Development and Validation of Mathematics Workbook for Grade 7in Cluster 5, Division of Laguna

Abstract

INTRODUCTION

The study used the descriptive-survey method to describe and evaluate the developed Workbook in Mathematics using a questionnaire-checklist in gathering data. The developed workbook was evaluated in terms of its objectives, content, presentation, evaluation, usability, consistency, adaptability, appropriateness, aesthetic value. The responses of teachers were tallied, tabulated and interpreted with the use of appropriate statistical treatments such as percentage to determine the least mastered mathematical competencies of students and weighted mean to describe the evaluation of teachers as to areas of the workbook.

METHODS

The mathematics teachers evaluated the Mathematics Workbook excellent in content (mean = 4.51), and very good in objectives (mean = 4.44), presentation (mean = 4.44), evaluation (mean = 4.39), usability (mean = 4.36), consistency (mean = 4.30), adaptability (mean = 4.34), appropriateness (mean = 4.29), and aesthetic value (mean = 4.35).

RESULTS

The mathematics teachers evaluated the Mathematics Workbook excellent in content (mean = 4.51), and very good in objectives (mean = 4.44), presentation (mean = 4.44), evaluation (mean = 4.39), usability (mean = 4.36), consistency (mean = 4.30), adaptability (mean = 4.34), appropriateness (mean = 4.29), and aesthetic value (mean = 4.35).

DISCUSSIONS

Based on the results of diagnostic tests, the students showed low competencies in the topics including: solving quadratic equation (81.75%), solving linear equation or inequality in one variable involving absolute value (68.07%), solving problems involving algebraic expressions (65.26%), using models and algebraic methods to find the product of two binomials, product of the sum and difference of two terms, square of a binomial, cube of a binomial, and product of a binomial and a trinomial (64.91%), multiplying and dividing polynomials (55.44%), evaluating algebraic expressions for given values of the variables (53.33%), translating English sentences into mathematical sentences and vice versa (49.12%), and solving problems involving real numbers (48.42%).