Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Teacher Education Research

Self-Made Business Proposal Presentation: Authentic Learning

in General Mathematics
Deo James Bornilla Roxas
Instructor, Marikina Polytechnic College
PH.D. Math Ed Student, Philippine Normal University
[email protected], [email protected]

Abstract: Many educators are suggesting different kinds of methods, strategies or approaches to
aid other educators in teaching Mathematics for the 21st century students, one of these is the
authentic learning. Authentic learning is a style of learning that encourages the students to produce
an outcome that might be a big help in a real-world situation. The purpose of this study is to
determine how authentic learning could aid teachers in discussing General Mathematics with an
aid of business proposal presentation. Business proposals are personally made and presented by
the students. The method of research used was focus action research. Learners were requested to
have a reflection on doing and presenting the self-made business proposals and be compared to
their performances and outputs. Reflections of these students were analyzed through a thematic
approach which leads to three main themes, namely; focused Mathematical concepts, personal
development, and principles of learning. Doing this kind of authentic learning shows ownership of
the students on their output, which provided different areas of enhancements and learnings, not
only on their mathematical skills for competence but also improvements for themselves as a
person. Thus, it is suggested to implement kinds of authentic learning not only in Mathematics but
also in other academic subjects.

Key Words: Authentic Learning; Students’ Reflection; General Mathematics; Self-Made Business
Proposal Presentation; 21st Century

1. INTRODUCTION (Context and Rationale) students. Some of the techniques of teaching Mathematics are
lecture method, inductive-deductive method, heuristic
method (discovery/inquiry method), analytical-synthetic
Twenty-first century teaching is the new trend in the
method, project method, brain storming, think-pair-share,
field of education. Innovation training must be conducted in
learning by doing and problem-solving approach (Merchant
which innovative methods of teaching are strategies of
2008).
coaching that contain new methods of interplay between
Besides, teachers should constantly be capable of
“teacher-student”, “teacher-student”, a certain innovation in
showing how every concept of mathematics can be applied to
sensible activity inside the procedure of mastering
the real world -- and when it allows to improve the students'
instructional material (Aigerim Mynbayeva & Akshalova,
understanding (Beyranevand, 2016)
2018).
Global citizens, thinking creatively, thinking
critically, communicates and collaborates with others are the 1.1 Purpose and rationale (Action Research
key characteristics of 21st century (Breed, 2019) which Question is included Here)
educators should be minded of to innovate or improve their The purpose of this study is to determine if the self-
teaching styles. That makes educators of mathematics to made business proposal presentation could aid teachers to
produced different methods of teaching it which have been teach general mathematics and help students learn beyond the
proposed also by specific educators and the experts. An subject or topics in general mathematics. And if this activity
instructor must undertake a coaching technique after could provide an opportunity for students to solve and
considering the characters of the children. Every approach explain problems mentally and promotes students’
has certain merits and few demerits and it's far the work of a sensemaking, creativity and sense of being a mathematicians
trainer to decide which method is high-quality for the (Drake, 2016). This study is also conducted to determine if
the self-made business proposal presentation is a kind of
authentic learning in General Mathematics. Since the activity
shows real-world problems involvements, used of open-
ended inquiry, thinking skills and metacognition, students
engage in social learning in a community of learners and
direct their own learning in preparing the proposal (Rule,
2007).

1.2 Context (Innovation, Intervention and Strategy)

The research begun when the Head of the Senior High
School department of the selected private school told the
research to teach the grade 12 students in a way that they will
learn new things other than the general mathematics,
experience sense of ownership on students’ output and use
different mode of teaching style to catch the attention of this
21st century learners.
As the teacher of these 21 st century learners, the
researcher initially interviewed students of what does the
usual teaching style and activities that they have experienced. Fig 1. Teaching Styles Crossed Referenced PhotoCredit:
Moreover, the researcher also collected some studies that will teach.com
guide him to provide an activity that will afford ownership
and new teaching style for the 21 st century students in - Twenty-first Century Learners. The new way of
learning General Mathematics. Following are the relative providing learning to today’s learning environment,
studies to support the construction of the new possible educators must be minded of the students’ personalizes
teaching style: learning, students’ motivation and emotion in learning,
usage of diverse knowledge sources and assessment of
- Ownership. Learners should feel sense of ownership their own learning (“21st Century Learning: Research,
once educators assign classroom roles, give students a Innovation and Policy,” 2008). Also, these new learners
choice, encourage groupwork, focus feedback by are more often to technology, and to have an effective
asking students to self-assess and listen to learners learning activity teachers should form a discovery and
voice (5 Tips for Encouraging Ownership in the creation approach on their teaching (Blair, 2012).
Classroom, 2017). Likewise, Providing choices, being
flexible, and building eccentric relationships are the - Authentic Learning. In a school-reform perception,
foundation of ensuring that learners understand that authentic learning is related philosophically and
they may be the most important school stakeholders pedagogically to strategies such as personalized
and own their learning (Plotinsky, 2019) learning, community-based learning, and project-based
learning. Moreover, instructional strategies such as
- Teaching Style. Based on a literature, there are low- learning demonstrations, capstone project, personal
tech and high-tech teaching styles. Low-tech teaching learning plans, and compilations of work or activities is
styles are direct instruction and kinesthetic learning but connected with authentic learning (“Authentic Learning
teacher-centered learning. Differentiated instruction
Definition - The Glossary of Education Reform,” 2014)
and expeditionary learning are still example of low-tech
teaching style but student-centered learning. On the - Personal Development. There is a notion that personal
other hand, the high-tech teaching style are flipped development should be included in the students
classroom (teacher-centered learning), inquiry-based learning process because it could poster discipline,
learning, game-based learning and personalized confidence and punctuality. Nevertheless, adding this to
learning (student-centered learning). See figure 1. Thus, classroom activities will develop better personalities
it is proven that active learning style is best suited for and ensure not to do negative behavioral traits (Atieno,
an interactive classroom (Bohren, 2018). 2018). Furthermore, the main purposes of personal
development activities to students are developing their
social-emotional competence, managing their emotions
(positive and negative), achieving their autonomy and
independence, developing their interpersonal
relationships, establishing their identity, developing
their purpose and developing their integrity (Iulia,
2015)

Thus, the research decided to let his students do a self-

made business proposal as part of their activity. Since, it was
been alleged that doing self-made business proposal will help
students make realistic plans and projections, help them (conclusion) and the final stage is revising the instructions
secure funding, provide them business with direction and and operation of the activity.
structure, help them identify strength and weaknesses and put
everyone on to the same page or will work together as one
(Stenger, 2016). 3. RESULTS AND DISCUSSION
Following are the gathered data of the researcher
2. METHODOLOGY (Action Research Method) that makes the students learned beyond the expected topic
using authentic learning through self-made business proposal
This study used focus action research, since the presentation and the self-reflection and learning of the
researcher collected a self-reflective investigation undertaken researcher:
by the student participants in order to identify possible
improvements for educational practices in a classroom set up
(Choeda et al., 2018). The participants of this study were 3.1. Story and Outcomes
twenty-five (25) students of Grade twelve (12) senior high
school who are taking the subject General Mathematics at a After presenting their self-made business proposal,
private school. In relation to triangulation, performance was learners were asked to make a reflection regarding their
being observed, follow up interviews was done on their activity (Business Proposal Presentation). These reflections
were analyzed, interpreted and thematized into three themes
college year experience. In conducting this study, ethical that made the students think of what they have learned from
consideration was manifested; privacy, safety and anonymity doing the activity. Themes were Focused Mathematical
of the participants (Wang and Redwood-Jones, 2001) and Concepts, Personal Development and Principles of Learning.
pseudonyms was used to represents students for their right to
be anonymity. This also consider the Gibbs’ Reflective
Cycle, since it enables the students to effectively reflect on 3.1.1. Focused Mathematical Concept
particular event (Self-Made Business Proposal Presentation)
and learn from it (Rumson 2016). Not only the students but Through the reflections of the students, this theme was
teacher can improve his or her teaching style after knowing separated into three subthemes, namely (a) basic fundamental
the students’ reflections operations, (b) interest, (c) basic concept of loans. These
themes were the focused mathematical concept of the
business proposal presentation activity as per the students’
realization. Below are some of the lifted reflections of the
students that talks about the focused mathematical concept of
the self-made business proposal presentation and its
interpretation;

3.1.1.1. Basic Fundamental Operations

“Since we are making our own (business) proposal, my

addition and multiplication skill were improved” – Student A
“I think the basic math operation, because our group do lots
of adding, subtracting and multiplying to check our business
proposal” – Student B

With the above statements, it shows that the students

enhanced their basic fundamental operations through
performing calculations with general understanding of
numbers and operations that is applied on the given task
(Ontario, 2018). This means making self-made business
Fig. 2. Gibbs’ Reflective Cycle for Self-Made Business proposal improved students’ basic fundamental operations
Proposal Presentation skills.

Figure 2 displays the milestone of student and teachers 3.1.1.2. Interest

during self-made business proposal presentation. On the
description part of the cycle is activity (self-made business “the topic you have discussed that we use in making our
proposal) of the students while on the feelings part is the business proposal is simple interest” Student C
experience of the students in doing the activity. This “We really apply our knowledge in Basic Concept of
presentation will be evaluated by the group of panels and Interest, even it is hard, we realized that having a business
self-evaluation of the students there after (evaluation), on the proposal is one of the used of interest” – Student D
analysis part, reflection of the student shall be analyzed to
improve the implementation of the activity, know what to Students’ reflected that doing the self-made business
retain and improve on the execution of the activity proposal activity lead them to learn more about interest. And
to let students learn more about interest we teachers must aid
our discussions with a real-life situation that uses interest achievement, as the cognitive meta-process also functions
(Picardo, 2018). well. Self-confidence also encourages students to be
optimistic when completing tasks, responsibilities, and to
3.1.1.3. Basic Concept of Loans have a competitive attitude, as well as academic attainment,
reducing cognitive anxiety, affecting success motivation, and
“the activity let us master the topic loan, because we have to increasing academic accomplishment (Blegur et al., 2019).
interview real businessmen and ask them about loaning” –
Student E 3.2.3. Problem Solving Skills
“…and basic concept of loan because we have to be the
sellers of our business” – Student F “I was able to solve our groups problem, because we are
making our own computations…” – Student K
Through the activity, students reflected that they were
still able to learn the basic concept of loans. And basic The above statements indicate that through the prepared
concept of loans is an application of mathematics (Rains, activity, students are practicing their problem-solving skills.
2012). This means that self-made business proposal In this case, students need to be able to recognize and apply
presentation activity does not only teach our students with different strategies to solve such problems. Problem solving
one lesson or topic of mathematics but a variety of skills needed to be explicitly taught in a way that can be
mathematical concepts. moved across multiple settings and contexts because it do not
develop naturally (Mills & Kim, 2017).
3.1.2. Personal Development
3.2.4. Preparedness
During the analysis on the students’ reflection, Self-
made business proposal presentation does not only teach the “I did my preparation because we are going to defend our
students about mathematical concepts, but it also teaches business proposal” – Student L
them how to improve and develop their personal characters. “I prepared for this because I am really shy when I’m in
This kind of personal development could help them as a front of class…” – Student M
person their chosen career in the near future. Self-esteem,
confidence, problem solving skills, preparedness and Another personal development that can be improved by
leadership are the identified personal characters that was giving a self-made business proposal presentation is that
boosted by just doing the activity. Below are the students’ students become prepared. Once a student is prepared, he or
reflections and interpretation that emphasize their personal she can discuss something, that they are unfamiliar with and
development; learn more by examining the part of his or her discussion.
Thus, students need to be mentally prepared because their
3.2.1. Resilience mind wandering will be great and more likely to be succeed
in his or her task. Furthermore, being prepared leads to less
“We did lots of revisions but still came to one business stress. If one student is not prepared then they may feel
proposal” – Student G stressed out. On the other hand, if one student has completed
“Our leader divided the task, so that we can do (finish) it, the assignments, read the material, and understands the
even we have different subjects other than mathematics” – material, he or she will be more likely to be able to focus on
Student H the class (Stowers, 2012).

Statements above shows enrichment of a personal 3.2.5. Leadership

characteristics highlighting resilience. Resilience is reaching
one’s goal through personal strengths and hardships they “I distribute the task equally to my groupmates to make the
endured and overcame during the process. And students who proposal...” – Student N
develop resilience can face disappointment, learn from “Our group done it quickly because our leader and sir Roxas
failure, cope with loss, and adapt to change (Price-Mitchell, guided us” – Student O
2015).
It was also analyzed that doing the activity shows an
3.2.2. Self-Confidence indication of enrichment of leadership skills of the students.
Recognizing the enhancement of students’ leadership also
“I am really shy when I’m in front of class, but because of the recognizing the improvement of their communication skills,
activity I realized that I can do it in front” – Student I social awareness, emotional management skills, self-
“When sir said that we are going to present our proposals, I awareness skills and decision-making skills(Kirchner, 2014).
got nervous but when I present my part, I’m really proud of Having this activity relative to leadership, leader prevents the
myself” – Student J group into conflicts, make them accountable of every
decision they make, motivate themselves, aware of every
It was analyzed that doing the activity boosted the obligations and tasks and collaborate with the other students
students’ self-confidence. In which self-confidence is (Clark, 2017; Kirchner, 2014).
important to students since it involves interaction with other
students. Likewise, students’ self-confidence can be used to 3.1.3. Principles of Learning
foresee the correctness of work, performance, and learning
 Another theme that was identified on the reflection of future. This principle of learning leads the students to master
the students was the principles of learning. These principles and use the subject matter in a real life setting, give students a
of learning help them learn beyond the topic in General capacity to deal with complex new situations and develop
Mathematics and could aid teachers how to manage such skills for lifelong learning (Eyler, 2009).
principle on their class. These principles of learning are
namely; discovery approach, collaborative learning, 3.2. Self-reflection and learning
brainstorming and experiential learning. Below are the
students’ reflections and interpretation of the researcher As the teacher, facilitator and researcher of this activity
relative to demonstrated principles of learning of the and study, to give the best learning to your students, let them
students: have ownership on the learning they had gain. To do so, give
every instructions and tasks, guide them and let them
3.3.1-2. Discovery and Collaborative Approach discover every answers and solutions on the specific problem
they are facing by their own. Researcher also comprehended
“I thought our group will not make it, because sir only give that doing the self-made business proposal presentation will
us what shall we do, but with the help of everyone and not only aid you, as an educator, to teach the application of
businessmen we were able to do it” – Student P the Mathematics in real life concept but will let your student
“at first it is hard to make proposal, but when everyone is have personal development and be trained through different
doing their work it becomes easy” – Student Q principles of learning. Subsequently, facing new generation
“I was able to know the application of Business Mathematics of the students, 21st century learner, is facing an upgraded
in real life and it is not easy to sell products” – Student R teaching style that will help them learn actively and fruitfully.
“I learn more about businesses…” – Student S Thus, educators must also have new teaching style for these
learners, and that is authentic learning.
On this note, students done their own business proposal
and shows a practice of ownership through collaboration. It Due to this self-made business proposal presentation, the
also demonstrates a deeper and more meaningful learning researcher was motivated to do more authentic learning, since
experience for the students. These approaches were also it will aid as educators to impart learnings to our students
suggested and approved by the educators from the time when beyond our expected or targeted learning.
learners displayed productive and visible learning.
Discovery and collaborative approach to learning have been
seen as an effective way of engaging the students to the
lesson (Roxas et al., 2016).

3.3.3. Brainstorming

“… on our free time, our group do computations and apply

what we have learn in Gen Math” – Student T
“constructing your own business is really hard, but our
group think hard to identify one, which is the (name of the
business). – Student U Fig 3.
Student’s response on the follow up question who has a
Another principle of learning analyzed in the students’ subject of Technopreneurship
reflection is the brainstorming. Brainstorming encourages
students to come up with thoughts and ideas using problem
solving with head-to-head thinking. It brings group members'
diverse experience into piece, increases the richness of ideas
explored with the peer, and encouraged each member to
contribute fully by helping develop a rich array of creative
solutions which often be a better solution to the specific
problems that they face (Naser & Almutairi, 2015)

3.3.4. Experiential Learning

“We do not experience the presentation in front of the class, I

think we can do it again in our college (years)” – Student V
“…because of the defense, I can now defend our future
thesis” – Student W

These students’ reflection indicates that through the

experience they had encounter during the implementation of
the activity give then boost and learning on how to face the Fig. 4.
future. Proven that experiential learning build students’ social Student’s Response Telling that Self-Made Business Proposal
skills, work ethics and practical expertise that is needed in the Presentation help him improve as a student
 Fig. 6. Personalized Authentic Learning Framework.

Framework shows that authentic learning leads to three

(3) continuous personalized learning namely personal
development, mastering of the subject content and principles
of learning that are influenced by mentors, peer, community
and learning environment. Additionally, the framework
cannot be proven unless carry out on the other field of
specialization. Thus, it is suggested that future researches
may extent this research on their field of specialization and
do more literature review to expound the developed
framework.

4. CONCLUSIONS (Recommendation and You

may include Action Plan here in Statement or
Paragraph Form)

Self-made Business Proposal Presentation shows real-

world problems engagements, used of flexible inquiry,
intellectual skills and metacognition, students involve in
social learning in a community of learners and ownership of
learning. Likewise, doing an authentic learning could provide
an opportunity for students to solve and explain problems
mentally and promotes students’ sensemaking, creativity,
personal development and sense of being a Mathematicians.
It is also concluded that for the improvement of the
school community it is suggested to include authentic
Fig. 5.
learning as part of the assessment task of the teachers and
personalized learning as teaching style.
Student’s Response Telling that Self-Made Business Proposal
Presentation help him improve his personality.
5. ACKNOWLEDGMENTS
. Figure 3 to 5 are some evidences of transformation
happened to students who experience the authentic learning
The researcher would like to thank the participants of
through self-made business proposal presentation in general
this study in a private catholic school at Marikina City. To
mathematics for senior high school.
Earl James Isayas and Francis Alfred Suyod who help the
researcher to analyzed and formulated the themes relevant
With the literatures and analyzed data, below is the to the study.
attained simple framework for the future educators to get
familiarized with authentic learning:
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