Development, implementation, and evaluation of a learning package on ratio and proportion using the understanding by design framework

• Main Author: Menor, Noel M.
• Format: text
• Language: English
• Published: Animo Repository 2011
• Subjects: Learning; Ratio and proportion; Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/4068; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10906/viewcontent/CDTG005036_P.pdf
• Institution: De La Salle University

The purpose of the study was to evaluate a learning package on ratio and proportion inspired by the Understanding by Design. The design plan of the learning package was evaluated by subject matter experts and teacher-evaluators. It was then tried out in an intact class of La sale Green Hills in Mandaluyong City during this SY 2010-2011. The implementation stage was evaluated by both teacher-observers and the pupils by using evaluation checklists. To determine if the model used in this study had an impact in the pupils’ understanding of the topic, a pretest and a posttest were given before and after the implementation of the lesson. The study used both qualitative and quantitative methods of research. Descriptive statistics supported the quantitative analysis from the pretest and posttest scores, quizzes, evaluation of the learning package and evaluation of the implementation of the learning package. Phenomenographic interpretations supported the qualitative analysis of the pretest, posttest, academic prompts, follow up written interview with the pupils, and the written comments of evaluators and observers. Results showed that both the subject matter experts and teacher-evaluators gave a high rating to the Learning Package. Their evaluation ratings to the learning package have strong agreements. The teacherobservers and pupils gave an excellent rating to the implementation of the learning package. The Paired Samples T-Test procedure at 95% confidence yielded a value of 0. This indicates that there is a significant difference between the means of the pretest and posttest with higher scores and better performance in the posttest than in the pretest. At the start of the study, the pupils had no sense of proportionality as shown by the phenomenographic analysis of their solutions to proportion problems. After the implementation of the lesson, majority of the pupils, about 78% to 84%, have advanced to the higher levels of proportional reasoning.