A Research Proposal entitled “LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”

1. LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN
TEACHING MATHEMATICS OF FOURTH YEAR HIGH
SCHOOL STUDENTS AT MABITAC, LAGUNA
A Research Proposal
Presented to the
Faculty of the College of Education
Laguna State Polytechnic University
Siniloan, Laguna
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics
ALELI M. ARIOLA
October 2010

2. Laguna State Polytechnic University
Siniloan (Host) Campus
Siniloan, Laguna
APPROVAL SHEET
This research proposal entitled “LEARNERS’ PREFERENCES AND
TEACHING STRATEGIES IN TEACHING MATHEMATICS OF FOURTH YEAR
HIGH SCHOOL STUDENTS AT MABITAC, LAGUNA S.Y. 2010-2011”
prepared and submitted by ALELI M. ARIOLA, in partial fulfillment of the
requirements for the degree of BACHELOR OF SECONDARY EDUCATION
Major in Mathematics has been examined and hereby recommended for
approval and acceptance.
ARLENE G. ADVENTO
Adviser
________________________________________________________________
PANEL OF EXAMINERS
Approved by the COMMITTEE ON ORAL EXAMINATION with the grade
of 1.75.
SANDRA P. MESINA
Chairman of Research Implementing Unit, COEd
MERCY GRACE I. SALIENDRA DELIA F. MERCADO
English Critic Subject Specialist
ROMMEL OCTAVIUS R. NUESTRO CORAZON N. SAN AGUSTIN, Ph. D.
Statistician Technical Editor
Accepted in partial fulfillment of the requirements for the degree of
Bachelor of Secondary Education.
ROMMEL OCTAVIUS R. NUESTRO CORAZON N. SAN AGUSTIN, Ph. D.
Director for Research Dean, College of Education

3. Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Mathematics deals with solving problems. Such problems are similar to all
other problems everyone is confronted with. It consists of defining the problem,
entertaining a tentative guess as the solution, testing the guess, and deriving at a
solution. Mathematics is definite, logical and objective. The rules for determining
the truth or falsity of a statement are accepted by all. If there are disagreements,
it can be readily tested.
Mathematical knowledge by its distinctive nature differs from knowledge in
an empirical science. Under the guidance of a teacher the student can be shown
how to “discover knowledge knew to them” and how to convince themselves that
what they have discovered is correct. This process of learning mathematics is of
great value to them especially in future studies and investigations they will
undertake.
Student has there own learning style in learning mathematics. A learning
style is a student’ consistent way of responding to and using stimuli in the context
of learning. Keefe (1979) defines learning style as the “composite of
characteristics cognitive, affective, and psychological factors that serve as
relatively stable indicators of how a learner perceives, interacts with, and
responds to the learning environment.’ Stewart and Felicetti (1992) define
learning as those “education conditions under which a student is most likely to

4. learn.” Thus, learning style is not really concerned with “what” learners learn, but
rather “how’ they prefer to learn.
Since learners have their own learning style in learning mathematics, the
researcher wonders to determine the relationship among the learners’
preferences and teaching strategy in teaching mathematics. There are factors to
be considered like the students’ performance which is based on how they prefer
to learn and what they learn from their mathematics teacher using some teaching
strategies. If a teacher is well-equipped with the best teaching strategies, then his
teaching can be considered as an effective one. But this only happens when his
students learn from the teaching-learning process, and if they can use their
knowledge that they have learned in their own lives.
Background of the Study
Education is one of the foundations of success. It is an experience that
has a formative effect on the mind, character or physical ability of an individual.
Education has been one of the emphases of the government in the national
struggle to meet the needs of society. In 1992, the DECS which governs both
public and private education in all levels stated that its mission was “to provide
quality basic education that is equitably accessible to all by the foundation for
lifelong learning and service for the common good.” The department also
stipulated its vision to “develop a highly competent, civic spirited, life-skilled, and
God-loving Filipino youth who actively participate in and contribute towards the
building of a humane, healthy and productive society.” All these are ambitions

5. were embodied in the department strategy called Philippines 2000.
(http://education.stateuniversity.com/pages/1199philippines-EDUCATION-
SYSTEM-AN-OVERVIEW-html)
In the Philippines the education system aims to provide a broad general
education that will assist each individual in society to attain his/her potential as a
human being, and enhance the range and quality of the individual and the group,
help the individual participate in the basic functions of society and acquire the
essential educational foundation for his/her development into a productive and
versatile citizen, train the nation’s manpower in the middle-level skills required for
national development, develop the high-level professions that will provide
leadership for the nation, advance knowledge through research, and apply new
knowledge for improving the quality of human life, respond effectively to
changing needs and conditions through a system of educational planning and
evaluation.(http://www.seameoinnotech.org/resources/seameo_country/educ_dat
a/philippines/philippines_ibe.htm).
A school is an institution for the teaching of children and it is a group of
teachers and students pursuing knowledge together. School should educate an
institution of learning, and teach or drill in a specific knowledge or skill.
The schools where the researcher will conduct her research study are the
four schools found in the town of Mabitac, Laguna. The first one is the Mabitac
National High School (MNHS), the school of the researcher took up her high
school education. It is located at Barangay Libis ng Nayon Mabitac, Laguna.

6. MNHS is formerly called Alas-as National High School. Students studying in this
school comes from the different barangay in Mabitac, Laguna which they have
different behavior based on their environment and social background. They have
their own preferences or styles on how they learn. And because of that, the
teacher should be the one to adjust for them to have understanding in the class.
The teacher should be used appropriate teaching strategies or techniques to be
able his/her students arouse their attention and interest in learning.
Paagahan National High School (PNHS) and its extension, the Paagahan
National High School (Matalatala Extension) will be another school where the
study will be conducted. PNHS is located at Barangay Paagahan Mabitac,
Laguna, and its extension is at the Barangay Matalatala Mabitac, Laguna.
Obviously, these schools have the same principal, Mrs. Socorro R. Fundivilla.
The classroom sectioning of these schools are continuous, the first and second
sections of each year level are in the PNHS and the third and fourth sections are
in the PNHS (Matalatala Extension).
Blessed James Cusmano Academy is the only private school in Mabitac,
Laguna. It is located near the researcher’s residence, Barangay San Antonio
Mabitac, Laguna. This school was developed by the help of all fathers in the
barangay chapel and the Missionary Servants of the Poor. They provide
scholarship for those students who want to help and serve in the chapel, and
especially, students who have dedication in learning. BJCA has a target behavior
to be developed every month, but still, students have their own learning styles

7. and in this case, they need the supervision of teachers and the Priest-director of
the school.
Teaching style or strategies is viewed as a broad dimension or personality
type that encloses teacher stance, pattern of behavior, mode of performance,
and attitude toward self and others. Penelope Peterson defines teacher style in
terms of how teachers utilize space in the classroom, their choice of instructional
activities and materials, and their method of student grouping. Student
characteristics will influence sometimes greatly how a particular teaching strategy
is employed and how successful it will be. Student characteristics will also enter
into the selection of a teaching strategy.
The teacher needs to arouse the student’ interest and attention during
classroom discussion for better understanding of the lessons being discussed.
Because there are students who want to work independently or alone, in pairs,
with peers or with a team. Most students can learn, but each child concentrates
processes and retains new and difficult information in many different ways and
they respond according to their perceptual strengths or learning modality.
Students are highly mobile. Generally, teachers need to let the students
feel physiologically comfortable before asking them to study, learn or concentrate
the lessons. When the students feel comfortable, they can think and focus better.
Individuals capture and remember information best when it presented in a
step-by-step, methodical, sequential structure, one fact after another, little by
little, leading toward an understanding of the concepts or lesson presented.

8. Students at all levels have individualized learning preferences that greatly
affect the way they concentrates on, process, internalize and retain new and
difficult academic information.
Thus, the researcher will conduct this study to determine the learners’
preferences and teaching strategies in teaching mathematics. This will be
designed to verify how the students perform with respect to the strategies used in
teaching.
Theoretical Framework
This study will be guided by the different theories: Learning/Thinking Style,
and Multiple Intelligences.
Hilliard describes “learning style” as the sum of the patterns of how
individuals develop habitual ways of responding to experience. Learning/Thinking
Styles refers to the preferred way individual processes information. They
describe a person’s typical mode of thinking, remembering or problem solving.
According to Hilliard, there are several perspectives about learning-
thinking style, the sensory perspective and global-analytic continuum. In sensory
preferences, individuals tend to gravitate toward one or two types of several
inputs and maintain dominance in visual, auditory and tactile/kinesthetic learners.
Analytic thinkers tend toward the linear, step-by-step processes of learning while
the global thinkers lean towards non-linear thought and tend to the whole pattern
rather than particles elements.

9. The theory of multiple intelligences was first described by Howard Gardner
in Frame of Mind (1983). Gardner defines intelligences as “an ability or set of
abilities that allows a person to solve a problem or fashion a product that is
valued in one or more cultures.” Gardner believes that different intelligences may
be independent abilities ─ a person can be low in one domain area but high in
another. All of us possess the intelligences but in varying degrees of strength and
skills.
It is important for teachers to use their knowledge about thinking/learning
style and multiple intelligences in planning activities to help their students to
effectively learn.
The above theories will help the researcher to gather the necessary
information needed in evaluating the relationship among the learners’
preferences and teaching strategies in teaching mathematics to the fourth year
high school students.
Conceptual Framework
The conceptual model as shown in Figure 1 consists of two boxes. The
left box shows the independent variable which includes the learners’ preferences
such as visual learners, auditory learners, kinesthetic learners, analytic thinkers
and global thinkers, and the teaching strategies such as lecture discussion,
problem solving, cooperative learning, deductive method and inductive method.
The box in the right shows the dependent variable which is teaching strategies.

10. The line that connects the independent variable and the dependent
variable indicates the relationship between them.
Independent Variable Dependent Variable
Figure 1. The Conceptual Model showing the relationship among the
Independent Variable and Dependent Variable of the Study
Learners’ Preferences
 Visual Learners
 Auditory Learners
 Kinesthetic Learners
 Analytic Thinkers
 Global Thinkers
Teaching Strategies
 Lecture Discussion
 Problem Solving
 Cooperative Learning
 Deductive Method
 Inductive Method
Teaching Mathematics

11. Statement of the Problem
This study aims to determine the relationship among learners’ preferences
and teaching strategies in teaching Mathematics of fourth year high school
students at Mabitac, Laguna.
Specifically, the study will seek answers to the following questions:
1. What is the profile of the student-respondents in terms of their :
1.1 age;
1.2 gender;
1.3 section; and
1.4 schools?
2. What is the profile of the teacher-respondents in terms of their:
2.1 age;
2.2 gender;
2.3 civil status;
2.4 educational attainments;
2.5 number of years in service; and
2.6 seminars attended?
3. What are the learners’ preferences related to the teaching strategies
employed by the teacher in terms of:
3.1 visual learners;
3.2 auditory learners;
3.3 kinesthetic learners;
3.4 analytic thinkers; and

12. 3.5 global thinkers?
4. What are teachers’ actualities the students observed, and the teachers
prepared?
5. What are the teaching strategies observed by the students in their
mathematics teacher such as:
5.1 lecture discussion;
5.2 problem solving;
5.3 cooperative learning;
5.4 deductive method; and
5.5 inductive method?
6. Is there significant relationship between the students’ preferences in
learning mathematics and the students’ profile?
7. Is there significant relationship between the teachers’ actualities, teaching
strategies, and the teachers’ profile?
8. Is there significant relationship between the learners’ preferences and
teaching strategies in teaching mathematics?
Hypotheses
The following null hypotheses will be tested.
1. There is no significant relationship between the student preferences in
learning mathematics and the students’ profile.
2. There is no significant relationship between the teachers’ actualities,
teaching strategies, and the teachers’ profile.

13. 3. There is no significant relationship between the learners’ preferences and
teaching strategies teaching mathematics.
Significance of the Study
The result of the study will help the following:
Students. This will help them to be aware of their preferences in learning
Mathematics. They will understand and identify the teaching strategies employed
by their teachers that may affect their performance.
Teachers. They will be able to identify their strengths and weaknesses in
employing the strategies in teaching mathematics. This will serve as a guide to
devise better methods that can be used in the learning process to have better
quality of teaching.
Parents. The parents who are greatly concerned in the education of their
children will be aware of the styles on how their child learns.
DepEd. This study will help them to improve the current situation in
teaching Mathematics. Through this study, they will be able to establish the
implements new programs had can support the improvement of different teaching
strategies of Mathematics teachers and the improvement of the students’
performance.
School Administrators. This study will help them to be aware of students
learning and thinking styles in Mathematics even in other subjects, it will also
serve as a guide to provide training and seminars for mathematics teachers
regarding teaching strategies.

14. Researchers. The results of this study will serve as a guide for future
studies pertaining to teaching-learning process, learners’ preferences and
teaching strategies in mathematics or for other parallel researches.
Scope and Limitation of the Study
The main concern of this study is to determine the learners’ preferences
and teaching strategies in teaching Mathematics. A questionnaire-checklist
determines the learner’s preferences and teaching strategies will be used to
gather the needed information in this research.
This study is limited only to five (5) Mathematics teachers and one
hundred fifty-seven (157) selected students of fourth year high school students
from all secondary schools at Mabitac, Laguna during the academic year 2010-
2011. This study will be conducted in all secondary schools at Mabitac, Laguna
such as Mabitac National High School, Paagahan National High School,
Paagahan National High School (Matalatala Extension), and Blessed James
Cusmano Academy.
Definition of Terms
For clarify and understanding of the terms related to this study, the
following terms are defined conceptually and operationally.
Analytic Thinkers refer to learners who tend toward the linear, step-by-
step processes of learning.

15. Auditory Thinkers refer to learners who learn best through verbal
lectures, discussions, talking things through and listening to what others have to
say.
Cooperative Learning refers to a group helping each other learn but
keeping each individual member accountable for his/her learning.
Deductive Method refers to the teaching strategies begins with the
abstract rule, generalization, principles, and ends with specific examples, and
concrete details.
Global Thinkers refers to learners who lean towards non-linear thought
and tend to see the whole pattern rather than particle elements.
Inductive Method refers to teaching strategies begins with the specific
details, concrete data and ends with an abstract generalization rule, or principle.
Kinesthetic Learners refer to person who benefits much more from a
hands-on approach, actively exploring the physical world around them.
Learners’ Preferences refers to learners’ prepared learning style in
learning Mathematics. They have their own learning style according to how they
can easily learn.
Learning Style refers to patterns of how individual develop habitual ways
of responding to experience.
Lecture Discussion refers to teaching strategy which presents
information in ways that it can be attended to, easily processed, and
remembered.

16. Problem Solving refers to teaching strategy that employs the specific
method in searching information.
Teaching Strategy refers to personality type that enclose teacher stance,
pattern of behavior, mode of performance, and attitude toward self and others.
Visual Learners refers to learners who must see their teacher’s actions
and facial expression to fully understand the content of a lesson.

17. Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows the related literature and studies on the learners’
preferences and teaching strategies in teaching mathematics of fourth year high
school students at Mabitac, Laguna as will be reviewed by the researcher. The
following literature and studies related to this study were presented below.
Related Literature
Learning styles as described by Litzinger and Ozif (1992) refer to the
different ways in which children and adults think and learn. Ellis (1985) described
a learning style as the more or less consistent way in which a person perceives,
conceptualizes, organizers, and recalls information.
Professor Richard Felder of North Carolina State University (1994) has
described some of the varied learning preferences. Learning preferences can
help an individual begin to understand and choose strategies which work best for
him. Some learning inventors include preferences for learning visually, auditory,
or kinesthetically when working in groups or individually.
One consequence of studying learning styles is the recognition that
teachers also have their own approaches to the classroom. While this may have
become habitual and while he teacher may define the classroom according to
theirs and not the students’ preferences, teachers have to acknowledge that their
styles will not necessarily suit cluster of students in their classroom. As teachers

18. attempt to modify their classrooms, they need it begin by exploring their own
styles (http://web.instate.edu/ctl/style//learning.htm).
The book of Sims (1995) emphasized, among other things, the extreme
importance of understanding individual differences, learning principles, factors
that affect motivation of students and trainees in learning situations, and the
variety of individual learning style models that instructors and trainers can
consider in their efforts. It should be evident to those responsible for teaching
and training that an increased understanding and use of learning style data can
provide them with important information. Most importantly, each teaching or
training endeavor will have learners with disparate learning style preferences and
a variety of learning strengths and weaknesses that have been developed
through earlier learning experiences, analytical abilities, and a host of other
experiences they bring with them. To enhance learning, instructors and trainers
must recognize that individuals learn and teach differently, and what may be an
optimal learning or training method for one may discourage another. Indeed,
instructors and trainers should make sure that a variety of training or learning
opportunities are presented to students and trainees to increase the likelihood of
advancing learning.
The book of Brophy (2004) describes key features of classroom
management, curriculum, instruction, and teacher–student relationships that
create a social context that prepares the way for successful use of the
motivational strategies. Those strategies are meant to be subsumed within an
overall pattern of effective teaching that includes compatible approaches to

19. managing the classroom and teaching the curriculum. Students will not respond
well to motivational attempts if they are fearful, resentful, or otherwise focused on
negative emotions. To create conditions that favor your motivational efforts, you
will need to establish and maintain your classroom as a learning community—a
place where students come primarily to learn, and succeed in doing so through
collaboration with you and their classmates. You also will need to focus your
curriculum on things that are worth learning and to develop this content in ways
that help students to appreciate its significance and application potential.
Related Studies
Related studies on the learners’ preferences and teaching strategies in
teaching mathematics of fourth year high school students will be conducted and
there studies will be reviewed by the researcher. Those studies will be useful
findings in determining the relationship of learners’ preferences in teaching
Mathematics.
The study of Villamor (2008) as cited by Palino (2010) found out that there
was a significant functional relationship between gender, interest towards
mathematics, teaching competencies, teaching strategies and techniques and
library setting that there is no significant functional relationship between
classroom setting and the students’ performance in mathematics.
The study of Sieddentop as cited by Bacha (2010) revealed that for a
teacher to be effective in instructional strategies that will help the students
understand the concepts: the teachers must provide the student with diverse,

20. creative and dynamic teaching techniques for the children to become interested
in their own health conditions.
Gordula (2005) study found out that teachers do have an effect on the
students accomplishment and that teachers differs in the ability to get results in
highest IQ level have the best achievement in English.
Delos Santos (2004) revealed that the faculty members are outstanding in
instructing competence although there is still room for improvement especially
along utilization of instructional materials and aides, varying teaching
methodology and technique and providing up to date materials and information.
A study conducted by Palino (2010) found out that the instructional
materials and facilities have no significant difference in terms of students gender,
age and year level.
Effective teachers engage student actively in learning. This implies that
teachers must know that students should be brought to the learning experience
and to know what they need to learn (Travers and Rebore 1995).
The above mentioned studies and literatures are helpful to this study
because they provide the researcher with the background information that may
help for the development of the problem under study.

21. Chapter 3
METHODOLOGY
This chapter presents the research design, subjects of the study,
determination of sampling techniques, research instrument, research procedure,
and statistical treatment that will be used to analyze the data to be gathered.
Research Design
This study will determine the relationship of learners’ preferences and
teaching strategies in teaching mathematics to the fourth year high school
students at all secondary schools at Mabitac, Laguna. The descriptive method is
appropriate in this study. It is necessary to determine the relationship of the
learners’ preferences and teaching strategies in teaching mathematics.
Gay defines descriptive research as involving collection of data in order to
test hypotheses or to answer questions concerning the current status of the
subject of the study. A descriptive study determines and reports the way things
are. Descriptive research includes all of those studies that purport presents facts
concerning the nature and status of anything. It is concerned with conditions of
relationships that exist.
Subjects of the Study
Respondents in this study will be five (5) Mathematics teachers and one
hundred fifty-seven (157) selected fourth year high school students of all

22. secondary schools at Mabitac, Laguna, school year 2010-2011 using the Slovin’s
formula and stratified random sampling.
Schools Section No. of
Students
Percentage Proportional
Allocation
Blessed James Cusmano
Academy
1 14 5.5 9
Paagahan National High
School
1 32 12.5 20
2 33 12.9 20
Paagahan National High
School (Matalatala Extension)
3 32 12.5 20
4 30 11.7 18
Mabitac National High School 1 43 16.8 26
2 40 15.6 24
3 32 12.5 20
Total 256 100 157
Table 1. Number of students in every school at Mabitac, Laguna
Determination of Sampling Techniques
Stratified random sampling technique will be used to determine the
number of the student-respondents involved in this study. Not all fourth year high
school students at Mabitac, Laguna will serve as respondents in this study.
However, the samples to be taken are expected to possess characteristics
identical to those of the population.
Research Instrument
The main tool that will be used in the study is a questionnaire checklist.
The questionnaire-checklist will be constructed for the teacher and student
respondents. Part I of the questionnaire-checklist for the teacher-respondents is

23. the teachers’ profile such as gender, age, civil status, educational attainments,
number of years in service, and seminars attended.
Part II-A and B pertains to the teachers’ actualities and teaching strategies
in teaching Mathematics. Each statement will be rated following the scale:
5 - Always
4 - Often
3 - Sometimes
2 - Seldom
1 - Never
Another questionnaire-checklist will be constructed for the students’
respondents were adopted from the book of Maria Rita D. Lucas, Ph.D. and
Brenda B. Corpuz, Ph.D. (2007) entitled “Facilitating Learning”. While the other
parts of it were developed by the researcher with the assistance of the adviser in
gathering the data needed in determining the relationship of the learners’
preferences and teaching strategies in teaching mathematics.
One set of questionnaire-checklist will be constructed for the student-
respondents in terms of their preferences prepared in the classroom and the
teaching strategies they observe from their mathematics teacher. The other set
questionnaire-checklist is the students’ profile such as age, gender, section, and
school.
Part I of the questionnaire-checklist contains the personal information
about the student-respondents which includes the age, gender, section, and
school.

24. Part II pertains to the learners’ preferences and teaching strategies the
student observe from their Mathematics teacher. This part is subdivided into two:
Part II-A contains several situational statements in order to ascertain the
students’ preferences in learning mathematics. Each statement will be rated
following the scale:
5 - Strongly Agree
4 - Agree
3 - Moderately Agree
2 - Disagree
1 - Strongly Disagree
Part II-B and C consists of teachers’ actualities and teaching strategies
observed by the students. Each statement will be rated using the given scale:
5 - Always
4 - Often
3 - Sometimes
2 - Seldom
1 - Never
Research Procedure
The original title of this study proposed by the researcher was checked,
revised and rechecked by the researcher’s adviser to maintain conformity on the
subject of research.

25. A questionnaire-checklist that aims to draw out proper responses to the
objectives of this study will be constructed. This questionnaire-checklist will be
presented, analyzed and checked by the researcher’s adviser and experts on
different fields of specialization to ensure the validity of responses it would elicit.
Permit to conduct research and study on the subject school will be
secured from the Dean of the College of Education which is attach to another
letter request that will be sent to the school administrators and advisers of the
selected students to obtain their learners’ preferences in mathematics. The
researcher will administer the questionnaire with the help of some friends in
retrieving the accomplished questionnaire.
Data gathered from the answered questionnaires will be checked,
tabulated and analyzed according to the statistical tool described in this chapter
and will be prepared for the final presentation to the experts of different fields of
specialization.
Statistical Treatment of Data
The data to be gathered will be tabulated and interpreted using the
following statistical tools.
Analysis Statistical Tools
1. Profile of student-respondents Frequency, Percentage,
Mean, Rank
2. Profile of teacher-respondents Frequency, Percentage,
Mean, Rank
3. The learners’ preferences related
to the teaching strategies employed
Weighted Mean, Rank

26. by the teacher
4. The teachers’ actualities and
teaching strategies observed by the
students
Weighted Mean, Rank
5. The actualities and teaching
strategies of Mathematics teacher in
teaching Mathematics
Weighted Mean, Rank
6. Significant relationship between
the students preferences in learning
mathematics and the students’ profile
Pearson r/Z-test, Probability
7. Significant relationship between
the teachers’ actualities, the teaching
strategies, and the teachers’ profile
Pearson r/Z-test, Probability
8. Significant relationship between
the learners’ preferences and
teaching strategies in teaching
mathematics
Pearson r/Z-test, Probability
Test of significance will be interpreted based on the threshold p-value of
0.05.

27. Bibliography
A. Books
Corpuz, Brenda B. Ph.D. Salandanan, Gloria G. Ph.D. “Principles of
Teaching 1.” Manila: Lorimar Publishing Inc. (2007) pg. 71-72, 79,
88.
Corpuz, Brenda B. Ph.D. Salandanan, Gloria G. Ph.D. Gigor, Dalisay V.
Ph.D. “Principles of Teaching 2.” Manila: Lorimar Publishing Inc.
(2006) pg. 175-176.
Davis, James R. “Better Teaching, More Learning Strategies for Success
in Postsecondary Setting.” American Council on Education and The
Oryx Press. (1993) pg. 12.
Lucas, Maria Rita D. Ph.D. Corpuz, Brenda B. Ph.D. “Facilitating
Learning.” Manila: Lorimar Publishing Inc. (2007) pg. 75-79.
Ornstein, Allan C. “Strategies for Effective Teaching.” Harper Collins
Publisher, Inc. (1990) pg. 526.
Sanchez, C. A. Ph.D. “Methods and Techniques of Research.” Rex Book
Store. (1986) pg. 216.
Sevilla, Consuelo G. Ed. D. “Research Methods.” Rex Book Store. (1992)
pg. 94.
Vega, Violeta A. Ph.D. Prieto, Nelia G. M.A. “Facilitating Learning: A
Metacognitive Process.” Manila: Lorimar Publishing Inc. (2007) pg.
124.
Sims, Ronald R. Sims, Serbrenia J. “The Importance of Learning Styles:
Understanding the Implications for Learning, Course Design, and
Education.” Greenwood Press. (1995) pg. 193.
Brophy, Jere. “Motivating Students to Learn.” Lawrence Erlbaum
Associates. (2004) pg. 26,

28. B. Unpublished Books
Bacha, Erwin M. “The Effectiveness of Mathematics Games as a Strategy
in Teaching Mathematics to First Year High School Students,”
2010,
Delos Santos, Cecilla B. “The Teaching of Science and the Students
Performance in Publc School.” Master Thesis. 2004,
Gordula, Elaine Rose V. “The Teaching of English and the Students
Performance Input, the Faculty and Student Development.” Master
Thesis. 2004.
Palino, Carolyn R. “Effectiveness of Teaching Mathematics as Perceived
by the Students of Balian National High School A.Y. 2008-2009.”
2010.
C. Internet Sources
Clark, Donald. “Learning Styles & Preferences.” 2000.
http://www.nwlink.com/~donclark/hrd/styles.html
“Identify Your Learning Preference.”
http://www.bcps.org/students/online_learning/learning_preference.html
“Principles and general objectives of education.” 2003.
http://www.seameoinnotech.org/resources/seameo_country/educ_data/phi
lippines/philippines_ibe.htm
“Philippines - Educational System—an Overview.” 2010.
http://education.stateuniversity.com/pages/1199/Philippines-
EDUCATIONAL-SYSTEM-AN-OVERVIEW.html
Tenedero, Henry S. “Elements of a learner’s preferences.” 2009.
http://www.mb.com.ph/articles/230164/elements-a-learner-s-preferences
________________________________________________________________
Footnote:
This research proposal was presented to Mrs. Mesina P. Sandra (Chairman of Research
Implementing Unit), Mrs. Arlene G. Advento (Adviser), Prof. Delia F. Mercado (Subject
Specialist), Corazon N. San Agustin Ph. D. (Technical Editor/Dean, College of Education), Ms.
Mercy Grace I. Saliendra (English Critic) and Engr. Rommel Octavius R. Nuestro (Statistician) on
October 18, 2010 at exactly 1:45 in the afternoon at Community Outreach Center Building.

29. LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING
MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT
MABITAC, LAGUNA S.Y. 2010-2011
I. PERSONAL INFORMATION
Name: ________________________________ Age: _______
Gender: _____Male _____Female
Section: _____1
_____2
_____3
School: ______________________________________________
II. LEARNERS’ PREFERENCES AND TEACHING STRATEGIES
Direction: Please indicate your response in the following items by putting a
check ( / ) in the appropriate column.
A. Learners’ Preferences
Please rate the learners’ preferences in learning mathematics
based on what you actually perform using the following scale:
5 – Strongly Agree
4 – Agree
3 – Moderately Agree
2 – Disagree
1 – Strongly Disagree
The first table is according to your sensory preferences such as:
V – Visual (sight)
A – Auditory (hearing)
K – Kinesthetic (action)
Sensory Preferences 5 4 3 2 1
1.If I have to learn how to do something, I learn best
when I:
(V) watch someone was shows me how.
(A) hear someone was tells me how.
(K) try to do it myself.
2. When I read, I often find that I:
(V) visualize what I am reading in my mind’s eye.

30. (A) read out loud or hear the words inside my
head.
(K) fidget and try to “feel” the content.
3. When asked to give directions, I:
(V) see the actual places in my mind as I say
them or prefer to draw them.
(A) have no difficulty in giving them verbally.
(K) have to point or move my body as I give
them.
4. If I am unsure how to spell a word , I:
(V) write it I order to determine if it is looks right.
(A) spell it out loud in order to determine if it
sounds right.
(K) write it in order to determine if it feels right.
5. When I write, I:
(V) am concerned how neat and well spaced my
letters and words appear.
(A) often say the letters and words to myself.
(K) push hard on my pen or pencil and can feel
the flow of the words or letters as I form them.
6. If I had to remember a list of items, I would
remember it best if I:
(V) wrote them down.
(A) said them over and over to myself.
(K) moved around and used my fingers to name
each items.
7. When trying to concentrate, I have a difficult time
when:
(V) there is a lot of clutter or movement in the
room.
(A) there is a lot of noise in the room.
(K) I have to sit still for any length of time.
8. When solving a problem, I:
(V) write or draw diagrams to see it.
(A) talk myself through it.
(K) use my entire body or move objects to help
me think.
9. If I have to verbally describe something to
another person, I would:
(V) be brief because I do not like to talk at length.
(A) go into great detail because I like to talk.
(K) gesture and move around while talking.
10. When trying to recall names, I remember:
(V) faces but forget names.
(A) names but forget faces.

31. (K) the situation that I met the person’s name or
face.
11. I prefer teacher who;
(V) use the board or overhead projector while
they lecture.
(A) talk with a lot of expression.
(K) use hands-on activities.
12. When given written instructions on how to build
something, I;
(V) read them silently and try to visualize how
the parts will fit together.
(A) read them out loud and to myself as I put the
parts together.
(K) try to put the parts together first and read
later.
13. To keep occupied while waiting, I;
(V) look around, stare, or read.
(A) talk or listen to others.
(K) walk around, manipulate things with my
hands, or move/shake my feet as I sit.
14. If someone were verbally describing to me, I
would;
(V) try to visualize what he/she was saying.
(A) enjoy listening but want to interrupt and talk
myself.
(K) become bored if his/her description gets too
long and detailed.
The second table pertains to the Analytic-Global Thinkers.
5 4 3 2 1
Analytic Thinkers
I learn best through…….
1. responding to word meaning.
2. linearly information processing.
3. responding to logic.
4. formal study design.
5. well-lighted room while studying.
Global Thinkers
I learn best through……
1. responding to tone of voice.
2. information processing in varied order .
3. responding to emotions.
4. sound/music background while studying.
5. frequent mobility while studying.

32. B. Teachers’ Actualities
Please rate your Mathematics teacher based on what he/she
actually perform using the following scale:
5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
Teachers Actualities 5 4 3 2 1
1. If my teacher teaches me how to do something,
he/she show and tells me how to do it, and allows
me to do it with myself.
2. When my teacher reads, he/she often stops and
tried to describe to us what he/she is reading, reads
it out loud and move restlessly.
3. When my teacher gives directions, he/she
verbally describes and draws out or moves his/her
body as he/she gives them.
4. If my teacher spells a word, he/she spell it out
loud or write it on the board.
5. When my teacher is writing something on the
board, he/she is concerned on how neat and well-
spaced his/her letters and words appear and often
say the letters and words while writing.
6. If my teacher has to remind us a list of items,
he/she writes or says them over and over to
everyone and move around and used his/her
fingers to name each items.
7. When my teacher is trying to concentrate, he/she
has a difficult time when there is a lot of movement
and noise in the room or he/she sits still for any
length of time.
8. When solving a problem, my teacher writes or
draws diagrams and talks about it, or uses his/her
entire body or moves objects to help him/her think.
9. If my teacher has to verbally describe something
to another person, he/she prefers to be brief, uses
gestures while talking.
10. When my teacher is trying to recall names,
he/she remembers faces or sometimes names or
the situation that he/she met the person.
11. My teacher prefers to use the board, talk with a
lot of expression and use hands-on activities.

33. 12. When my teacher gives written instructions on
how to build something, he/she read them out loud
and describes to us how the parts fit together, and
later put the parts together.
13. To keep occupied while my teacher waiting,
he/she look around, talk or listen to others, or
manipulate things with his/her hands as sitting.
14. If someone were verbally describing to my
teacher, my teacher would enjoy listening and
he/she visualize what the person was saying and id
the persons description gets too long and detailed
my teacher become bored.
C. Teaching Strategies
Please rate the extent by which your teacher in mathematics has
used the following strategies in teaching the subject using the following
scale:
5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
5 4 3 2 1
1. Lecture Discussion
2. By giving word problem activity
3. Cooperative Learning (by grouping)
4. Deductive Method (general-specific details)
5. Inductive Method (specific-general details)
________________________
Signature of respondent
Thank you very much for your cooperation.
ALELI M. ARIOLA
Researcher
BSEd III-1

34. LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN TEACHING
MATHEMATICS OF FOURTH YEAR HIGH SCHOOL STUDENTS AT
MABITAC, LAGUNA S.Y. 2010-2011
Direction: Please indicate your responses on the following items by putting
a check ( / ) in the line blank.
A. PERSONAL INFORMATION
Name: ______________________________________
1. Gender _____Female _____Male
2. Age: _____
3. Civil Status _____Single _____Married
_____ No. of children
4. Educational Background
_____ Bachelor of Elementary Education
_____ Bachelor of Secondary Education Major in
Mathematics
_____ Master of Arts in Teaching Mathematics
_____ Others (pls. specify)
5. Number of years in service
_____ One year and below _____ 11 – 15 years
_____ 2 – 5 years _____ 16 – 20 years
_____ 6 – 10 years _____ 21 years and above
6. Seminars Attended (From 2000 – present)
Year
___________________________________ ______
___________________________________ ______
___________________________________ ______
___________________________________ ______
___________________________________ ______
___________________
Signature of respondent
Thank you very much for your cooperation.
ALELI M. ARIOLA
Researcher

35. B. TEACHERS’ ACTUALITIES
Direction: Please indicate your responses on the following items by putting
a check ( / ) in the line blank.
Please rate your actualities you performed using the following scale:
5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
As a teacher 5 4 3 2 1
1. I have to teach my students how to do
something through showing and telling to them how
to do it, and I do it with myself.
2. I describe the context to my students, read it out
loud and move restlessly when reading.
3. I give directions to my students through verbally
describing and drawing out the actual places.
4. I write or spell the words out loud in order to
determine if it is correct.
5. I am concerned on how neat and well-spaced
my letters and words appear, and often say it to
myself while writing on the board.
6. I had to remember a list of items so I wrote it
down, said it over and over to myself, and moved
around and used my fingers to name each items.
7. I try to concentrate when I have a difficult time in
cases there are lots of movements and noise in the
room, or I sit still for any length of time.
8. I draw diagrams and we talk it in my discussions,
or use my entire body to help me think when
solving a problem.
9. I would be brief, go into details and gestures in
verbally describing something to my students.
10. I remember the faces or names, and the
situations where I met the person I am trying to
recall the names.
11. I use the board and hands-on activities, and I
talk with a lot of expressions.

36. 12. I give written instructions on how to build
something by reading them silently and visualize
the parts and later put the parts together.
13. I look around, talk to others and manipulate
things with my hands while waiting to keep
occupied.
14. I visualize and enjoy listening when ever my
students verbally describe something to me.
C. TEACHING STRATEGIES
Please rate your prepared teaching strategies in teaching
Mathematics subject using the following scale:
5 – Always
4 – Often
3 – Sometimes
2 – Seldom
1 – Never
5 4 3 2 1
1. Lecture Discussion
2. By giving word problem activity
3. Cooperative Learning (by grouping)
4. Deductive Method (general-specific details)
5. Inductive Method (specific-general details)