Authors :
Bonavente, Aladino B.
Volume/Issue :
Volume 9 - 2024, Issue 4 - April
Google Scholar :
https://tinyurl.com/5brm2n9z
Scribd :
https://tinyurl.com/2s3cb92f
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24APR048
Abstract :
This study determined the integrative
approaches used in the Daily Lesson Plans (DLPs) in
Mathematics. Specifically, it answered the following sub-
problems: 1. What are the integrative approaches used in
the Daily Lesson Plans (DLPs) in Mathematics? 2. What is
the level of usage of the integrative approaches along:
activity, analysis, application, abstraction, and
assignment? 3. Is there a significant difference on the level
of usage of the integrative approaches between the Junior
High School and Senior High School along the different
parts of the lesson plan? 4. What are the problems
encountered by the teachers on the use of integrative
approaches? and 5. What lesson exemplar as model on the
use of integrative approaches may be developed?
The researcher employed the survey-comparative
type of research. The integrative approaches used in the
Daily Lesson Plans (DLPs) in Mathematics were identified
and the level of usage to the different parts of the lesson.
The hypothesis that there is no significant difference on the
level of usage of the integrative approaches between the
Junior High School and Senior High School along the
different parts of the lesson plan were also tested.
Likewise, the problems encountered by the teachers on the
use of the integrative approaches determined and lesson
exemplar was developed as model on the use of integrative
approaches. The study has a total of 126 respondents but
only 118 responses were retrieved or 94 percent retrieval
rate. The data on the integrative approaches used in the
Daily Lesson Plans (DLPs) in Mathematics was treated
using frequency count and percentage. However, on the
level of usage of the approaches in the lesson, frequency
count and weighted mean were used. Frequency count and
ranking were utilized to identify the problems encountered
by the teachers.
This study determined the integrative
approaches used in the Daily Lesson Plans (DLPs) in
Mathematics. Specifically, it answered the following sub-
problems: 1. What are the integrative approaches used in
the Daily Lesson Plans (DLPs) in Mathematics? 2. What is
the level of usage of the integrative approaches along:
activity, analysis, application, abstraction, and
assignment? 3. Is there a significant difference on the level
of usage of the integrative approaches between the Junior
High School and Senior High School along the different
parts of the lesson plan? 4. What are the problems
encountered by the teachers on the use of integrative
approaches? and 5. What lesson exemplar as model on the
use of integrative approaches may be developed?
The researcher employed the survey-comparative
type of research. The integrative approaches used in the
Daily Lesson Plans (DLPs) in Mathematics were identified
and the level of usage to the different parts of the lesson.
The hypothesis that there is no significant difference on the
level of usage of the integrative approaches between the
Junior High School and Senior High School along the
different parts of the lesson plan were also tested.
Likewise, the problems encountered by the teachers on the
use of the integrative approaches determined and lesson
exemplar was developed as model on the use of integrative
approaches. The study has a total of 126 respondents but
only 118 responses were retrieved or 94 percent retrieval
rate. The data on the integrative approaches used in the
Daily Lesson Plans (DLPs) in Mathematics was treated
using frequency count and percentage. However, on the
level of usage of the approaches in the lesson, frequency
count and weighted mean were used. Frequency count and
ranking were utilized to identify the problems encountered
by the teachers.
