EFFICIENT METHODS IN TEACHING GENERAL

MATHEMATICS SUBJECT TO GRADE 11 ABM STUDENT OF

COLLEGE OF SAINT ADELA INC.

A Research represented to the faculty of

Senior Highschool Department

College Of Saint Adela Incorporated

Daang Barrio, Poblacion 1. San Jose Del Monte City Bulacan

Researchers:

Arcilla, Bien Harris

Francisco, Jean

Gapasinao, Joshua

Mabunga, John Paul

Malik, Shielo

Melindo, Felix Jr.

Mercado, Aira Nicole

Mallorca, Paul

Orro, Maylene Grace

 Perfas, Franklin

Rojas, Cliford

EARL Jhon Timbal

Villano, Renzel
 CHAPTER 1

THE PROBLEM AND IT'S BACKGROUND

INTRODUCTION

In this crucial phase of their mathematical journey, students need a solid understanding of

fundamental concepts including tackling more advanced topics. The education system consists of

many elements, including Teachers, curriculum, administrators, specialists, technology, and

physical and financial resources. However, teachers need to engage students through real-life

examples. Show them how mathematics connects to their daily lives by using relevant and

practical examples that can help them understand Teachers need to teach basic lessons and basic

steps to enhance more knowledge of the children so that they can easily understand the lesson or

the topic they need to learn and solve the problem to find solutions in their skills, understanding,

and abilities.

There are two effects of the students in mathematical learning-advantage and disadvantage.

Advantage; the advantage of teaching skills in General Mathematics to students, they enhance

more knowledge and develop their transferable skills and much expertness acquired through

mathematical learning can be applied to various other subjects and real-life situations and critical

thinking is all about evaluating different solutions by working,

Through General Mathematics problems that help build their ideas and abilities to think

critically. Improve capacity for problem-solving by departing from down complex problems into

smaller, simpler components. Mathematical learning additionally encourages analytical thinking

because that requires learners to analyze and interpret data or information to improve their

comprehension and level of understanding. Advance cognitive abilities through getting involved

with mathematical learning, which at first contributes to developing more cognitive abilities such

as concentration It helps build perseverance and resilience opportunities that can help in the other

steps of the journey. Disadvantages; the disadvantage of teaching general mathematics to

students that affects their grades and learning is limited understanding a lot of students do not

pay attention to the teacher which is why a lot of students fail this subject because of the lack of

In-depth understanding and they’re not focus in their study they always says general

mathematics is one of the hardest subjects in school but they do not pay attention. Lack of

individualized instruction in an effort Sometimes teacher may not have enough time to provide

personalized attention to each student that’s why some students may struggle and may not

receive the necessary support and guidance they need to overcome their challenges too. In a

previous study Takahashi Akihiko 2014, 16 (1), n1, Mathematics Teacher Educations and

Development. The Japanese method of lesson study has been adopted by many nations as a way

to enhance instruction and learning. Teaching methods for mathematics in the teaching process

both questions “why?” and “how?” should be targeted. However, some of the workings of lesson

study remain obscure. 11,54-67,2009, Mathematics and Teacher Education and Development

The study literature in mathematics and special education is examined in this article, with an

emphasis on children and disabilities in middle and high school. Mathematical Algorithms:

Numerous efficient algorithms have been developed for specific mathematical operations and
calculations. These strategies include working backward, breaking down complex problems into

smaller, manageable parts, and identifying patterns and relationships. Graph Theory: Graph

theory provides a mathematical framework for studying networks and relationships between

objects. Several efficient algorithms have been developed to perform calculations and

optimizations on graphs, such as finding the shortest path, determining graph connectivity, and

identifying optimal routes and assignments. Statistical Techniques: Statistics plays a significant

role in many fields, and researchers have developed efficient statistical methods for data analysis

and inference.

Conceptual framework

These boxes are the question and the process that we use to come out with the efficient method

of teaching General Mathematics to grade 11 ABM students in College of Saint Adela

Incorporated.

Input PROCESS OUTPUT

•Age Analysis of data •Efficient method in
gathering through: teaching General
•Sex
Mathematics subject in
A. Quantitative
•Their goal grades Grade 11 ABM student
approach
•The effects of teaching
•What kind of method B.Perception of chosen
strategies to students is
they use correspondence
they can keep up with the
through survey
•Survey questionnaire class faster if they learn
questionnaire.
strategies on how to do
•e through check mathematics properly.
They will get the lecture
faster and they will be
able to answer items
easily.
STATEMENT OF THE PROBLEM

This study investigates the efficient method in teaching General Mathematics in Grade 11 ABM

student

1. The importance of teaching General Mathematics in terms of.

1.1. Problem solving

1.2. Academic performance

2. What method and action approach importance in teaching General Mathematics?

3. What is the impact of method in studying General Mathematics?

HYPOTHESIS

HO:There is no significant implementing efficient teaching methods in general mathematics

subjects does not lead to noticeable improvements in students' understanding or academic

performance.

HA:The significance between the advantage and disadvantage in teaching general mathematics

subject helps build their knowledge, abilities, skills and behaviour and also there are have

academic behavioural factors that affecting their learning.

SCOPE OF DELIMITATION

This research was conducted to find out the Efficient Method in Teaching General Mathematics

subject to Grade 11 Accountancy, Business and Management student at Collage of Saint Adela

Incorporated in San Jose Del Monte, Bulacan. It involves more or less () of the total population

of student in school. The aspect noticed into the result of Efficient Method in Teaching General
Mathematics of student, if there is a lot of effect well planned that student can experience.

However, every member in the sample population was given equal chance of inclusion in the

sample.

SIGNIFICANCE OF THE STUDY

This research aims to have a significant contribution to the following:
Student they are given the chance to experience, develop skills and method that can help them
in solving mathematics
Teacher may be benefited from this study to assist them in their general mathematics classes
they will improve and come up with the new ways in delivering lessons
Future Researcher the result of this study might help to see the efficient method in teaching
General Mathematics

DEFINITION OF TERMS

Cognitive refers to processes related to perception, thinking, memory, and understanding. It

involves mental activities such as learning, reasoning, problem-solving, and decision-making

Perseverance is the quality of persisting in a course of action or purpose despite difficulties,

obstacles, or discouragement. It involves determination and a willingness to continue striving

towards a goal.

Resilience is the ability to adapt, bounce back, or recover from adversity, challenges, or setbacks.

It signifies the capacity to withstand and overcome difficult situations and emerge stronger.

Algorithm is a step-by-step set of instructions or a procedure for solving a specific problem or

performing a task. In computing and mathematics, algorithms are used for data process

Heuristic - is an approach to problem solving that relies on practical rules and experience. It is a

problem-solving strategy that leans on practical guidelines and past experiences to navigate

complex situations effectively.

 CHAPTER 2

RELATED REVIEW LITERATURE

General Mathematics aims to develop learners' understanding of concepts and techniques drawn

from number and algebra, trigonometry and world geometry, sequences, finance, networks and

decision mathematics, and statistics in order to solve applied problems through abstraction and

logical reasoning. Mathematics evolved from counting, calculation, measurement, and the

systematic study of the shapes and motions of physical objects. Practical mathematics has been a

human activity for as long as written records exist. Rigorous arguments first appeared in Greek

mathematics, most notably in Euclid's Elements. Mathematics continued to develop in fitful

bursts until the Renaissance, when mathematical innovations interacted with new scientific

discoveries, leading to acceleration in research that continues to the present day.

FOREIGN LITERATURE

DEFINE GENERAL MATHEMATICS SUBJECT

Journal of Mathematics Teacher Education 8, 83-111, 2005

Scholars of decades past, current researchers, and various reform documents all deal, directly or

indirectly, with the question of what constitute good mathematics teaching. Often good teaching

is situated in the context of broader educational goals, such as preparing literate citizenry.

Researchers generally define good teaching implicitly with attention to various processes such as

reasoning and problem solving. In a series of three interviews, we examined nine experienced

and professionally active teachers’ views of good mathematics teaching and how it develops. The

interviews were couched in the context of the teachers mentoring student teachers. In general,

these teachers thought good teaching requires a sound knowledge of mathematics, promotes
mathematical understanding, engages and motivates students, and requires effective management

skills. Furthermore, the teachers felt that good teaching is developed from experience, education,

personal reading and reflection, and interaction with colleagues. Experience was considered the

primary contributor. The article compares and contrasts the teachers’ notions of good teaching

with those of various scholars and researchers and positions stated in various reform documents.

Implementing reflective practice in the context of teacher education

Karrie A. Jones, Jennifer L. Jones

73–85 in the Teacher Educator, 48 (1) (2013)

A growing body of research has examined the purpose, difficulties, and complexities of

instructing preserves teachers in reflective inquiry during the past few decades. There is ongoing

uncertainty about how reflective inquiry can be purposefully encouraged throughout the early

phases of teacher training, despite the fact that it is generally acknowledged as an important

component of a teacher education program. Using participant observer research protocols, data

were collected and analyzed in accordance with qualitative research standards in order to explore

the instructional approaches used to encourage reflective inquiry in preserves teachers by a

veteran teacher educator from Niagara University, NY.

Current Issues in Tourism 20 (8), 801-808, 2017

Agent-based modeling (ABM) is an emerging approach in tourism research. Despite the natural

fit between theories of tourism as a complex, interconnected system, and the generative approach

supported in ABM, there has been only limited integration within mainstream tourism research.

This research letter reports on a recent gathering of tourism ABM researchers to define the main

challenges that face the adoption of ABM in tourism research. These include technical,
communications, and novelty issues. In response to these challenges, three potential strategies to

ease adoption are outlined: education, awareness, and interdisciplinary teams. These findings are

framed as a call for increased attention to the fit of ABM within tourism research, and a

framework for negotiating constraints to adoption of this technology

Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Páraic Treacy, Fiona Faulkner

International Journal of Mathematical Education in Science and Technology 46 (8), 1182-1196,

2015

Deficiencies in beginning undergraduate students’ basic mathematical skills have been an issue

of concern in higher education, particularly in the past 15 years. This issue has been tracked and

analyzed in a number of universities in Ireland and internationally through student scores

recorded in mathematics diagnostic tests. Students beginning their science-based and

technology-based undergraduate courses in the University of Limerick have had their basic

mathematics skills tested without any prior warning through a 40 question diagnostic test during

their initial service mathematics lecture since 1998. Data gathered through this diagnostic test

have been recorded in a database kept at the university and explored to track trends in

mathematical competency of these beginning undergraduates. This paper details findings

surrounding an analysis of the database between 2003 and 2013, outlining changes in

mathematical competencies of these beginning undergraduates in an attempt to determine

reasons for such changes. The analysis found that the proportion of students tested through this

diagnostic test that are predicted to be at risk of failing their service mathematics end-of-semester

examinations has increased significantly between 2003 and 2013. Furthermore, when students'

performance in secondary level mathematics was controlled, it was determined that the
performance of beginning undergraduates in 2013 was statistically significantly below that of the

performance of the beginning undergraduates recorded 10 years previously.

Kwame Akyeampong, Kattie Lussier, John Pryor, Jo Westbrook

International journal of educational development 33 (3), 272-282, 2013

Teacher education has an important role in ensuring quality of learning especially for the poorest

children. The article draws on a study of teacher preparation for the early primary grades in six

African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and

mathematics.

Studying the impact of using multimedia interactive programs on children's ability to learn basic

math skills

Sawsan Nusir, Izzat Alsmadi, Mohammed Al-Kabi, Fatima Sharadgah

E-learning and Digital Media 10 (3), 305-319, 2013

The continuous inventions and evolutions in all information technology fields open new channels

and opportunities to enhance teaching and educational methods. On one side, these may improve

the abilities of educators to present information in interactive and media-enhanced formats

relative to traditional methods. This may help students or learners through offering them the

information in channels and methods that can be easier to understand deal with and retrieve. On

the other hand, offering those alternative methods of teaching can be helpful particularly for

children, people with special needs, or students in rural areas where they can have virtual or

remote instructors, especially for majors who have shortages. The purpose of this study is to

investigate the impact of utilizing multimedia technologies on enhancing, or not, the

effectiveness of teaching students at early stages in Jordanian primary schools. To achieve this

objective, a program has been developed to test the students' ability to understand basic
mathematical knowledge and skills. Two groups were selected from a local school based on their

own class distribution, where one group was taught the subject in basic math using a program

developed for this purpose and the second class was taught the same subject using traditional

methods of teaching (i.e. direct student-to-child instruction, board, etc.). Results showed that in

such math skills at this age, using programs or multimedia-enhanced methods of teaching can be

effective in getting students' attention, especially when cartoon characters are used. Results also

showed that there is no significant difference in learning and knowledge skills and information

absorption based on gender distribution, as a comparison of the results between little boys and

girls showed no significant difference in their learning skills.

April Mae C. Lumabit | Roberto G. Sagge Jr.

Through exploration and challenging questions, students are kept interested in their learning

through inquiry-based learning. This study's objective was to develop and evaluate an inquiry-

based learning module for general mathematics for students in grade 11. The study was

conducted at two secondary schools with one hundred forty-one Grade 11 students and four

mathematics teachers as respondents. When obtaining data for the study, a questionnaire

checklist was utilized to describe and evaluate the developed module using the descriptive-

evaluative method. The modified Borg and Gall model, which includes curriculum guide

inspection, planning, product development, assessment instrument design, development of the

instructional materials, validation of mathematics teachers and experts, revisions, limited student

trial, and the finalization of the instructional material, was used in the development of the

module. On the following criteria: objectives, contents, activities, style and presentation,

organization, creativity, and assessment, the respondents were asked to rate the work text. The

final result shows that the generated module was verbally rated as "very good" in terms of
objectives, contents, activities, style and presentation, organization, creativity, and assessment.

The respondents rated the produced module as "very good" in general. This indicates that the

generated module satisfies the criteria with a minimum number of revisions. To facilitate

teaching and learning, the researcher recommends Grade 11 teachers and students use the

developed inquiry-based learning module for General Mathematics.

Leonida P. Sobrevega | Elvira R. Arellano

This study investigated the relationship of emotional quotient, mental toughness, mathematics

anxiety, and mathematics performance using data coming from 160 second year BSED and

BEED students who were enrolled in the first semester of SY 2012-2013 and had taken

Fundamentals of Mathematics and Contemporary Mathematics. Using the descriptive correlation

research method and four sets of instruments – Bar On Emotional Quotient Inventory: Short

Version (Bar On EQi:s), Mental Toughness Questionnaire (MTQ48), Mathematics Anxiety

Questionnaire, and Mathematics Achievement Test, results reveal that students have low

emotional quotient, average mental toughness, and average mathematics anxiety and

mathematics performance. Further, correlation analyses show that mathematics performance post

significant positive relationship with emotional quotient and mental toughness, but significant

negative relation with mathematics anxiety. Emotional quotient also registers significant positive

correlation with mental toughness. Mathematics anxiety likewise reveals significant negative

relationship with emotional quotient and mental toughness. Among the variables, mathematics

anxiety is the significant predictor of mathematics performance.

Rosen Anthony Marquez

Discipline: Education
In the new normal, border-crossing of digital culture among learners are prevalent in their

attitude and learning preference. Cognitive preferences such as the students’ brain dominance

must be considered in an enhancement program and modular distance learning is an additional

option. With a post positivist worldview through one sample quasi-experimental research design,

the study evoked the effects of the Mathematics Engagement Clinic (MEC) grounded on brain

dominance to critical thinking and problem-solving skills, and mathematics achievement. The

results showed a wide mean difference in the mean percentage of scores in the level of critical

thinking and problem- solving skills and mathematics achievement. After the thinking processes

mentioned were compared before and after an enhancement program MEC was given, a

significant difference was found through a non-parametric Wilcoxon – signed rank test. Hence,

despite the non-normal distribution of participants in the study MEC has managed to cater to the

participants’ preferences to act, think and learn. With the positive effect of the enhancement

program MEC grounded on brain dominance on the thinking processes and Mathematics

achievement of the participants, the researcher has constructed a modular Mathematics

enhancement program framework as a guide to teacher researchers in the planning, designing,

redesigning and implementing modular Mathematics enhancement programs grounded on brain

dominance to hone and enhance thinking processes such as critical thinking and problem-solving

skills, and thereby, improve Mathematics achievement. MEC

Act solutions to the equation. A collection of fundamental operations that are applied to the

contour set serves as the is a timely enhancement program to consider in the new normal setting

in education to improve the lens of the teaching and learning process.

TEACHING METHODOLOGIES

Behzad Ghanbari

Mathematical Methods in the Applied Sciences 44 (11), 8759-8774, 2021

The purpose of this paper is to use a new efficient methodology to construct exact fractional

solutions with a local fractional operator defined on Cantor sets for the generalized nonlinear

Schrödinger equation. Second-order spatiotemporal dispersion coefficients and group velocity

dispersion are contained in the equation. Through the use of the generalized exponential rational

function method, we have the capability to obtain exbasis in this new iteration of the technique.

Comprehensive numerical simulations are provided in order to examine the dynamic

development of the obtained results. We recognize that the technique used is straightforward but

effective in identifying the precise local solutions to the problem. Additionally, they might be

used in practice to solve a wide range of nonlinear problem classes.

Sandile Sydney Motsa

Journal of Applied Mathematics 2013, 2013

We indicate a straightforward and effective strategy for dealing with boundary layer flow

difficulties with exponentially decaying individuals that are highly nonlinear systems. The

original concept behind the proposed method's algorithm is to normalize and decouple the

governing equation systems, therefore departing from them down into a series of differential

equation subsystems that can be solved through spectral collocation techniques. The suggested

technique, which will be called the spectral local linearization method (SLLM) from now on, is

tested for applicability through several well-known boundary layer flow equations. The

investigation's numerical results show that, although the suggested method is straightforward to
construct and numerically implement, it is very robust in that it converges quickly and generates

accurate results and is more efficient at solving massive problems.

Journal of Applied Mathematics 2013, 2013

We indicate a straightforward and effective strategy for dealing with boundary layer flow

difficulties with exponentially decaying individuals that are highly nonlinear systems. The

original concept behind the proposed method's algorithm is to normalize and decouple the

governing equation systems, therefore departing from them down into a series of differential

equation subsystems that can be solved through spectral collocation techniques. The suggested

technique, which will be called the spectral local linearization method (SLLM) from now on, is

tested for applicability through several well-known boundary layer flow equations. The

investigation's numerical results show that, although the suggested method is straightforward to

construct and numerically implement, it is very robust in that it converges quickly and generates

accurate results and is more efficient at solving massive problems.

CL Philip Chen, Hong Li, Yantao Wei, Tian Xia, Yuan Yan Tang

IEEE transactions on geosciences and remote sensing 52 (1), 574-581, 2013

For defensive behavior or attack scenarios, robust small target detection that has a low signal-to-

noise ratio (SNR) is essential in infrared communication search and track applications. As a

result, this paper presents an efficient minimal target recognition algorithm that draws inspiration

from the human vision system's contrast mechanism and derived kernel model. In the first

process, the recommendation for local contrast measure—which gauges how different the current

location is from its surroundings—is used to create the local contrast map of the input image?

This allows for the simultaneous accomplishment of background clutter suppression and target

signal enhancement. To segment the target at the following stage, a variable threshold is utilized.
The recommended target detection method's detection capability was successfully verified by the

experiments carried out on two sequences. The findings of our experimental evaluation

demonstrate the simplicity and efficacy of our methodology in terms of detection accuracy.

Particularly, the suggested method may significantly improve the file's SNR.

Yingxu Wang

Journal of Advanced Mathematics and Applications 3 (2), 130-147, 2014

The study of software science investigates the formal properties and mathematical

representations that describe applications, as well as the general strategies for requiring and

effective software development and the logical theories and regulations that support software

engineering techniques and software behaviors. A general mathematical model of software

(GMMS) is offered in this paper. It reveals that software is a collection of embedded relational

processes at intermediate levels of components or subsystems, along with to an interacting

dispatch structure at the top different levels motivated by the trigger, timing, and interrupt events

(E).But it also includes an accumulation of relational processes embedded at intermediate levels

within parts or subsystems. The GMMS model applies structure models (SMs) to formally

describe software's abstract entities and process models (PMs) to formally describe the software's

functional behaviors. Consequently, for any size and shape of software system, the overall

mathematical model of software systems (SS) can be formally derived as a Cartesian product, SS

= E × PM × SM. Case studies show that by using the formal theories of software science as a

foundation, new, rigorous, and effective software engineering methodologies can be developed

deductively.

Concepts, skills, expertise, and mathematical-related experiences. A wide variety of cognitive

components known as the "Four Basics" may be covered, where knowledge, skills, concepts, and
actions are permanently interrelated. Core mathematical competencies are analogous to human

organs as cells are to "Four Basics." The "Four Basics" may be a contributing factor for Chinese

students' unusual performance in the international.

The present section presents the "core mathematics competencies," those that are demonstrated

in mainland China's mathematics curriculum standards, as well as the "Four the fundamentals,"

which developed from the "Two Basics," a mainland Chinese tradition of teaching mathematics.

Mathematical conceptualization, logical reasoning, mathematical visualization, intuitive

imagination, mathematical operation, and data analysis are manifestations of "core mathematics

competencies."The "Four Basics" seek to encourage students' overall development by

emphasizing the value of fundamental

DEFINE ABM STUDENTS

Province, the Philippines, using a self-made questionnaire in a 4-scale Liker style. Self-

perception revealed a kid who was academically, socially, and emotionally prepared for college.

They still require work on a number of academic and social-emotional readiness components,

though. According to the statistical test of significance, there are no differences in the various

notions of academic, social, and emotional preparation according to age, school type, family

income, or birth order. In contrast to academic and emotional preparedness, there was a

substantial variation in the respondents' sex and social preparedness. Similar to how the kids'

GWA in high school varied significantly, the many constructs of intellectual, social, and

emotional readiness did as well. Due to the importance of reading and writing, secondary schools

should build collaborative teaching and learning methodologies. To help students with the

numerous aspects, colleges and universities may also provide relevant course information on
their websites.Abun, Foronda, Belandres, and others' support According to Magallanez (2018,

the advantage of being an ABM

The student is that it fosters their entrepreneurial spiritattitude.As a result, it claims that ABM is

an excellent preparatory course. For tertiary level business-related education programs.

EFFICIENT METHODS IN TEACHING GENERAL MATHEMATICS

Charalambos Y Charalambous, Seán Delaney

International Handbook of Mathematics Teacher Education: Volume 1, 355-390, 2019

Two exciting lines of research have emerged or have been expanded over the past two decades in

relation to the content and practice of mathematics teacher education. The first concerns the

attempt to theoretically identify and codify practices of teaching in general, and core or high

leverage practices, in particular. The second concerns the identification of practice-based

pedagogies of teacher education that may encourage the teaching and learning of the latter

practices. Reviewing key findings emanating from research that has been undertaken since 2000

in these two realms of mathematics education, we discuss the advances made in rendering

practice a key aspect of understanding and improving teaching and teacher education. Adopting a

critical stance, we also point to challenges in conducting research in these areas, including the

lack of shared language, the absence of an agreed-upon suite of methodologies to empirically

examine theoretical arguments advanced in these areas, and the need for stronger and more

systematic empirical validation of the potential of teaching practices and practice-based

approaches to teacher education. In doing so, we outline open issues worthy of investigation in

the next decade in each line of research separately and jointly.

 CHAPTER 3

RESEARCH METHODOLOGY

The methods we use in the study "Efficient method of teaching General mathematics in grade 11

ABM student", as well as the subject, statistical methods, methodology of the study, respondents,

sampling methods and technique instrument, and data collection are explained in this chapter.

METHOD OF RESEARCH

This chapter concentrates on an overview of the research methodology and procedures applied

by the researchers in order to methodically tackle the specific study difficulties. Particularly, this

chapter clarified the research instrument, population, and samples; the gathering of data; the

statistical analysis of the data; and the research method that could be used to generate accurate

data interpretations and analyses. According to the requirements established in the Education

Sciences framework, the researcher will apply a descriptive design when combined with the

quantitative method to figure out the educator's level of proficiency. This method is taken when

the researcher desires to investigate or recognize fields in which not much is known about the

research problem and will be utilized for gathering data about a wide range of subjects.

Furthermore, the comparative approach will be used to gather, evaluate, and reduce secondary

teaching profession competence as a consequence of their most effective methods based on the

Education Sciences framework. As a qualitative research method, a descriptive quantitative

research design attempts to collect quantitative information for the population sample's statistical

analysis.

The purpose of this data is to determine the degree to which these subjects can be subjected to

several conditions. (Education Sciences 2016) Through group work, students can hone a variety
of critical thinking, analytical, and communication skills, as well as learn effective teamwork,

respect, and tolerance for different viewpoints, approaches, and problem-solving strategies.

These skills all support active learning and improve student learning. In order to improve student

performance and learn more about how students view group work, this paper evaluates the use of

didactic and pedagogical group work practices in mathematics. Group work completed by

tutorial students in a mathematics course was evaluated.

The purpose of this study is based on various variables (gender and state of taking private

tutoring) to determine differentiation in private tutoring tendencies of 11 grade students and their

opinions about private tutoring. Mixed method sequential explanatory design was used in this

study. The quantitative study group consists of 717 students in 11 grade secondary school

studying in different schools types in Istanbul. Quantitative data were collected through stratified

sampling method. The qualitative study group consists of 11 students selected according to

quantitative data. The maximum variation sampling method was preferred for collecting

qualitative data. The "Private Tutoring Tendency Scale" was used for collecting quantitative data;

the semi-structured interview form developed by the researchers was used for collecting

qualitative data. According to the study results, it was observed that there is significant difference

in private tutoring tendency levels of the participants with respect to the gender and private

tutoring experience variables. When qualitative findings are considered, it is evident that

opinions of the participants are mainly gathered under the themes. These themes are reason for

private tutoring tendency, general opinions on private tutoring and methodological opinions on

private tutoring. Depending on the findings obtained within the scope of the research,

suggestions were made for the legal regulation and the examination of private tutoring from

different perspectives.
POPULATION SAMPLE SIZE AND SAMPLING TECHNIQUES

We chose ABM because, to help students in this subject area, the DepEd revised the curriculum

and opened a senior high school program that focuses on accounting and business—the

Accountancy, Business, and Management (ABM) strand. Indeed, senior high school tracks aid

students in reaching their potential as part of their preparation for college and the professional

world. The ABM strand means Activity-Based Management (ABM), a system for determining

the profitability of every aspect of a business so that its strengths can be enhanced and its

weaknesses can either be improved. We chose ABM because we chose to investigate to show the

teachers so they know what to do and look for new teaching strategies to understand math and

how they handle it, especially in subjects that children need: how to do critical thinking and how

to get the lesson taught by the teachers. The total population of Grade 11 ABM student in

College of Saint Adela Incorporated is (40). (29) Boys and (11) girls. The participants can be

equally selected and answer the questionnaire /checklist researcher made.

DESCRIPTION OF RESPONDENTS

In order to ensure that respondents have a solid understanding of general mathematics and

provide valuable insights from students within the particular academic context of the

Accountancy, Business, and Management (ABM) strand at College of Saint Adela Inc., Grade 11

students from the College of Saint Adela Inc. were chosen for this study. The researcher believes

that ABM is the most relevant because it places an emphasis on general mathematics, which

aligns with the study's focus. The ABM strand frequently includes coursework related to

financial management and business analytics, so the selected respondents are well-suited to offer

meaningful perspectives on the study's topic. This calculated decision improves the study's

breadth and relevance to actual situations within the selected academic.

RESEARCH INSTRUMENT

For this study, the researchers use two instruments. The first one is liker scale and the second is

check The first one liker scale the questions inside the column has a corresponding scale which is

(Strongly Agree, Agree, air, Disagree and Strongly Agree).They just have to choose what they

think the correct answer in the questions list The questionnaire have to 5-7 question. Each

question is intended to identify the efficient method in Teaching General Mathematics The

researchers used pen, paper and video while they are answering the questionnaire The second

instrument that the researchers using is checklist which they were going to mark the box by the

given situation provided by the researchers.

DATA GATHERING PROCEDURE

The study was used in the gathering of data for this research. A request letter was submitted to

the faculty of the College of Saint Adela, Inc. regarding carrying out the study. The head of the

faculty reviewed, modified, and double-checked the questionnaires that the researcher created to

ensure that they complied with the research topic. The questionnaires and checklist were created

with the intention of gathering appropriate responses regarding the study's objectives. The

researcher created this checklist of questions, which was eventually given to the research adviser

for review, analysis, and verification to guarantee the validity of the responses it would generate.

Data gathered through completed surveys were verified, organized, compiled, and studied in

compliance with the research design provided in this chapter before being prepared for the final

presentation to trained professionals in various fields. After we clarify it we go to 11-abm student

to have survey what kind of teaching method they prefer and the most effective way to make the
subject enjoyable and easy to understand. After that we gather, review and compute the data that

we gain through our survey. Academic institution within six (6) months of the study, after the

questionnaire and research copies are finalized.

STATISTICAL TREATMENT OF DATA

Descriptive statistics such as weighted mean, percentage, and frequency will be utilized in
presenting the variables like age, sex and etc…
4 point rating
 Scale – Scaling EA,MA,PA,NA

 Numerical (1,2,3,4)

1. Range 1.-1.75,1.76,2.5,2.6,-3.25,3.26-4
a. What formula used?n-1/N
b. How was this computed?4-1/4

3. Verbal description?

3.26-4(Extremely aware)
2.6-3.25(Moderately Aware)
1.76-2.5(slightly aware)
1-1.75(Not at all aware)
 CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter consists of the study's findings presented in comprehensive detail, including

remarks about the data that was gathered and evaluated from the survey interview

and checklist questionnaire survey conducted.

The consistency of data is arranged in accordance with the questionnaire's item order on the

questionnaire.

Statement Standard deviation Interpretation

Manage personal finances with 1.35 Agree

mathematical understanding
Evaluate, analyze data using 1.61 Agree
statistical, mathematical methods.
Critical thinking key to solving 1.5 Agree
problems.
Total 1.48

Table 1.1: Problem solving

The statement shows that the respondent is Agree in their personal finance, evaluating and

analyze data to think critical during in problem-solving.

Statement Standard deviation Interpretation

Create own perspective on math. 1.52 Agree

 Strategies for supportive math 1.41 Agree
learning.
Study mathematics for cognitive 1.61 Agree
development.
Total 1.51

Table 1.2: Academic Performance

The statement shows that the respondents are more Agree when it comes to create own strategy

in math and study mathematics for cognitive development during academic performance.

Figure 2: Importance of teaching

Problem solving
49% 51%
Academic performance

The figure shows that the efficient methods in teaching general mathematics of forty-one (41)

respondents in terms of problem-solving we are fifty-one (51 %) percent and academic

performance we are (49 %) percents, the figure shows that the majority of the efficient method in

teaching general mathematics of the respondents problem-solving with highest percentage of (51

%) percents.
 Standard deviation Interpretation

Statement

Active in general mathematics 1.66 Agree

during lectures.
Improve understanding in 1.58 Agree
general mathematics
Class notes review. 1.34 Agree

Educational software improves 1.66 Agree

academic performance.
Total 1.56

Table 2.1: Lecture method

The statement shows that the respondents are Agree when it comes in lecture during math class.

Statement Standard deviation Interpretation

Alternative methods for math. 1.41 Agree

Monitor problem solving. 1.47 Agree

Efficient way to solve the 1.45 Agree

problem solving
Formula and important concept 1.83 Strongly Agree

Total 1.54

Table 2.2: Problem solving method

The statement shows that the respondent is Agree when it comes to monitor problem- solving

and efficient way to solve the problem-solving.

Statement Standard deviation Interpretation

Questioning and evaluating math 1.91 Strongly Agree

class information.
Answering math questions 1.99 Strongly Agree
 Inquired about missed activities. 1.55 Agree

Teacher questioning presence 1.91 Strongly Agree

Total 1.84

Table 2.3: Questioning method

The statement shows that the respondents are more Strongly Agree when it comes questioning,

evaluating and answering math question during class.

Statement Standard deviation Interpretation

I sought patterns or symmetry to 1.57 Agree

solve the problem more
efficiently.
Studying effectively results in 1.34 Agree
gaining knowledge desired by
teachers during learning.
Choose appropriate calculations, 1.53 Agree
estimate outcome for problem-
solving.
I examine patterns, gather data, 1.43 Agree
and form mathematical
hypotheses with teacher's
guidance.
Total 1.46

Figure 2.4: Discovery method

The statement shows that the respondents it seems are more Agree when it comes gathering data

studying effectively result in gaining knowledge during learning.

 Figure 3: Efficient Method in Teaching General Mathematics

23% 24%
Lecture method
Problem solving method
Questioning method
Discovery method
29% 24%

Questioning methods has slightly bigger roles in (29%) percents in students learning compared

to lecture methods (24%) percents, problem-solving (24%) and discovery method (23%)

percents. This means that the students are more likely answering math question and evaluating

during class rather than to do a problem-solving or lecture methods.

 CHAPTER 5

Summary of Findings, Conclusions, and Recommendations

Summary of Findings

This research aimed to determine the efficient methods in teaching general mathematics subject

to grade 11-Abm student enrolled at College of Saint Adela Incorporated Municipal of San Jose

Del Monte, Bulacan. The study sought to ascertain the following (1) the respondent’s level how

the importance of teaching general mathematics in terms of problem solving and academic

performance (2) the common issues in general mathematics how the respondents handle the

situation also to do problem solving and using methods in their subject (3)

(4) This study, the researchers used mix methods and simple random as a statistical tool such as

percentage distribution of students. This study shows how the respondents their behavior and

skill on efficient methods in general mathematics, (5) this chapter communicates the study

Conclusions and recommendations. Research instrument was distributed during the face-to-face

class of the respondents. It was fairly distributed to the students from grade 11 ABM, with the

help of class adviser and assistance from our subject teacher. All respondents answer the survey

questionnaire to identify what is the efficient method in Teaching General Mathematics. The

research on "Efficient Methods in Teaching General Mathematics Subject to Grade 11 ABM

Students of College of Saint Adela Inc." offers comprehensive insights into effective teaching

strategies and the challenges encountered in the process of educating Grade 11 ABM students in

mathematics.
Firstly, the study underscores the critical importance of establishing a strong foundation in

fundamental mathematical concepts. This foundation serves as the cornerstone for students to

navigate more complex mathematical topics with confidence and proficiency. By ensuring that

students grasp these fundamental principles, educators lay the groundwork for successful

learning and comprehension throughout the academic year. Moreover, the research highlights the

significance of engaging students through real-life examples that demonstrate the practical

applications of mathematics in their daily lives. By contextualizing mathematical concepts within

familiar scenarios, educators can enhance student interest and motivation, fostering a deeper

understanding and appreciation for the subject matter. This approach not only increases student

engagement but also facilitates the transfer of knowledge from the classroom to real-world

situations, thereby promoting the development of essential life skills. However, despite the

benefits of effective teaching methods, the research also identifies several challenges that

educators may encounter when teaching general mathematics to Grade 11 ABM students. One

such challenge is the presence of students who struggle to grasp mathematical concepts due to a

lack of focus or attention in class. Additionally, the limited availability of personalized

instruction may hinder some students' ability to receive the individualized support they need to

overcome academic challenges and reach their full potential. In response to these challenges, the

research suggests the adoption of innovative teaching approaches and methodologies. For

example, the Japanese lesson study approach, which emphasizes collaborative lesson planning

and reflection among educators, has been shown to enhance instruction and student learning

in graph theory and statistical analysis, provides students with valuable tools for problem-solving

and data interpretation. By leveraging these effective teaching strategies and techniques,

educators can create dynamic and engaging learning environments that empower Grade 11 ABM
students to succeed in mathematics. Through a combination of practical examples, collaborative

learning experiences, and targeted instructional interventions, educators can foster the

development of critical thinking skills, problem-solving abilities, and mathematical proficiency

among their students. Ultimately, this research underscores the importance of employing efficient

teaching methods to enhance the learning experiences of Grade 11 ABM students at the College

of Saint Adela Incorporated.

Conclusions

In conclusion, the breakdown of teaching methods allocating (24%) to lecture, (24%) to

problem-solving, (29%) to questioning, and (23%) to discovery approaches offers a balanced and

comprehensive strategy for teaching percentage concepts. By incorporating a variety of teaching

methods, educators can accommodate diverse learning styles and maximize student engagement

and retention of percentage concepts, ultimately fostering a deeper and more. Based on the

findings, employing a variety of teaching methods tailored to the diverse learning styles of Grade

11 ABM students at the College of Saint Adela Inc. is essential for effective mathematics

instruction. Incorporating hands-on activities, real-world examples, visual aids, and technology

can enhance engagement and comprehension. Moreover, fostering a supportive and collaborative

learning environment promotes student participation and success in general mathematics. By

implementing these efficient methods, educators can empower students to develop a deeper

understanding and appreciation for mathematics, ultimately preparing them for academic and

real-world challenges. The effective teaching of general mathematics to Grade 11 ABM students

requires a holistic approach that addresses both the advantages and challenges inherent in

mathematical learning. By engaging students through practical examples, leveraging effective

teaching methods, and incorporating mathematical algorithms and techniques, educators can

empower students to succeed academically and develop essential skills for future endeavors.

Recommendations

The following suggestions are made in light of the results and conclusions that have been

presented:

1. The researchers clarify to students that they improve their fluency in general mathematics

instruction using the Efficient Method for teaching Grade-11 ABM students utilizing the

following methods, which are;

• Problem solving

• Academic Performance

• Questioning Method

Which should enhance their capacity for responding to general math problems, if they are ever

provided with the prospect to present an effective method for teaching general mathematics, and

the audience will be impressed. For the purpose they are able to persuade the audience that they

are an effective method for teaching general mathematics, they must be dedicated, focused, and

knowledgeable about their subjects. They ought to direct their attention to other potential

chances.

2. The moment offered opportunities to gain insight about the shortages, shortcomings, and

difficulties that they need to address in their entire reply, the researchers advocate students to

simulate responding in front of an enormous crowd. Effective approach for Teaching General

Mathematics.
3. Prior to the gathering wherein they will be answering general mathematics problems, the study

participants instruct the learners to obtain all the necessary supplies. With the aim to make

certain that the audience will be intellectually satisfied, it will be beneficial to begin preparing

the statement's content flow.