What is RESEARCH?

DETERMINING RESEARCH TOPIC

Research is a careful, systematic and objective investigation conducted to obtain valid facts, draw IN OTHER WORDS…
conclusions, and establish principles regarding an identifiable problem in some field of knowledge. •Consider the interest of your audience.
-- Clarke and Clarke •Consider your interest.
"Research is a diligent and systematic inquiry or investigation into a subject in order to discover •Consider the availability of references.
facts or principles." - American College Dictionary, 1964 •Consider timely issues.
Research comprises “creative work undertaken on a systematic basis in order to increase the stock
of knowledge, including knowledge of man, culture and society, and the use of this stock of FORMULATING A RESEARCH TITLE
knowledge to devise new applications.” -OECD, 2002 The title is without a doubt the part of a paper that is read the most, and it is usually read first.
The title summarizes the main idea or ideas of your study. A good title contains the fewest
Importance of RESEARCH in Education possible words needed to adequately describe the content and/or purpose of your research
•To enhance teaching and learning process paper.
•To assess and evaluate learning, methods, and approaches The following parameters can be used to help you formulate a suitable research paper title:
•To improve policies in education •The purpose of the research
•To gain relevant information •The narrative tone of the paper (typically defined by the type of the research)
•To discover new knowledge •The methods used Senior
•State the title, as short as possible.
Why write a RESEARCH paper? •2 to 15 words.
•To communicate and convey your ideas •The title should encourage the readers to read the paper.
•To describe experiments, process, approaches, and results
•To allow others reproduce your work Examples of a RESEARCH TITLE
•To be used for promotion •Assessment of the Mathematics Training Series
•Effectiveness of Collaborative Learning Strategies in Teaching PreCalculus
When conducting RESEARCH •Problems Encountered by Grade 11 Students in Physics 1
IT SHOULD BE: •Effects of Social Networking Sites to the Attitude and Academic Performance of SHS Students
•Systematic •Non-discriminatory
•Open to criticisms •Independent and free from indirect and direct censorship WRITING THE RESEARCH BACKGROUND
•Providing background information in the Introduction of a research paper serves as a bridge that
RESEARCH AGENDA links the reader to the topic of your study.
•Contains the list of areas or fields relevant to an organization from which a researcher chooses a •Provide a general background of the study.
research topic. •Discuss an analysis of the situation from general to specific (macro to micro)
•It serves to guide your decision-making about what topics or specific research questions to •State the motivation of the study or why the study is being undertaken
prioritize and pursue. •Point out issues that are addressed in the present study.
•Research agendas are not set in concrete. •The introduction reflects why the paper is worth reading.
•The introduction should be written logically.
CHOOSING A RESEARCH TOPIC •Provide evidences or sources of the information or concepts for the present study.
1.You are provided with a general topic from which you study a particular aspect; •Acknowledge the source or author of an idea.
2.You are provided with a list of possible topics to study; or,
3.You choose your own topic Senior The C.A.R.S. (Creating a Research Space) Model
Move 1: Establishing a Territory (The Situation)
NARROWING A TOPIC This is done by demonstrating that the research area is important, critical, interesting, relevant, or
•Aspect •Components •Methodology otherwise worthy of investigation and by introducing and reviewing key sources of prior research
•Place •Relationship •Time in that area to show where gaps exist or where prior research has been inadequate in addressing
•Type •Combination Senior the research problem.
Move 2: Establishing a Niche (The Problem)
This refers to making a clear and cogent argument that your particular piece of research is
important and possesses value. This can be done by indicating a specific gap in previous research,
by challenging a broadly accepted assumption, by raising a question, a hypothesis, or need, or by
extending previous knowledge in some way.
Move 3: Occupying the Niche (The Solution)
The final "move" is to announce the means by which your study will contribute new knowledge or
new understanding in contrast to prior research on the topic. This is also where you describe the
remaining organizational structure of the paper.
DEVELOPING THEORETICAL OR CONCEPTUAL FRAMEWORK
•The theoretical or conceptual framework is the structure that can hold or support a theory or a
concept of a research study. The theoretical or conceptual framework introduces and describes
the theory or concept that explains why the research problem under study exists.
•A theoretical or conceptual framework consists of theories/concepts and, together with their
definitions and reference to relevant scholarly literature, existing theory that is used for your
particular study.
•The theoretical framework is most often not something readily found within the literature.
•The theoretical/conceptual framework strengthens the study
DEVELOPING CONCEPTUAL FRAMEWORK (Qualitative)
What do you think is going on with the issues, settings, or people you plan to study? What
theories, beliefs, and prior research findings will guide or inform your research, and what
literature, preliminary studies, and personal experiences will you draw upon for understanding the
people or issues you are studying?
Note to not only report the results of other studies in your review of the literature, but note the
methods used as well.
If appropriate, describe why earlier studies using quantitative methods were inadequate in
addressing the research problem.
WRITING THE STATEMENT OF THE PROBLEMS OF THE STUDY
•State the specific questions that the present research intends to answer.
•The research questions should be specific, measurable, attainable, and relevant.
•Avoid questions answerable by a Yes or No.
•Investigate an idea
•Determine solutions
•Explore/ analyze issues
•Create new procedure
•Develop IM’s
•Explain a phenomenon
EXAMPLE
1. Title: Collaborative Learning Strategy in Enhancing the Performance in Geometry of High School
Students.
Generally, this research study determined the performance enhancement of high school students
in Geometry through the use of collaborative learning strategies.
The study answered the following research questions:
1. What is the profile of the students in Geometry as to:
a. Learning Style;
b. Attitude Towards Geometry;
c. Final Grade in Mathematics II;
d. Second Grading Grade in Geometry?
2. What is the performance in Geometry of the experimental group with the use of collaborative
learning strategies and the control group with the use of the conventional teaching method?
3. What is the mean gain score of the experimental group and the control group?
4. Is there a significant difference between the pretest and posttest scores of experimental group
and the control group?
5. Is there a significant difference between the posttest scores and mean gain scores of the two
groups?
2. TITLE: ASSESSMENT OF THE MATHEMATICS TRAINING SERIES
This research study focused on the impact assessment of the mathematics training series.
Specifically, this study sought answers to the following questions:
1. What is the profile of the respondents in terms of
a. Sex;
b. Age;
c. Level of education being taught (Elementary, Secondary, or Tertiary); and
d. Academic Rank?
2. What are the pretest and posttest scores of the respondents?
3. What is the performance evaluation of the respondents by their immediate supervisor before
and after the training?
4. What is the extent of utilization of the knowledge/skills/technology gained from the training?
5. What are the immediate and long term benefits gained from the training?
6. Is there a significant difference between the means of the pretest and posttest scores of the
respondents?
7. Is there a significant difference between the performance evaluation of the respondents by
their immediate supervisor before and after the training?
RESEARCH OBJECTIVES
Describe the central research problem being addressed but avoid describing any anticipated
outcomes. Questions to ask yourself are: Why is your study worth doing? What issues do you want
to clarify, and what practices and policies do you want it to influence? Why do you want to
conduct this study, and why should the reader care about the results?
RESEARCH QUESTIONS FOR QUALITATIVE RESEARCH SCOPE AND LIMITATION OF THE STUDY
Usually there is a research problem that frames your qualitative study and that influences your •Location
decision about what methods to use, but qualitative designs generally lack an accompanying •Time (duration)
hypothesis or set of assumptions because the findings are emergent and unpredictable. •Respondents
Questions to ask yourself are: •Parameters/variables
What do you specifically want to learn or understand by conducting this study? •Design
What do you not know about the things you are studying that you want to learn? •Statistical analysis (not included in the research)
What questions will your research attempt to answer, and how are these questions related to one •Identifies parameters that restrict the scope of the research findings
another? •Points out possibilities that are outside the concern or control of the researcher
Example:
RESEARCH HYPOTHESES This descriptive study focused on identifying the problems encountered by the respondents in
Null hypothesis learning Physics during the second semester of SY 2017-2018 at ASSHS. It did not explore whether
Alternative hypothesis or not these problems affect their academic performance or their attitude towards the subject.
Usually, it is based on the statement of the problems of a quantitative research study. Thus, statistical tools used were limited to frequency counts, percentages, and ranking.
Example:
1.There is no significant relationship between the learning styles and performance in General SELECTING RELEVANT LITERATURE
Mathematics of the respondents. •Select literature related to the study
2.There is no significant difference between the attitudes towards Biology of the experimental and •Discuss previous works related to the present study.
control groups. •Major findings, problems identified, recommendations,
Qualitative designs generally lack an accompanying hypothesis or set of assumptions because the •Points out questions raised, major issues, and critical evaluation of views mentioned in the
findings are emergent and unpredictable. previous research
•Highlights what research still needs to be done
DEFINITION OF TERMS •Points out knowledge gap that the current research wants to address
•Terms used in the study should be defined operationally. •Presents strengths and weaknesses of the previous research.
•Operationally means “describing how these terms were used in the study”. •Discuss why the present study is different from the previous works. (Literature Synthesis)
Example: •Acknowledge the source or author of an idea.
Performance refers to the scores of the respondents in the researcher-made test instrument. Senior
Performance refers to the final grade in Physics 1 of the respondents. Note: Failing to give credit to others can kill your paper!
Experimental group refers to the Grade 11 Newton which was taught using the collaborative
teaching approach. STYLES IN CITING RELATED LITERATURE
•APA
SIGNIFICANCE OF THE STUDY •MLA
•State clearly the general contribution/s of the present study to various groups (students, •Chicago Manual of Style
teachers, administrators, parents, community, etc.).
•State how the results of the study may influence/affect their roles and decisions. SELECTING RELEVANT LITERATURE
Example: •ROL can be written based on themes or based on the variables/objectives of the study.
Teachers. Results of the study will usher up information that serve as bases in increasing •Present also literature synthesis.
commitment to the mission of their profession by continuously improving their personal and
professional competencies in the teaching profession and by utilizing teaching pedagogies that are FINISH YOUR OUTPUT UNTIL SCOPE AND LIMITATION OF THE STUDY TODAY. WHEN DONE,
attuned to the learning characteristics of the students. START REVIEWING YOUR RELEVANT LITERATURE AND START WRITING ALSO.
Teacher education institutions. The result of this study will likewise serve as a factor for higher
education institutions offering teacher education programs in setting standards in qualifying high BE READY FOR A LONG EXAM NEXT MEETING. IT SHALL COVER THIS HANDOUT. ALSO, BE SURE TO
school graduates who want to pursue education courses. HAVE AN EXAMINATION NOTEBOOK. SEE JANG PARAISO FOR THE QUIZ NOTEBOOK. THANK YOU
NAME: ___________________________________________________________
Grade & Section: ___________________________

Understanding Ways to Collect Data

QUANTITATIVE RESEARCH DESIGN

Before designing a quantitative research study, you must decide whether it will be descriptive or
experimental because this will dictate how you gather, analyze, and interpret the results.

TYPES OF QUANTITATIVE RESEARCH

A descriptive study is governed by the following rules: subjects are generally measured once; the
intention is to only establish associations between variables; and, the study may include a sample
population of hundreds or thousands of subjects to ensure that a valid estimate of a generalized
relationship between variables has been obtained.
A Descriptive Design seeks to describe the current status of a variable or phenomenon. The
researcher does not begin with a hypothesis, but typically develops one after the data is collected.
Data collection is mostly observational in nature.

An experimental design includes subjects measured before and after a particular treatment, the
sample population may be very small and purposefully chosen, and it is intended to establish
causality between variables. Experimental Designs, often called true experimentation, use the
scientific method to establish cause-effect relationship among a group of variables in a research
study. Researchers make an effort to control for all variables except the one being manipulated QUALITATIVE RESEARCH DESIGN
(the independent variable). The effects of the independent variable on the dependent variable are The Design of a Qualitative Research
collected and analyzed for a relationship. 1. Phenomenological
•Describes the meaning of the lived experience from the perspective of the participant
A Correlational Design explores the relationship between variables using statistical analyses. •Seeks to achieve a deep understanding of the phenomenon by rigorous, systematic examination
However, it does not look for cause and effect and therefore, is also mostly observational in terms of it
of data collection. 2. Grounded Theory
•Goal is to develop a theory about the processes (social behaviour or scene) under investigation in
A Quasi-Experimental Design (often referred to as Causal-Comparative) seeks to establish a cause- a natural setting
effect relationship between two or more variables. The researcher does not assign groups and •Useful in areas where little is known or when a new perspective is needed
does not manipulate the independent variable. Control groups are identified and exposed to the •Tries to identify the core process and subsidiary processes in the situation
variable. Results are compared with results from groups not exposed to the variable. 3. Ethnography
•Aims to understand human behavior in the cultural context in which it is embedded
•Aims to understand the way in which people live from the emic (insider’s) perspective versus the
etic (researcher’s or outsider’s) perspective
4. Historical Research
•Historiography examines events of the past
•Historians believe the greatest value of historical knowledge is an increased self-understanding
RESEARCH DESIGN
Use Qualitative to… Use Quantitative to… VALIDITY AND RELIABILITY OF DATA-GATHERING INSTRUMENTS
Develop an initial understanding of an issue Recommend a final course of action If adopted, NO NEED.
Look for a range of ideas and feelings about Find whether there is consensus on a If original/revised form, HIGHLY NEEDED.
something particular issue
Understand different perspectives between Projects results to a larger population Validity is the degree to which an instrument assesses what the researcher is attempting to
groups and categories of people measure.
Uncover underlying motivations and factors Identify evidence regarding cause-and-effect A research instrument that gives the same results even if conducted twice is reliable.
that influence decision making and opinions relationships
Provide information needed to design a Describe characteristics of relevant groups of TYPES OF DATA GATHERED
quantitative study people For Quantitative: For Qualitative:
Explain findings from a quantitative study Test specific hypotheses and examine specific Specific variables studied Study the whole, not variables
relationships Numbers and statistics Words, images, objects
Precise measurements Reflections
POPULATION AND SAMPLE
Population – totality METHODS OF DATA COLLECTION
Sample – a portion of the population Direct or Interview Method
Indirect or Questionnaire Method
SAMPLING TECHNIQUES Registration
Probability Sampling Techniques Observation
Non-Probability Sampling Techniques Experiment

SAMPLING FORMULAS STATISTICAL TOOLS

Indicates what statistical tool/s will be used to analyze the data gathered.
Frequency counts and percentages, means, weighted means, test of relationship, test of
differences, etc.

ANALYSIS OF DATA
For Quantitative:
Data are analyzed through numerical comparisons and statistical inferences.
For Qualitative:
Data are analyzed by themes based on the descriptions of the participants.

WRITING THE RESEARCH METHODOLOGY

SAMPLING TECHNIQUES Research Design
(Qualitative Study) Population and Sample
Samples are small and are not randomly selected. Data Collection Instruments
Participants are able and willing to talk about their experience and describe their feelings. Analysis of Data/Treatment of Data

DATA-GATHERING INSTRUMENTS Presentation of Results

Questionnaires •Analyzed and summarized data can be presented as text, or using tables, graphs, and other
Records/Documents pictorial forms.
Interview Guide/Checklist Presented data must be interpreted!
Test Instruments
Methods of Presenting Data Example 2:
Textual Method
Tabular Method
Graphical Method

Discussion of Findings
Discussion of results/findings shall be guided by the statement of problems or objectives.
There are parts and guidelines that should be observed when answering every problem statement
or objective of the study.
1. Prefatory Information
•Make a one paragraph introduction of the problem. Preface the presentation of results with a
reminder of the research questions (or hypothesis).
2. Introduce table/chart/figure
•Make a one sentence introduction describing the content of the table, chart, or figure.

Example 1:

Prior to the conduct of the Mathematics Training Series, the respondents’ performances in
terms of various parameters were evaluated by their immediate supervisors using a questionnaire.
After the training, the same questionnaire was administered to their immediate supervisors to
measure the change in the performance of the respondents.
Table 2 shows the performance evaluation of the respondents by their immediate
supervisors before and after the training.

3. Discussion of critical data/ results

The final grade in Mathematics IV was included in this study as part of the respondents’ •Do not state what is obvious in the table. Only highlights or important parts of the data are
profile. The data provide information on how the respondents performed in the said subject
textually presented.
during their fourth year high school. •Extract only the significant findings.
Table 2 summarizes the data in terms of the performance of the respondents in
Mathematics IV. Example 1:
 It can be deduced from the table that most of the respondents, both in the experimental
and control groups, had obtained a grade of 81 and above. A total of 85% of the respondents from
each group received a grade that ranges from 81 to 95.
Moreover, only 3 or 15% of the respondents from each group achieved a grade that
ranges from 76-80.
•Descriptive equivalents/ interpretation should be seamlessly embedded in the discussion and not
presented as it appears in the table.
INCORRECT: The table shows that indicator 1 which states that “The leader is democratic” has an
average weighted mean of 4.50 which means “very much evident” as rated by the respondents.
CORRECT: The table shows that democratic process is very much evident in the institution and
practiced by the administrator based on the computed average weighted mean of 4.50.
•Textual presentation must be followed by interpretation, inference, or implication.
•Condition contributing to the result
•Cause that bring about the result
•Effect or impact of the result
•Suggestions related to the result
EXAMPLE:
The problem solving activities helped the respondents in the experimental group
recognize what appropriate knowledge and skills are necessary in solving the given problem.
These engaged students in thinking about the important mathematical concepts and skill they
need to learn or solve the problem [4]. Thus, they see the connections between the previously
learned mathematical concepts and the skills needed to solve the current problem.
Because the respondents are given enough time to work on the problem individually, by
pair, or by group, they gradually develop understanding of the process involved in problem solving
and they also develop confidence in doing mathematics. Thus, problem solving approach aids in
the development of the respondents’ critical thinking and problem-solving skill as reflected in their
performance in the post-test.
The problem-solving approach in teaching mathematics has helped the experimental
group improved their performance. The approach has provided them interactive ways to learn the
necessary concepts and skills integrated in the problem solving activities through focused-group
discussion.
On the other hand, the numerical observations in Table 5 with the performance of the
control group in the posttest showed no remarkable improvement as compared to their scores in
the pre-test. The performance of the control group in the pre-test and post-test are almost the
same.
This finding might have been due to the fact that the control group was taught using the
conventional or traditional mode of instructional delivery which is characterized by chalk and
board, more teacher talk, and less students’ participation or classroom engagement.
4. Statement of Hypotheses
•Take note that the findings and claim come after the statement of hypotheses. (and
acceptance/rejection of such).
Example:
TEST OF DIFFERENCE IN THE ATTITUDE (BEFORE AND AFTER) OF THE RESPONDENTS TOWARDS the pre-test. The performance of the control group in the pre-test and post-test are almost the
COLLEGE ALGEBRA same.
This finding might have been due to the fact that the control group was taught using the
conventional or traditional mode of instructional delivery which is characterized by chalk and
board, more teacher talk, and less students’ participation or classroom engagement.
This supports the conclusion of Alegria [8] that nothing will change in the performance of
students if innovation is not included in the teaching-learning competencies, especially by the
teachers. According to her, teachers need to use varied instructional methods, techniques, and
•There is no significant difference in the attitude of the control group and the experimental group
approaches to enhance students’ active participation and strengthen their grasp of the important
before and after the experiment.
concepts and skills related to the topic.
INCORRECT: When subjected to t-test analysis, results revealed no significant difference in the
INCORRECT:
attitude towards College Algebra of the control group as indicated by the p-value of 0.195 which is
The study of De Villa (2010) that . . . negates the finding of the current study.
greater than the 0.05 level of significance. Therefore, the null hypothesis which states that there is
CORRECT:
no significant difference in the attitude of the control group before and after the experiment is
The current study negates the findings of De Villa (2010) that …
accepted.
CORRECT: When subjected to t-test analysis, the p-value of 0.000 is lower than the 0.05 level of
significance. Therefore, the null hypothesis which states that there is no significant difference in
the attitude towards College Algebra of the experimental group before and after the experiment is
6. Conclusion
rejected. This result reveals that the attitude of the experimental group before the experiment is
•Draw conclusion.
significantly different to their attitude towards College Algebra after the experiment.
•Make a claim.
•Explain the implication of the finding/ conclusion to the field of study or to concerned/affected
5. Comparison/ Corroboration
groups.
•Compare results with previous findings/theories to make generalizations.
Example 1:

Indeed, the problem-solving approach is effective in enhancing the performance of the

respondents in College Algebra. Thus, it is recommended that teachers may consider applying the
approach in teaching mathematics subjects to enhance the conceptual and computational skills of
students.

Example 2:
TEST OF DIFFERENCE IN THE ATTITUDE (BEFORE AND AFTER) OF THE RESPONDENTS TOWARDS
COLLEGE ALGEBRA
On the other hand, the numerical observations in Table 5 with the performance of the
control group in the posttest showed no remarkable improvement as compared to their scores in

It can be concluded that the problem-solving approach can help students strengthen their
favorable attitude towards College Algebra in particular, and towards any fields in Mathematics, in
general
Discussion of findings/results
•Prefatory Information
•Textual presentation (highlight of the tabular presentation of data/results)
•Interpretation
•Implication
•Corroboration
•Conclusion/Recommendation
Respondents’ Profile as to Learning Styles
A questionnaire on learning style preference was administered to the respondents to
identify how they best learn. Items which convey the same learning category were separated from
one learning style to another for the scoring system as shown in appendix H. The learning style
which has the highest point determines how the respondent’s best learn.
The table above summarizes the data on the learning styles of the respondents.
It can be gleaned from the table that both the experimental and control groups are
composed of learners with varying learning styles. However, it can be noted that the two groups
of respondents are dominated by auditory learners.
Such findings imply that most respondents of the groups learn best through verbal
lectures, discussions, oral explanations, talking things through and listening to what others have to
say. Most of the respondents also read any instructional materials in a loud manner, enough to be
heard by their ears.
The current study supports the findings of Doctolero (2011) that the group of second year
high school students which served as her respondents is composed of learners with different
styles in learning. However, the majority of which are students who learn best through the use of
their sense of hearing.
Because individuals have the tendency to both perceive and process information
differently, this implies that how much individuals learn has to do with whether the educational
experience is geared toward their particular style of learning. Thus, educators are encouraged to
place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills
of analysis, reasoning and sequential problem solving.
Example 2:
Prior to the implementation of the study, the two groups of respondents were given an
attitudinal questionnaire that gauges their feelings towards College Algebra. The same
questionnaire was administered to them at the end of the duration of the study. The weighted
means of their responses were compared to determine whether or not there is an improvement in
their attitude towards the subject. The results of the comparative analyses of the respondents
attitude using paired sample t-test through the SPSS software were reflected in table 8.
The table reveals that the p-value of 0.000 for the experimental group is lower than 0.05.
This means that the null hypothesis which states that there is no significant difference in the
attitude of the group before and after the conduct of the study is rejected. Therefore, it can be
noted that the experimental group exhibited a significant change in their attitude towards College
Algebra.
Initially, the experimental group’s attitude towards the subject falls halfway between
negative and positive acceptance. Their feeling towards College Algebra is a balanced mix of
positive and negative attitude. However after the study, the weighted mean of the responses of
the experimental group was categorized as favorable. Therefore, it can be noted that their
attitude towards the subject significantly improved.
This result of the analysis may be attributed to the interactive and collaborative learning
environment that was enabled by the problem solving approach in teaching College Algebra. The
experimental group was provided with opportunities to discuss important previously learned
mathematical concepts integrated in the problem solving activities and to brainstorm on the steps
to be carried out to arrive at the correct solutions.
 The approach had helped them gain mathematical power and confidence in performing
problems solving tasks that led to the enhancement and development of a more positive attitude
towards College Algebra.
On the other hand, it can also be noted from the table that the computed p-value for the
weighted mean of the control group’s responses is equivalent to 0.195 which is higher than the
0.05 level of significance of this study. Therefore, the null hypothesis is accepted. This implies that
the attitude towards College Algebra of the control group did not significantly change. Further, the
finding indicates that there was no significant improvement in the attitude of the control group
towards College Algebra.
Such result may have been caused by the lack of relevant teaching intervention
introduced to the group. The control group was taught using the conventional method of teaching
mathematics where the students serve as receiver of information. Primarily, the teacher discusses
the lesson and then provides a set of activities to the respondents at the end of the discussion.
The group was not given opportunities for exploration, interaction, and collaboration. Their
learning environment was dominated by the teacher.
The findings of the current study coincides with the results that Farro (2014) found out in
his study that students develop a more favorable attitude towards mathematics when they are
given the opportunities to work on a given exercise or activity with their peers.
Indeed, the problem-solving approach is effective in enhancing and strengthening the
positive attitude of the respondents towards the subject College Algebra.
Reporting Findings, Drawing Conclusions, and Making Recommendations
Findings/Conclusions/ Recommendations
The findings of a research study should be presented in the order of the research questions.
The conclusions summarize the idea of the findings. They state what the findings imply.
The recommendations propose actions which can be taken further as consequences of the
conclusions.
Example 1:
The experimental group and the control group both have a neutral attitude towards
College Algebra before the conduct of the study. After the conduct of the study, the experimental
group gained a favorable attitude towards the subject while the control group retained its neutral
attitude.
The experimental group gained a favorable attitude towards College Algebra after the
conduct of the study. The control group, however, remained neutral towards the subject.
Since developing a positive attitude towards mathematics among the students is critical
for mathematics teachers, it is necessary for teachers to have a repertoire of best teaching
practices that can be used to provide quality mathematics instruction and to enable students to be
actively engaged in the learning process.
Example 2:
Significant difference was posted between the attitude of the experimental group towards
College Algebra before and after the conduct of the study. However, no significant difference was
posted between the attitudes towards College Algebra of the control group.
The experimental group gained a more positive attitude towards College Algebra than the
control group.
The problem solving approach is a potential tool in helping students overcome their
anxiety towards mathematics subjects. Thus, teachers may consider attending to seminars or
review educational materials that focus on the nature and procedures in the effective
implementation of the said teaching approach. This will enable them to effectively employ the
said approach in the delivery of mathematics instruction in the classroom setting.
Example 3:
As to the final grade in Mathematics IV, 85% of the experimental group obtained a grade
of 81 and above, while only 5% had a grade of 76-80.
The experimental group and the control group have varied levels of academic
performance in their secondary mathematics subject.
Mathematics teachers may consider historical data regarding the performances of their
students in their previous mathematics subjects to serve as input that will enable them to devise a
learning plan that suit best to their learning characteristics.
Example 3:
The experimental group showed that 35% of the respondents were auditory learners,
while 20% were kinesthetic learners. Of the 30 indicators of the attitudinal questionnaire, 80% of
the items indicated a favorable attitude of the respondents. In general, the group showed a
favorable attitude towards Geometry with their responses’ general weighted mean of 3.65. Their
final grade in Mathematics II showed that 65% belong to 75-79 GPA range and 35% pegged a GPA
of 80 and above. Moreover, 40% had a grade of 75 to 79; 20%, 80-84; 10%, 85-89; 5%, 90-94; and,
25% of the respondents failed in Geometry during the second grading period.
The experimental group had varied learning styles, yet they are dominated by auditory
learners. The group had a favorable attitude towards Geometry. Most of the respondents
performed low in Mathematics II and in Geometry during the second grading period.
Teachers concerned are encouraged to design their instruction methods to consider the
learning styles of the students with their experiences, reflections, conceptualizations and
experimentations. High school teachers may introduce a wide array of experiential learning in the
classroom teaching-learning process.