horizontal to the line of 4. Angle of depression
sight of the observer to the object
below?

LESSON PROPER
Teacher’s Activity Student’s Activity
Recall on the Model
 Line of Sight
- imaginary line that
connects the eye of an

58
 observer to the object
being observed
 Angle of Elevation
- angle from the horizontal
to the line of sight of the
observer to the object
above
 Angle of Depression
- angle from the horizontal
to the line of sight of the
observer to the object
below
Problem- Solving
Example 1:

10°
10m
Find x :
Step 1: Identify the trigonometric ratio
that relates to the given information and
the unknown side.
T-O-A
Step 2: Form the equation then solve.
x
tan 10°=
10
10(tan 10°) = x
10(0.17) = x
x=1.7 m
Example 2:

41°
x
Step 1: Identify the trigonometric ratio
that relates to the given information and
the unknown side.
T-O-A

59
Step 2: Form the equation then solve.
15.24
tan 41°=
x
15.24
x=
tan 41°
15.24
x=
0.87
x=17.52 m

Example 3:

x Step 1: S-O-H
24m Step 2:
65° 24
sin 65°=
x
24
x=
sin 65 °
24
x=
0.91
x=26.48 m
(Note: Using the triangle lace, illustrate
the following examples by allowing the
students to show directly how a right
triangle is formed.)

Example 4:

50°
155cm

Step 1: T-O-A
Step 2:
x
tan 50°=
155
x=155(tan 50 °)
x=155(1.19)
x=184.45 cm

60
Example 5:
35°
x 185cm

Step 1: C-A-H
Step 2:
185
cos 35°=
x
185
x=
cos 35 °
185
x=
0.82
x=225.61 cm
Step 1: S-O-H
Step 2:
5
sin x =
Example 6: 13
1
¿)
x sin
−1
13 x=sin (0.38)
x=22.33

61
 School: MMSU – Laboratory High School Grade / Section: Grade 8 –
Venus
Teacher: Grace Lyn I. Valdez Subject: Mathematics
Date & Time: February 21, 2024, 3 PM Quarter: 3rd Quarter
February 21, 2024, 4 PM

A Daily Lesson Plan in Relations and Functions

I. OBJECTIVES
A. Content Standards: The learner demonstrates key concepts of linear functions.
B. Performance Standards: The learner can formulate and solve accurately real-
life problems involving linear functions.
C. Learning Competencies: The learner:
1. illustrates a relation and a function (M8AL-IIc-1);
2. verifies if a given relation is a function (M8AL-IIc-2); and
3. determines dependent and independent variables (M8AL-IIc-3).
D. Learning Objectives:
At the end of the lesson, the students will be able to:
1. differentiate a function from a mere relation;
2. illustrate a relation and a function;
3. verify if a given relation is a function or not; and
4. determine if a given real-life situation represents a function.

II. CONTENT
A. Topic: Relations and Functions
B. Prerequisite: Rectangular Coordinate System, Sets
C. Methodology: Deductive Method
D. Materials: PowerPoint presentation, concrete models, pictures, activity sheet,
chalk, and board
E. Values: productivity, speed, accuracy, perseverance

III. PROCEDURE

LESSON PROPER
Teacher’s Activity Student’s Activity
A relation is a set of ordered pairs. For
example,
{ (−2 ,−4 ) , (−1 ,−2 ) , ( 0 , 0 ) , ( 1 ,2 ) , ( 2 , 4 ) } .
The set of all the first coordinates is called
the domain, while the set of all second
coordinates is called the range.
Domain (x): {−2 ,−1 , 0 , 1 ,2 }
Range (y): {−4 ,−2 , 0 , 2 , 4 }
REPRESENTATIONS OF RELATIONS

62
Aside from ordered pairs, a relation may
be represented in 3 other ways, (1) table,
(2) mapping diagram, and (3) graph.
Example 1:
{ (−2 ,−4 ) , (−1 ,−2 ) , ( 0 , 0 ) , ( 1 ,2 ) , ( 2 , 4 ) }
1) Table 2) Mapping diagram
x y x y
-2 -4
-1 -2
0 0
1 2
2 4
3) Graph

Example 2:
Given the graph below, complete the set of
ordered pairs, table, and mapping diagram. Answer:
1. Set of ordered pairs:
{ ( 0 , 3 ) , ( 1 ,2 ) , ( 2 ,1 ) , ( 3 , 0 ) }
2. Table: 3. Mapping diagram
x y
0 3
1 2
2 1
KINDS OF RELATIONS 3 0
1. One-to-one correspondence. Every
element in the domain is mapped to a
unique element in the range.
Example 1: x y

63
Example 2: Map each element in the
domain to its unique element in the range.
x y Answer:
x y

Concrete models:
- one pencil lead has one eraser
- one student has one ID
- one student has one chair

2. Many-to-one correspondence. Any

two or more elements of the domain are
mapped to the same element in the range.
Example 1: x y

Example 2: Map each element in the

domain to its corresponding element in the
range.
x y

Concrete models: x y
- multicolor are used in a pen
- different fruits have the same color

3. One-to-many correspondence. Each

element in the domain is mapped to any
two or more elements in the range.

64
Example 1: x y

Example 2. Map each element in the

domain to its corresponding element in the
range.
x y

Concrete models:
- a pen using multicolor
- a tumbler has different brands x y
- a smartphone has different brands
4. Many-to-many correspondence. Any
two or more elements in the domain are
mapped to any two or more elements in
the range.
Example 1: x y

Example 2. Map each element in the

domain to its corresponding element in the
range.
x y

x y

A function is a special type of relation in

which every element in the domain is
mapped to exactly one element in the
range.

65
Example:
a . { (−2 ,−4 ) , (−1 ,−2 ) , ( 0 , 0 ) , ( 1, 2 ) , ( 2 , 4 ) } –
Function
b . { (−1 , 2 ) , (−1 , 3 ) , ( 2, 4 ) , ( 3 ,5 ) } – Mere
Relation
c. The association between the grade 8-
Venus and their class office - Function
d. Teacher-students relationship – Mere
Relation
Determine if the relation is a function or
not and identify what kind of relation is
used.
1. x y 2. x y Answer
1. Function, one-to-one correspondence
2. Function, many-to-one
correspondence
3. Mere relation, one-to-many
correspondence
4. Mere relation, many-to-many
3. { ( 0 , 1 ) , ( 0 ,2 ) , ( 2 ,3 ) , ( 2 , 4 ) } correspondence.
4. { ( 1 , 4 ) , ( 2 , 4 ) , ( 3 , 5 ) , ( 3 ,6 ) }
NOTE: All functions are relations but not
all relations are functions.

Vertical Line Test (VLT). If a vertical

line crosses only one point, then the graph
represents a function. However, if a
vertical line crosses the graph of a relation
in more than one point, the relation cannot
be a function.
Using a cardboard and marker, the
students will draw a vertical line.
Examples:
1. 2.

FUNCTION NOT A
FUNCTION Answer:
3. 4. 3. FUNCTION
4. NOT A FUNCTION

66
 An equation is said to be a function if y
has an odd exponent. However, if y has an
even exponent, then the equation is not a
function.

Prepared by:

GRACE LYN I. VALDEZ

Student Teacher

Checked by:

HAZEL MARIANNE L. MARIANO

Teacher Training Instructor

67
School: Ilocos Norte College of Arts and Trades Grade / Section: Grade 8
Teacher: Lenny Joyce Chinah A. Gapuzan Subject: Mathematics
Date & Time: March 01, 2024 Quarter: 3rd Quarter

A Daily Lesson Plan in Illustrating Triangle Congruence

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of key concepts of
axiomatic structure of geometry and triangle congruence.
B. Performance Standards:
1. The learner is able to formulate an organized plan to handle a real-life
situation.
2. The learner is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating, analyzing, and
solving real-life problems involving congruent triangles using
appropriate and accurate representations.
C. Learning Competency: The learner:
1. Illustrating triangle congruence.
D. Learning Objectives: The learner:
1. Discuss the idea of congruence;
2. Uses the properties of congruence in identifying congruent parts and
congruent triangles; and
3. Illustrate triangle congruence.

II. CONTENT
F. Topic: Illustrates Triangle Congruence
G. Methodology: Deductive Reasoning
H. Materials: TV, Laptop, Concrete Models (AngLegs), Paper and Pencils,
Blackboard and Chalk
I. Values: The students will gain mathematical proficiency, critical thinking, and
communication skills.
J. New Concepts: Triangle Congruence Proofs, Triangle Inequalities, Application
of Congruent Triangles

III. LEARNING RESOURCES

A. References
K12-Compliant MATH MADE EASY for Grade 8 – Second Edition

B. Other Learning Resources

https://www.slideshare.net/bernadethvillanueva1/illustrating-triangle-congruencepptx
https://www.vedantu.com/question-answer/give-any-two-reallife-examples-of-
congruent-class-6-maths-cbse-5ef482fe4f3837188db0267b

68
IV. PROCEDURE

DAILY ROUTINE
Teacher’s Activity Student’s Activity
Good morning, Grade 8 students.
Good morning, ma’am.

Before we start, may I check the attendance.

Are you in your assigned seats?
INTRODUCTORY ACTIVITY
Teacher’s Activity Student’s Activity
(Checking the pre-test answered by the
students)

Let’s have a review of what we discussed on

the triangle congruence at our last meeting.

Directions: Identify the vertices, angles, and

sides of each triangle. Then, answer the
questions below using complete sentences.

Vertices Angles Sides

Vertices Angles Sides

A ∡A AB
B ∡B BC
C ∡C AC
LESSON PROPER
Teacher’s Activity Student’s Activity
What is congruence?

and size, and it is denoted by ≅.

Congruence means having the same shape

69
The top part of the symbol, ~, is the sign for
similarity and indicates the same shape.

The bottom part symbol, =, is the sign of

equality and indicates the same size.

For example, pages of the same book are the

real-life example of congruent shapes. All the
pages of the same book are the same shape
and size.

Mobile phones of the same brand and same

model are congruent to each other.

The objects which are not exactly the same in

shape and size are non-congruent. For
example, coins of 1-peso and 5-peso are non-
congruent, because they don’t have the exact
same shape and size.

The idea of congruence always helps to

recognize congruent figures in the same
orientation. When two figures are congruent,
you may slide, flip, or rotate the figures until

70
they overlap exactly.

So, if I have two triangles, and they're

congruent, what do you think that means?
They’re exactly the same.

If two triangles are congruent, it's like they're

exact counterpart of each other. Now, today
we're going to use some tools called AngLegs
to help us explore when triangles are
congruent. These tools will help us build and
compare different triangles.

I'm going to divide the class into four groups.

You’ll be working together with your group
members to explore and discover some
interesting things about triangles using
AngLegs.

AngLegs are a hands-on learning tool that

helps you understand triangles better. They're
made up of colorful pieces that represent
different sides and angles of triangles. To use
AngLegs, simply arrange the pieces to create
triangles on a table or flat surface. Then,
compare the angles and sides of the triangles
you've made. If the angles and sides match
up, the triangles are congruent, or the same
shape and size.
(Students are now in their respective groups)

Alright class, now it's time to get hands-on

with our AngLegs! I want each group to work
together to create as many different triangles
as you can using the AngLegs manipulatives.
Remember to pay close attention to the
angles and sides of each triangle you create.

Feel free to experiment with different sizes

71
and shapes. The goal is to explore as many
variations as possible.

(Students are working in their respective

groups)
Great job, everyone! Now, let's take a closer
look at some of the triangles you've created.

Group 1, can you choose two triangles from

your collection that you think might be
congruent?

We think these two triangles look similar.

Now, can you explain why you think they

might be congruent? Group 3?
We noticed that the angles in both triangles
look the same, and the sides seem to have
similar lengths.

Great observation! Can anyone else in the

class add to what Group 1 has noticed about
these triangles?

The angles do look the same, and the sides

seem to match up pretty well too.
Exactly! It seems like you're all starting to
understand what makes triangles congruent
without even needing to use specific terms or
rules.

Alright, everyone, let's wrap up our

exploration and talk about what we've
discovered. Group 2, can you share with the
class one thing you learned about triangle
congruence today?

We learned that triangles can be congruent

72
 even if they're not exactly the same size or
shape.
That's right! Congruent triangles have equal
side lengths and equal angle measures, which
means they have the same shape and size,
regardless of their orientation or position in
space. This concept is fundamental in
geometry and is used to show that two
triangles are essentially identical, even if they
appear differently.

And, how about Group 4? What did you

discover about congruent triangles?

We found out that if the angles and sides of

two triangles match up, then they might be
congruent.
Very good! It sounds like you all did a
fantastic job exploring triangle congruence
today. Remember, the more you practice and
experiment with concepts like these, the
better you'll understand them. Keep up the
great work, everyone!

Now, let’s have a quick review about triangle

congruence.

Definition of Congruent Triangles:

Two triangles are congruent if their

corresponding parts are congruent.

If △PQR is congruent to △XYZ, then there

73
is a correspondence between their angles and
sides such that the corresponding angles are
congruent and the corresponding sides are
congruent.

In symbols, △PQR ≅ △XYZ indicates the

△PQR and △XYZ as follows:

congruence and the correspondence of

Corresponding Corresponding
Angles Sides Corresponding Corresponding
∡P≅∡X PQ ≅ XY Angles Sides
∡Q ≅ QR ≅ ∡P≅∡X PQ ≅ XY
∡R≅ PR ≅ ∡Q ≅ ∡Y QR ≅ YZ
∡R≅∡Z PR ≅ XZ

△P Q R ≅ △X Y Z

Let’s talk about the properties of triangle

congruence.

Reflexive Property:
Every triangle is congruent to itself.

△ABC ≅ △ABC

Symmetric Property:
A property of congruence which states that if
a geometric figure A is congruent to a figure
B, then B is also congruent to A.

74
 If △PQR ≅ △XYZ, then △XYZ ≅ △PQR

Transitive Property:
If two triangles are congruent to a third
triangle, then they are congruent to each
other.

If △ABC ≅ △PQR, and △PQR ≅ △XYZ,

then △ABC ≅ △XYZ.

That’s all for our topic for today, class. I hope

that you’ve learned something. Next meeting,
we will have a quiz about triangle
congruence.

Prepared by:

LENNY JOYCE CHINAH A. GAPUZAN

Student Teacher

75
Checked by:

GERSON JEREMY C. ANTONIO

Teacher Training Instructor

APPENDIX E
DOCUMENTATIONS

76
77
78
 CURRICULUM VITAE

Name: NORIEL A. CAMPAÑANO

Address: Buduan, Burgos, Ilocos Norte
Email address: [email protected]

Educational Background:

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Secondary Education
Major in Mathematics
A. Castro Avenue, Laoag City
2020 – Present
Senior High School: Bangui National High School
Science Technology Engineering and
Mathematics
San Lorenzo, Bangui, Ilocos Norte
2018-2020

Junior High School: Burgos Agro-Industrial School

Poblacion, Burgos, Ilocos Norte
2014-2018

Elementary: Burgos Central Elementary School

Poblacion, Burgos, Ilocos Norte
2014-2018

Achievements With Honors

Senior High School
Bangui National High School

79
 With Honors
Junior High School
Burgos Agro-Industrial School

Trainings and Seminars Attended Gokongwei Brothers Foundation Webinar on

CBAR
November 11 & 18, 2023
DOST

In- Service Training for Teachers

January 24-26, 2024
Burgos Agro-Industrial School

School Learning Action Cell Session

February 29, 2024
Burgos Agro-Industrial School

Pre-Employment Coaching 2024

April 17, 2024
MMSU – Teatro Ilocandia

Membership to Organizations Science and Math Club

Member
2020-2024

Classroom Organization
Auditor
2023-2024

Men’s Club
Member
2020-2024

80
 CURRICULUM VITAE

Name: LENNY JOYCE CHINAH A. GAPUZAN

Address: Tamdagan, Vintar, Ilocos Norte
Email address: [email protected]

Educational Background:

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Secondary Education
Major in Mathematics
A. Castro Avenue, Laoag City
2020 – Present
Senior High School: Ilocos Norte College of Arts and Trades
Humanities and Social Sciences
P. Gomez, Laoag City
2018-2020

Junior High School: Vintar National High School

Tamdagan, Vintar, Ilocos Norte
2014-2018

Elementary: Dimamaga Elementary School

Dimamaga, Vintar, Ilocos Norte
2014-2018

Achievements With Honors

Junior High School
Vintar National High School

Valedictorian

81
 Elementary
Dimamaga Elementary School

Trainings and Seminars Attended Gokongwei Brothers Foundation Webinar on

CBAR
November 11 & 18, 2023
DOST

In- Service Training for Teachers

January 24-26, 2024
Ilocos Norte College of Arts and Trades

School Learning Action Cell Session

February 29, 2024
Ilocos Norte College of Arts and Trades

Membership to Organizations Science and Math Club

Member
2020-2024

Women’s Club
Member
2020-2024

82
 CURRICULUM VITAE

Name: LOREAH ROSE R. IBUYAT

Address: Barbarangay, Banna, Ilocos Norte
Email address: [email protected]

Educational Background:

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Secondary Education
Major in Mathematics
A. Castro Avenue, Laoag City
2020- Present

Senior High School: Banna Academy Incorporated

Science Technology Engineering and Mathematics
Valenciano, Banna, Ilocos Norte
2018- 2020

Junior High School: Banna Academy Incorporated

Valenciano, Banna, Ilocos Norte
2014- 2018

Elementary: Barbarangay Elementary School

Barbarangay, Banna, Ilocos Norte
2008- 2014

Achievements With High Honors

Senior High School
Banna Academy Incorporated

With High Honors

83
 Junior High School
Banna Academy Incorporated

Trainings and Seminars Attended Gokongwei Brothers Foundation Webinar on

CBAR
November 11 & 18, 2023
DOST

In- Service Training for Teachers

January 24-26, 2024
Ilocos Norte National High School

School Learning Action Cell Session

February 29, 2024
Ilocos Norte National High School

Pre-Employment Coaching 2024

April 17, 2024
MMSU- Teatro Ilocandia

Membership to Organizations Science and Math Club

Member
2020-2024

Classroom Organization
Sub-Secretary
2020-2021

Women’s Club
Member
2020-2024

84
 CURRICULUM VITAE

Name: MARIAH ABIGAIL U. MARTILLANO

Address: Saludares, Dingras, Ilocos Norte
Email address: [email protected]

Educational Background:

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Secondary Education
Major in Mathematics
A. Castro Avenue, Laoag City
2020 – Present
Senior High School: Dingras National High School
Science Technology Engineering and Mathematics
Madamba, Dingras, Ilocos Norte
2018-2020

Junior High School: Dingras National High School

Madamba, Dingras, Ilocos Norte
2014-2018

Elementary: Saludares-Calil Elementary School

Cali, Dingras, Ilocos Norte
2014-2018

Achievements With Honors

Senior High School
Dingras National High School

With Honors
Junior High School
85
 Dingras National High School

Trainings and Seminars Attended Gokongwei Brothers Foundation Webinar on

CBAR
November 11 & 18, 2023
DOST

SEA Teacher Exchange Student, Batch 9

November 17-December 17, 2023
SEAMEO

Membership to Organizations Science and Math Club

Member
2020-2024

Classroom Organization
Mayor
2021-2022

Women’s Club
Member
2020-2024

86
 CURRICULUM VITAE

Name: GIVEN KAYE N. ULEP

Address: Caray, Nueva Era, Ilocos Norte
Email address: [email protected]

Educational Background:
Tertiary: Mariano Marcos State University
College of Teacher Education
Bachelor of Secondary Education
Major in Mathematics
A. Castro Avenue, Laoag City
2020 – Present

Senior High School: Adriano P. Arzadon National High School

General Academic Strand
Cabittauran, Nueva Era, Ilocos Norte
2018- 2020

Junior High School: Adriano P. Arzadon National High School

Cabittauran, Nueva Era, Ilocos Norte
2014- 2018

Elementary: Acnam-Caray Elementary School

Caray, Nueva Era, Ilocos Norte
2008- 2014

Achievements With Honors

Senior High School
Adriano P. Arzadon National High School

With Honors
Junior High School

87
 Adriano P. Arzadon National High School

Trainings and Seminars Attended Gokongwei Brothers Foundation Webinar on

CBAR
November 11 & 18, 2023
DOST

Membership to Organizations Science and Math Club

Member
2020-2024

Women’s Club
Member
2020-2024

88
 CURRICULUM VITAE

Name: GRACE LYN I. VALDEZ

Address: Macayepyep, Banna, Ilocos Norte
Email address: [email protected]

Educational Background:

Tertiary: Mariano Marcos State University

College of Teacher Education
Bachelor of Secondary Education
Major in Mathematics
A. Castro Avenue, Laoag City
2020 – Present

Senior High School: Banna National High School

Accountancy, Business, and Management
Lorenzo, Banna, Ilocos Norte
2018- 2020

Junior High School: Banna National High School

Lorenzo, Banna, Ilocos Norte
2014- 2018

Elementary: Macayepyep Elementary School

Macayepyep, Banna, Ilocos Norte
2008- 2014

Achievements With High Honors

Senior High School
Banna National High School

With Honors

89
 Junior High School
Banna National High School

Trainings and Seminars Attended Gokongwei Brothers Foundation Webinar on

CBAR
November 11 & 18, 2023
DOST

Membership to Organizations Science and Math Club

Member
2020-2024

Classroom Organization
Mayor
2022-2023

Women’s Club
Member
2020-2024

90