Teachers’ time allocation and students’ achievement in statistics and probability
Keywords:
Instructional time allocation, statistics achievement level, explanatory sequentialAbstract
This study investigated teachers’ instructional time allocation for the different classroom activities with focus on preliminary activities, warm-up review, establishing pre-requisites, motivation, lesson proper, evaluation, assignment, describing students’ achievement level in statistics and probability. It also identified the relationship between the level of student achievement in statistics and probability and teachers’ instructional time allocation, uncovered issues and challenges encountered by teachers in the instructional allocation of time and problems encountered by the students in learning statistics and probability. The study utilized descriptive and correlational research design. It was carried out to twelve senior high teacher-respondents handling statistics and to 410 Humanities and Social Sciences Grade 11 student-respondents in Area 1 of the Leyte Division, Department of Education. Data were gathered using an Instructional Time Allocation Questionnaire, Achievement Test in statistics and a qualitative questionnaire. Quantitative data were analyzed using both descriptive and inferential statistical techniques while qualitative were analyzed using thematic analysis. Findings revealed that there was a significant weak positive relationship between the achievement level in statistics and probability of grade 11 students and the instructional time allotted to preliminary activities, warm-up, motivation, lesson proper and evaluation. However, the instructional time allotted in the assignment portion of the instruction has no significant relationship to students’ achievement level in statistics. Teachers’ challenges in instructional time allocation encompassed challenges related to students, curriculum, and teacher-related challenges while students encountered problems of self-related, teacher-related, and materials-related problems in learning statistics and probability.
References
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Ayodele, O. D. (2014). Teacher Instructional Time, Student-engaged Time and Numerical Ability as Predictors of Student Achievement in Senior Secondary School Chemistry. Journal of Emerging Trends in Educational Research and Policy Studies 5(3): 377-380. https://doi.org/10.62990/7728-0534252
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Cuñado, A. G., & Abocejo, F. T. (2018). Lesson planning competency of English major university sophomore students. European Journal of Education Studies. 5(8), 395-409. http://dx.doi.org/10.5281/zenodo.2538422
Fernandez, R. C. C., & Abocejo, F. T. (2014). Child labor, poverty and school attendance: Evidences from the Philippines by region. CNU Journal of Higher Education. 8(1), 114-127. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/view/151
Foss, S. (2010). Professor of Mathematical and Computer Sciences at Heriot Walt University
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Grouws, D. A., Tarr, J. E., Sears, R., & Ross, D. J. (2010). Mathematics teachers’ use of instructional time and relationships to textbook content organization and class period format. Journal of Mathematics Education, 2(1), 245-250. https://doi.org/10.2030/106534 210802467211
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Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 1(2), 220–229. https://doi.org/10.1301/20321310802464420
Harn, B. A., Thompson, S.L. and Roberts, G. (2008): Intensifying Instruction: Does Additional Instructional Time Make a Difference for Most At-Risk First Graders, Journal of Learning Disabilities, 41(2): 115 – 125. https://doi.org/10.1177/0022219407313586
Ingvarson, L., Beavis, A., Bishop, A., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Austria. https://doi.org/10.2310/123322131080246 2300
Jameel, H. T., & Ali, H. H. (2016). Causes of poor performance in mathematics from the perspective of students, teachers and parents. American Scientific Research Journal for Engineering, Technology, and Sciences, 15(1), 122-136.
Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety Towards Mathematics and Mathematics Performance of Grade 7 Learners. European Journal of Education Studies. 6(1), 334-360 https://doi.org/10.5281/zenodo.2694050
Jones, A. M. (2012). Mathematics Teacher Time Allocation. All Theses and Dissertations 1(2), 134-139. https://doi.org/10.1001/215264221310802462167
Jordan, J., & Haines, B. (2006). The Role of Statistics Educators in the Quantitative Literacy Movement. Retrieved February 16, 2019, from http://jse.amstat.org/v14n2/jordan.html
Kiwanuka, H. N., Van Damme, J., Noortgate, W. V., Anumendem, D. N., & Manusisi, S. (2018). History Studies International Journal of History,10(7), 241-264. https://doi.org/10.9737/hist.2018.658
Larson, M. (2017). Which Varies in Your School: Instructional Time or Student Learning? Retrieved from https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-Larson/Which-Varies-in-Your-School_-Instructional-Time-or-Student-Learning_/
Mcleod, S. (2018, June 06). Jean Piaget's Theory of Cognitive Development. Retrieved from https://www.simplypsychology.org/piaget.htmlMeara, N. and Donoghue, J. (2011). Improving Mathematics Teaching at Second Level through the Design of a Model of Teacher Knowledge and an Intervention Aimed at Developing Teachers’ Knowledge. University of Limerick, Ireland.
National Council of Teachers of Mathematics (2007). What are the Characteristics of Students with Learning Difficulties in Mathematics. Retrieved from https://www.nctm.org/Rese arch-and-Advocacy/Research-Brief-and-Clips/Learning-Difficulties-in-Mathematics/
National Statistical Coordination Board (2007). The Establishment and Operations of a Statistical Information Center; The Philippines Experience
OECD (2014), Indicator D1: How much time do students spend in the classroom?, in Education at a Glance 2014: OECD Indicators, OECD Publishing. https://dx.doi.org/10.1787/ 888933119530
Patena, A., & Dinglasan, B. L. (2013). Students' Performance on Mathematics Departmental Examination: Basus for Math Intervention Program. Journal of Social Sciences and Humanities 2(1), 2013-1308. https://doi.org/10.4311/352436213108
Rodriguez, K. F. R., & Abocejo, F. T. (2018). Competence vis-Ã -vis performance of special education pre-service teachers. European Academic Research. 6(7), 3474-3498. Retrieved from http://www.euacademic.org/UploadArticle/3707.pdf
Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. T. F. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. The Journal of Mathematical Behavior, 24(3-4), 287-301.
Shuttleworth, M. (2008). Descriptive Researcg Design. Retrieved from https://explorable.com/ descriptive-research-design
Stigler, J.W., Gallimore, R., & Hiebert, J. (2000). Using Video Surveys to Compare Classrooms and Teaching Across Cultures: Examples and Lessons From the TIMSS Video Studies. Educational Psychologist, 35(2), 87–100.
Trazo, S. P., & Abocejo, F. T. (2019). International Phonetic Alphabet (IPA) Front Vowel Sound Recognition of Beginner Foreign Learners. European Journal of Education Studies. 5(12), 183-196 http://dx.doi.org/10.5281/zenodo.2606194 Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism. Longman Publishing.
Witherspoon, M., Sykes, G., & Bell, C. (2016). Leading a Classroom Discussion: Definition, Supporting Evidence, and Measurement of the ETS National Observational Teaching Examination (NOTE) Assessment Series. Retrieved from https://www.ets.org/Media/ Research/pdf/RM-16-09.pdf
Abocejo, F. T., & Padua, R. N. (2010). An econometric model for determining sustainability of basic education development. CNU Journal of Higher Education. 4(1), 40-53. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/view/39
Adams, R. V., & Blair, E. (2019). Impact of time management behaviors on undergraduate engineering students’ performance. SAGE Open, 9(1), 1-11. https://doi.org/10.1177/21582 44018824506
Adler, J., Davis, Z. (2010). Opening Another Block Box: Researching Mathematics for Teaching Mathematics Teacher Education. Journal for Research in Mathematics Education, 37(4), 270-296. https://doi.org/10.2307/30034851
Alwan, S. M., Wardhani, l. N., & Mitakda, M. B. (2013). Factors Affecting The Performance In Statistics Subject Among High School Students In Tripoli, Libya. IOSR Journal of Mathematics 5(1) , 42-52. https://doi.org/10.9790/5728-0534252
Ayodele, O. D. (2014). Teacher Instructional Time, Student-engaged Time and Numerical Ability as Predictors of Student Achievement in Senior Secondary School Chemistry. Journal of Emerging Trends in Educational Research and Policy Studies 5(3): 377-380. https://doi.org/10.62990/7728-0534252
Barrot, J. (2017). Practical Research 2 for senior high school. Quezon City: C & E Publishing.
Boaler, J. (2018). Developing mathematical mindsets. Retrieved from https://www.aft.org/ae/ winter2018-2019/boaler
Mazana, Y. M., Suero Montero, C., & Olifage, C. R. (2019). Investigating students' attitude towards learning mathematics. International Electronic Journal of Mathematics Education,14(1), 207-231. http://dx.doi.org/10.29333/iejme/3997
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage publication
Cattaneo, M. A., Oggenfuss, C., & Wolter, S. C. (2017). The more, the better? The impact of instructional time on student performance. Education Economics,25(5), 433-445. https://doi.org/10.1080/09645292.2017.1315055
Cherney, I., & Cooney, R. (2005). Predicting Student Performance in a Statistics Course Using the Mathematics and Statistics Perception Scale (MPSP). Transactions of the Nebraska Academy of Transactions of the Nebraska Academy of Sciences and Affiliated Societies 3(2), 145-149. https://doi.org/10.1070/04545292.2017.1415097
Codding, R. and Smyth C. (2008). Using Performance Feedback to Decrease Classroom Transition Time and Examine Collateral Effects on academic Engagement. Journal of Education and Psychological Consultation 18, 245-249. https://doi.org/10.1080/10474410802463312
Coloma, B. (2017). National Achievement 2016. Retrieved from https://prezi.com/e_kflygxqcv/ national-achievement-test-2016/
Cuñado, A. G., & Abocejo, F. T. (2018). Lesson planning competency of English major university sophomore students. European Journal of Education Studies. 5(8), 395-409. http://dx.doi.org/10.5281/zenodo.2538422
Fernandez, R. C. C., & Abocejo, F. T. (2014). Child labor, poverty and school attendance: Evidences from the Philippines by region. CNU Journal of Higher Education. 8(1), 114-127. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/article/view/151
Foss, S. (2010). Professor of Mathematical and Computer Sciences at Heriot Walt University
Frost, J. (2018). The importance of statistics. Retrieved from https://statisticsbyjim.com/basics/ importance-statistics/
Garfield, J. (1995). How Students Learn Statistics. Retrieved from https://iase-web.org/ documents/intstatreview/95.Garfield.pdf
Gewertz, C. (2014). Time for Testing: 'Right Amount' or Too Much? Retrieved March 25, 2019, from https://www.edweek.org/ew/articles/2014/05/14/31survey.h33.html
Grouws, D. A., Tarr, J. E., Sears, R., & Ross, D. J. (2010). Mathematics teachers’ use of instructional time and relationships to textbook content organization and class period format. Journal of Mathematics Education, 2(1), 245-250. https://doi.org/10.2030/106534 210802467211
Haigh, J. (2015). Mathematics in Everyday Life. Springer International Publishing Switzerland. ISBN 978-3-319-27939-8 (eBook). https://doi.org/10.1007/978-3-319-27939-8
Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 1(2), 220–229. https://doi.org/10.1301/20321310802464420
Harn, B. A., Thompson, S.L. and Roberts, G. (2008): Intensifying Instruction: Does Additional Instructional Time Make a Difference for Most At-Risk First Graders, Journal of Learning Disabilities, 41(2): 115 – 125. https://doi.org/10.1177/0022219407313586
Ingvarson, L., Beavis, A., Bishop, A., Peck, R., & Elsworth, G. (2004). Investigation of effective mathematics teaching and learning in Austria. https://doi.org/10.2310/123322131080246 2300
Jameel, H. T., & Ali, H. H. (2016). Causes of poor performance in mathematics from the perspective of students, teachers and parents. American Scientific Research Journal for Engineering, Technology, and Sciences, 15(1), 122-136.
Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety Towards Mathematics and Mathematics Performance of Grade 7 Learners. European Journal of Education Studies. 6(1), 334-360 https://doi.org/10.5281/zenodo.2694050
Jones, A. M. (2012). Mathematics Teacher Time Allocation. All Theses and Dissertations 1(2), 134-139. https://doi.org/10.1001/215264221310802462167
Jordan, J., & Haines, B. (2006). The Role of Statistics Educators in the Quantitative Literacy Movement. Retrieved February 16, 2019, from http://jse.amstat.org/v14n2/jordan.html
Kiwanuka, H. N., Van Damme, J., Noortgate, W. V., Anumendem, D. N., & Manusisi, S. (2018). History Studies International Journal of History,10(7), 241-264. https://doi.org/10.9737/hist.2018.658
Larson, M. (2017). Which Varies in Your School: Instructional Time or Student Learning? Retrieved from https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-Larson/Which-Varies-in-Your-School_-Instructional-Time-or-Student-Learning_/
Mcleod, S. (2018, June 06). Jean Piaget's Theory of Cognitive Development. Retrieved from https://www.simplypsychology.org/piaget.htmlMeara, N. and Donoghue, J. (2011). Improving Mathematics Teaching at Second Level through the Design of a Model of Teacher Knowledge and an Intervention Aimed at Developing Teachers’ Knowledge. University of Limerick, Ireland.
National Council of Teachers of Mathematics (2007). What are the Characteristics of Students with Learning Difficulties in Mathematics. Retrieved from https://www.nctm.org/Rese arch-and-Advocacy/Research-Brief-and-Clips/Learning-Difficulties-in-Mathematics/
National Statistical Coordination Board (2007). The Establishment and Operations of a Statistical Information Center; The Philippines Experience
OECD (2014), Indicator D1: How much time do students spend in the classroom?, in Education at a Glance 2014: OECD Indicators, OECD Publishing. https://dx.doi.org/10.1787/ 888933119530
Patena, A., & Dinglasan, B. L. (2013). Students' Performance on Mathematics Departmental Examination: Basus for Math Intervention Program. Journal of Social Sciences and Humanities 2(1), 2013-1308. https://doi.org/10.4311/352436213108
Rodriguez, K. F. R., & Abocejo, F. T. (2018). Competence vis-Ã -vis performance of special education pre-service teachers. European Academic Research. 6(7), 3474-3498. Retrieved from http://www.euacademic.org/UploadArticle/3707.pdf
Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. T. F. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. The Journal of Mathematical Behavior, 24(3-4), 287-301.
Shuttleworth, M. (2008). Descriptive Researcg Design. Retrieved from https://explorable.com/ descriptive-research-design
Stigler, J.W., Gallimore, R., & Hiebert, J. (2000). Using Video Surveys to Compare Classrooms and Teaching Across Cultures: Examples and Lessons From the TIMSS Video Studies. Educational Psychologist, 35(2), 87–100.
Trazo, S. P., & Abocejo, F. T. (2019). International Phonetic Alphabet (IPA) Front Vowel Sound Recognition of Beginner Foreign Learners. European Journal of Education Studies. 5(12), 183-196 http://dx.doi.org/10.5281/zenodo.2606194 Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism. Longman Publishing.
Witherspoon, M., Sykes, G., & Bell, C. (2016). Leading a Classroom Discussion: Definition, Supporting Evidence, and Measurement of the ETS National Observational Teaching Examination (NOTE) Assessment Series. Retrieved from https://www.ets.org/Media/ Research/pdf/RM-16-09.pdf
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2019-06-01
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