Email this article 
EVALUATING MATHEMATICS LEARNING EXPERIENCE OF GRADE 7 STUDENTS OF BATO SCHOOL OF FISHERIES
(1) Visayas State University
(2) Bato School of Fisheries
(3) Hilongos National Vocational School
(*) Corresponding Author
Abstract
A positive learning experience stems from active engagement with the lesson and greater interaction in learning activities. This study investigated the types of learning experience of students in Bato School of Fisheries, Leyte, Philippines such as Hands-on, Minds-on and Authentic Learning. Also, the study analyzed the students’ level of achievement in learning mathematics under each type of learning experience. The study employed a random of 25% of the grade 7 students for experimental design that involves qualitative and quantitative approach. Result shows that the Hands-on learning experience of students is in beginning level which needs a proper guidance of the mathematics teacher. It is shown that students are more capable of Hands-on group activities in mathematics. For Minds-on learning experience, students are also in beginning level, however, it is found out that they are good in critical thinking processes which create and recreate mathematics concepts for the core topics. Furthermore, authentic learning experience is in beginning level, lowest among the 3 types of learning experience. This means that students must develop their problem solving skills in mathematics with the aid of suitable teaching strategies. Anyhow, it is found out that these students have a proficient level in mathematics achievement probably by their past knowledge. Hence, a good level of achievement in mathematics can be maintain or improve through enhancing the 3 types of learning experience especially the authentic aspect.
Keywords
Full Text:
PDFReferences
Alabekee, E. C., Samuel, A., & Osaat, S. D. (2015). Effect of cooperative learning strategy on students learning experience and achievements in mathematics. International Journal of Education Learning and Development, 3(4), 67-75.
Baroody, A. J. (1987). Children's mathematical thinking: A developmental framework for preschool, primary, and special education teachers. New York: Teachers College Press.
Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15(1), 6-23.
Casinillo, L. F. (2019). Factors affecting the failure rate in mathematics: the case of Visayas State University (VSU). Review of Socio-Economic Research and Development Studies, 3(1), 1-18.
Casinillo, L. F., & Aure, M. R. K. L. (2018). Econometric evidence on academic performance in basic calculus of science, technology, engineering and mathematics (STEM) senior high students. Journal of Educational and Human Resource Development, 6, 238-249.
Casinillo, L. F., Camulte, M. C. G., Raagas, D. L., & Riña, T. S. (2020). Cultural factors in learning mathematics: the case on achievement level among Badjao students. International Journal of Indonesian Education and Teaching, 4(1), 71-81.
Casinillo, L. F., & Guarte, J. M. (2018). Evaluating the effectiveness of teaching strategies: the case of a national vocational school in Hilongos, Leyte. Review of Socio-Economic Research and Development Studies, 2(1), 64-79.
Can, I., Koydemir, S., Durhan, S., Ogan, S., Gozukara, C., & Cokluk, G. (2017). Changing high school students’ attitudes towards mathematics in a summer camp: Happiness matters. Educational Sciences: Theory & Practice, 17(1), 1625–1648.
Code, W., Merchant, S., Maciejewski, W., Thomas, M., & Lo, J. (2016). The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 47(6), 917-937. Retrieved from http://dx.doi.org/10.1080/0020739X.2015.1133854
Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Lassonde, C. A., & Reinhart, L. (2004). Making it theirs: Literacy teachers use reflection as a tool for shaping practice. Journal of Authentic Learning, 1, 28- 39.
Lombardi, S. M. (2011). Internet activities for a preschool technology education program guided by Caregivers. Doctoral dissertation. North Carolina State University.
Long, D., & Rule, A. C. (2004). Learning vocabulary through morpheme word family object boxes. Journal of Authentic Learning, 1, 40-50.
Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2019). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. Retrieved from https://doi.org/10.29333/iejme/3997
Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter? Journal of Education and Practice, 4(3), 132– 139.
Nicaise, M., Gibney, T., & Crane, M. (2000). Toward an understanding of authentic learning: Student perception of an authentic classroom. Journal of Science Education and Technology, 9(1), 79-94.
Prez, M. D. M., Duque, A. G., & Garca, L. F. (2018). Game-based learning: Increasing the logical-mathematical, naturalistic, and linguistic learning levels of primary school students. Journal of New Approaches in Educational Research, 7(1), 31-39.
Reys, R., Suydam, M., & Lindquist, M. (1995). Helping children learn mathematics. Boston: Allyn and Bacon, Inc.
Ross, R., & Kurtz, R. (1993). Making manipulatives work: A strategy for success. Arithmetic Teacher, 40, 254-257.
Riley, N., Lubans, D. R., Holmes, K., Hansen, V., Gore, J., & Morgan, P. J. (2017). Movement-based mathematics: enjoyment and engagement without compromising learning through the EASY minds program. Eurasia Journal of Mathematics, Science and Technology Education, 1653-1673.
Silver, E.A., Kilpatrick, J., & Schlesinger, B. (1990). Thinking through mathematics. New York: College Entrance Examination Board.
Tularam, G. A., & Machisella, P. (2018). Traditional vs non-traditional teaching and learning strategies-the case of e-learning! International Journal for Mathematics Teaching and Learning, 19(1), 129-158.
Yilmaz, R. (2020). Prospective mathematics teachers’ cognitive competencies on realistic mathematics education. Journal on Mathematics Education, 11(1), 17-44. Retrieved from http://doi.org/10.22342/jme.11.1.8690.17-44
DOI: https://doi.org/10.24071/ijiet.v4i2.2513
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Leomarich F. Casinillo, Rechin S. Galenzoga, Darwin L. Raagas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.