Template - Final Defense
Template - Final Defense
Title of study
group
Introduction
Important point 1 (author, year)
Important point 2 (author, year)
3
Republic of the Philip pines
DAVAO DEL SUR STATE COLLEGE
Brg y. Matti, Digo s Cit y, Davao de l Su r, Philippin es 8002
Definition of Terms
Research Objective
III. Methodology
Research Design
Research Subjects
Research Instrument
Procedure
Data Analysis
Ethical Considerations
Republic of the Philippines
DAVAO DEL SUR STATE COLLEGE
Brg y. Matti, Digos Cit y, Davao del Su r, Philippines 8002
Results and
Discussion
Table 2.
V-Conclusion
1.
Recommendation
Based from the results and conclusions, the researcher made the following recommendations:
1. For DepEd Davao del Sur Division to rethink the development of the SLMs in Mathematics to ascertain
that a balance of the learning principles is achieved.
2. For DepEd teachers to ensure that complementary and supplementary learning activities are provided to
ensure a balance of the application of the learning principles specially in the competencies where
they are most appropriate.
3. Teachers should be subjected to retooling on the constructions of Self-learning modules or even Activity
sheets to emphasize the application of the learning principles as prescribed by the Mathematics
curriculum guide and framework.
4. Similar studies may be conducted that will address the same variables. However, future researchers may
conduct the different grade level that may add another moderating variables to still test the
relationship of the existing ones.
References
Amin, M (1998) Teaches Natural Science by Using Discovery and Cobb, Paul (1988). "The Tension between Theories of Learning and
Inquiry Instruction in Mathematics Education.” Education
Methods , Depdikbud, Jakarta
Psychologist 23 (1988):97103.
Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy
te achi ng and le ar ni ng to teac h: Kno wi ng and us i ng Codamon, B., Daniel (2020). Understanding the Distance Learning
mathematics. In J. Boaler (Ed.) Multiple perspectives a Modalities https://pia.gov.ph/news/articles/1049277
mathematics teaching and learning (pp. 83 – 104).
Westport, CT: Ablex Publishing.
Cord (1999). Teaching mathematics contextually: The cornerstone of
Berel so n, B. (1971). Co nte nt analysis i n co mmunic atio n rese arc h . Tech. prep. Waco, TX: CORD Communications.
New York, N.Y.: Hafner Publishing Company
C r e s s we l l , J . W. , & C l a r k , V . L . P . . ( 2 0 11 ) . De s i g n i ng an d
Berelson, B. (1952). Content Analysis in Communication Research . Conducting mixed methods research (2nd ed.) Thousand
Glencoe, Ill: Free Press. Oaks, CA: Sage Publication
Bernard, H. R. (2000). Social research methods: Qualitative and Davidovitch, N., Yavich, R., & Keller, N. (2014). Mathematics
quantitative approaches, SAGE, California, and UK
And
Bruner, Jerome (1986). Actual Minds, Possible Worlds. Cambri dge, Mass.:
Experiential Learning Are They Compatible?. Journal of
Harvard University Press. College Teaching & Learning (TLC), 11(3), 135-148
Carin A & Sund RB (2010), Teaching Science through Discovery Demirok, M., S., Besgul, M., & Baglama, B. (2016). A content
Charless analysis of the postgraduate thesis written on special
E. Merrill, Colombus,
education in turkey based on various variables (2009-2014).
Chapin, S. (2000). Math Matters: Understanding the Math You
Cypriot Journal of Educational Science. 11(2), 92-101.
T e a c h .
Grade K-6. Math Solutions Publications, Marilyn Burns Department of Education. DepEd Order No. 18, s. 2020 entitled,
Education Policy Guidelines for the Provision of Learning Resources in
Associates, 150 Gate 5 Road, Suite 101, Sausalito, CA 94965 the Implementation of the Basic Education Learning
Continuity Plan (BE-LCP)