Utilization of Explicit Direct Instruction (EDI) on Grade 10 Mathematics: Basis to EDI Supplementary Instructional Material

Abstract

INTRODUCTION

The study aimed to assess the utilization of explicit direct instruction on Grade 10 Mathematics in Area 1, Batangas. Specifically, the study sought to answers on the demographic profile of Mathematics teachers in relation to age, sex, highest educational attainment, years in teaching mathematics, seminars attended, and research involvement. Also, the study determined the extent do the respondents utilize Explicit Direct Instruction (EDI) approach in teaching Grade 10 mathematics in terms of explaining, modeling, demonstration, and checking for understanding. Moreover, the study assessed the topics in Grade 10 Mathematics, which utilized an Explicit Direct Instruction (EDI) approach. Also, the findings of the study aimed to develop explicit direct instruction based instructional material.

METHODS

The study used the descriptive method of research with the questionnaire as its main tool in gathering data complemented with an unstructured interview to substantiate the analysis of data gathered from the questionnaire. The respondents of this study were Grade 10 Mathematics teachers in Area 1 of Batangas Province. The statistical tools used in the analysis of data were a percentage, weighted mean, and standard deviation.

RESULTS

The findings of the study showed that most of the teachers are 30-39 years old, female, withMA units, have 1-5 years teaching Mathematics, all of them have 0-5 training attended, and have no research involvement. Moreover, Grade 10 Mathematics topics that least utilized explicit direct instruction approaches were Sum of Geometric Sequence, Remainder Theorem and Factor Theorem, Introduction to Chords, Arcs and Angles of a Circle, Relation Among Chords, Arcs and Angles of a Circle, and Tangents andSecant Segments, Combination, and Decile for Grouped Data, which all utilized modeling approach.

DISCUSSIONS

Mathematics with regards to explaining, demonstration, and checking for understanding while the moderate extent of utilization of modeling approach. Also, the comparison on the extent of utilization of explicit direct instruction approach revealed that the approaches were utilized more by those 50-59 years old, female, with bachelor's and master's degree, with16-20 years of experience, and with no research conducted. Lastly, the study developed Explicit Direct Instruction (EDI) based supplementary instructional material for the enhancement of this approach being utilized in Grade 10 Mathematics.