Development of Teacher Guide for Grade 8 and 10 Localized Mathematics Modules

Abstract

INTRODUCTION

A teacher guide provides specific guidelines on how to effectively use instructional material to ensure that learners attain the expected content and performance standards. Cognizant of the inherent value of a teacher guide for improved instruction, this study focused on the assessment of Grades 8 and 10 localized mathematics modules and the difficulties met by teachers in utilizing such modules, with an end view of developing a teacher guide to enhancing the use of the localized modules. Specifically, this study identified the profile of the respondents in terms of sex, highest educational attainment, years of teaching of mathematics, and mathematics training/seminars attended, as well as the teachers' assessments of the localized mathematics modules in achieving the learning competencies in Grades 8 and 10. In addition, significant differences in the assessment of the localized mathematics modules when grouped according to profile variables were subjected to hypothesis testing.

METHODS

The descriptive method of research was employed with the questionnaire as the main data gathering instrument. Statistical treatment was applied to research data using ANOVA, frequency, mean and percentage.

RESULTS

It was found out that the respondents are mostly female, and have units in the Master's degree. The majority has been teaching mathematics for five years or less but they are alarmingly not active in attending training or seminars. Grades 8 and 10 localized mathematics modules were found to conform to the module/instructional materials evaluation criteria of content, format, presentation, and organization, and accuracy and up-to-date information.In addition, Grades 8 and 10 mathematics teachers differ significantly in their assessments of the localized mathematics modules when grouped according to profile. Findings also indicated that most Grade 8 and 10 mathematics teachers found difficulty in utilizing the modules primarily because the students do not have a printed localized mathematics module, and there are no answer keys and suggested strategies for each activity and evaluation.

DISCUSSIONS

The results of the study were used as a basis for developing a Teacher Guide for Grades 8 and 10 localized mathematics module. It was recommended for school administrators to provide training or seminars for junior high school mathematics teachers. The teacher guide may be validated and utilized to maximize the use of localized mathematics modules.