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Proposal and Final Defense Presentation Content

The document provides reminders and requirements for research presentations at different stages. It outlines what must be included in proposal defenses and final defenses. Proposal defenses must include title, presenter name, background, theoretical framework, research paradigm, problem statement, and research methods. Final defenses require all of the above as well as summary of findings and conclusions. Presentations should be in PowerPoint and follow a 7 by 7 slide rule, with no required number of slides as long as the presentation is under 5 minutes. A sample proposal presentation is provided as an example.

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48 views

Proposal and Final Defense Presentation Content

The document provides reminders and requirements for research presentations at different stages. It outlines what must be included in proposal defenses and final defenses. Proposal defenses must include title, presenter name, background, theoretical framework, research paradigm, problem statement, and research methods. Final defenses require all of the above as well as summary of findings and conclusions. Presentations should be in PowerPoint and follow a 7 by 7 slide rule, with no required number of slides as long as the presentation is under 5 minutes. A sample proposal presentation is provided as an example.

Uploaded by

reagracetantingco.yosores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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REMINDERS:

Research presentation shall be in power point by presenting the following:

Proposal Defense Final Defense


• Title and Name of • Title and Name of
Proponent Proponent
• Background of the study • Background of the study
• Theoretical Framework • Theoretical Framework
• Research paradigm • Research paradigm
• Statement of the • Statement of the
Problem Problem
• Research Methods (in bullet • Research Methods (in bullet
form) form)
• Summary of the Findings
1
Saturday, March 16, 2024 • Conclusion
REMINDERS:
• No number of slides required, provided the presentation
will be finished in a maximum of five (5) minutes
• Observe 7 by 7 rule of slide presentation.

See sample proposal presentation


shown in next slides

2
Saturday, March 16, 2024
Diverse Problem Solving Models
and Language Proficiency:
It’s Effect to the Students’ Cognitive
Flexibility, Mathematical Communication
Skills,
Performance and Creativity

Pedro Y. Claro
Researcher/Proponent
Introduction
Inability to
translate
problems into
mathematical
forms due to
language
proficiency
barriers.
Introduction
Introduction
Cognitive
Flexibility
Diverse
Problem
Solving Mathematical
Models Communication
Problem Skills
Solving
Skills

Creativity
Language
Proficiency

Performance
Theoretical Framework
“Zone of Proximal Development”

Situated Learning Theory

Cognitive Flexibility Theory

Variation Theory

Investment Theory of Creativity

Mediated Learning Experience

Mathematical Learning Theory


Research Paradigm
Independent Variable Dependent Variable

Cognitive Flexibility
Methods
Mathematical
Communication Skills
• Lecture
• With Problem Solving
Performance
Models
• Achievement
• Conceptual
Understanding
Language Proficiency
Creativity

Covariate

Pretest
Statement of the Problem
1. What is the profile of the participants based on their language
proficiency?
2. What are the students’ mathematical communication skills
and creativity scores in General Mathematics as classified
based on their language proficiency?
3. What are the students’ performance in terms of their scores in
achievement and conceptual understanding in General
Mathematics as classified based on their language
proficiency?
4. What are the students’ cognitive flexibility based on cognitive
flexibility index inventory?
Statement of the Problem (cont…)

5. How do students’ cognitive flexibility, mathematical


communication skills, performance and creativity compare as
influenced by their language proficiency?
6. How do students’ cognitive flexibility, mathematical
communication skills, performance and creativity compare as
influenced by the types of intervention using problem solving
models?
7. Is there interaction of students’ cognitive flexibility,
mathematical communication skills, performance and
creativity compare as influenced by the types of intervention
and their language proficiency?
Method

• quasi-experimental research design


• two intact sections of General Mathematics course
will be randomly assigned as control group and
experimental group which will undergo teaching
strategy using diverse problem solving models.
• Senior High School STEM (Science, Technology,
Engineering and Mathematics) track students of St.
Michael’s College, Iligan City
Method

• researcher’s validated instruments for mathematical


communication skill, mathematics performance and
creativity in General Mathematics course and an
adopted questionnaire for cognitive flexibility will be
utilized using Cognitive Flexibility Index Inventory.
• two-way ANCOVA will be utilized and a posteriori test
will be conducted using Scheffe’ after to determine
which level of language proficiency is dominant.
References
(NCTM), N. C. (2000). Principles and Standards for School Mathematics. USA: The National Council of
Teachers of Mathematics, Inc.
Abuqutaish, R. H. (2017). The Effect of the English Language Level of Proficiency on Mathematical
Problem Solving Skills For Third-Graders at Mashrek International School in Amman. Amman, Jordan.
Atkinson, R. C., Bower, G., & Crothers, E. J. (1965). An Introduction to Mathematical Learning Theory.
New York: Wiley.
Beal, C. R., Adams, N. M., & Cohen, P. R. (2010). Reading Proficiency and Mathematics Problem
Solving by High School English Language Learners. Urban Education, 58-74.
Billstein, R., Libeskind, S., & Lott, J. (2000). A Problem Solving Approach to Mathematics for
Elementary School Teacher (7 ed.). One Jacob Way: CA: Addison-Wesley.
Ersoy, E. (2016). Problem Solving and Its Teaching in Mathematics. The Online Journal of New Horizons
in Education, 79-86.
Feuerstein, R. (1991). Mediated Learning Experience (MLE): Theoretical, Psychosocial and Learning
Implications. Tel Aviv: Israel: Freund Publishing House Ltd.
Jan, S., & Rodrigues, S. (2012). Students' Difficulties in Comprehending Mathematical Word Problems
in English Language Learning Contexts. International Researchers, 1(3), 151-160.
References

Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate Peripheral Participation. Cambridge:
England: Cambridge University Press.
Marton, F., & Booth, S. (1997). Learning ang Awareness. Mahwah: NJ: Lawrence Erlbaum.
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. (1988). Cognitive Flexibility Theory: Advanced
Knowledge Acquisition in Ill-structured Domains. Proceedings of the 10th Annual Conference of the
Cognitive Science Society. Hillsdale: NJ: Erlbaum.
Sternberg, R. J. (2012). The Assessment of Creativity: An Investment-based Approach. Creativity
Research Journal, 3-12.
Tan, D. A., & Limjap, A. A. (2018). Filipino Students' Use of Metacognitive Skills in Mathematical Problem
Solving: An Emergent Model. International Journal of Development Research, 8(5), 20430-20439.
Tan, R. G. (2018). Strengthening the Students' Achievement in Mathematics. Sci.Int.(Lahore), 229-232.
Truxaw, M. P., & Rojas, E. D. (2014). Challenges and Affordances of Learning Mathematics in a Second
Language. Journal of Urban Mathematics Education, 7, 21-30.
Vygotsky, L. S. (1978). Mind and Society. Cambridge: MA: Harvard University Press.
Thank You!

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