THESIS-CHAPTER 1-3

[Audio] IMPLEMENTATION OF SITUATED LEARNING APPROACH IN TEACHING MATHEMATICS FOR GRADE 2 AT POBLACION ELEMENTARY SCHOOL, MUNTINLUPA CITY: ACTIVITIES DEVELOPMENT by Leandra H. Abaricia IMPLEMENTATION OF SITUATED LEARNING APPROACH IN TEACHING MATHEMATICS FOR GRADE 2 AT POBLACION ELEMENTARY SCHOOL, MUNTINLUPA CITY: ACTIVITIES DEVELOPMENT by Leandra H. Abaricia.

[Audio] INTRODUCTION Teaching numeracy in elementary grades is essential for various reasons that contribute to children's overall development and future success. It establishes a solid academic foundation by providing the basis for understanding advanced mathematical concepts in subsequent education levels. The emphasis on numeracy enhances problem-solving abilities, critical thinking skills, and logical reasoning. The Curriculum Guide for Mathematics identifies “situated learning” as one of the underlying approach in teaching numeracy. Situated Learning is define as learning in the same context in which concepts and theories are applied. (Department of Education, August) Situated Learning is a foundational principle in the K to 10 Mathematics curriculum, rooted in the Situated Learning Theory proposed by Jean Lave and Etienne Wenger in the late 1980s (Dyack, 2020).This theory posits that learning is most effective when it occurs within authentic contexts, cultures, and activities, often unintentionally. Dyack (2020) emphasizes that students benefit from collaborative group settings and real-life experiences, starting as novices and gradually becoming experts with the guidance of facilitators. Dincer (2022) supports Situated Learning, highlighting its focus on context in the learning process. Introduction Teaching numeracy in elementary grades is essential for various reasons that contribute to children's overall development and future success. It establishes a solid academic foundation by providing the basis for understanding advanced mathematical concepts in subsequent education levels. The emphasis on numeracy enhances problem-solving abilities, critical thinking skills, and logical reasoning. The Curriculum Guide for Mathematics identifies "situated learning" as one of the underlying approach in teaching numeracy. Situated Learning is define as learning in the same context in which concepts and theories are applied. (Department of Education, August) Situated Learning is a foundational principle in the K to 10 Mathematics curriculum, rooted in the Situated Learning Theory proposed by Jean Lave and Etienne Wenger in the late 1980s (Dyack, 2020).This theory posits that learning is most effective when it occurs within authentic contexts, cultures, and activities, often unintentionally. Dyack (2020) emphasizes that students benefit from collaborative group settings and real-life experiences, starting as novices and gradually becoming experts with the guidance of facilitators. Dincer (2022) supports Situated Learning, highlighting its focus on context in the learning process..

[Audio] BACKGROUND OF THE STUDY The study will be conducted at Poblacion Elementary School. Muntinlupa City among Grade 2 pupils. The school is one of the largest public elementary school in Muntinlupa City with a total enrolment of 5535. From Kinder to Grade 6. The Grade 2 level is composed of 22 sections with a total of 810 pupils, and 22 teachers. Mathematics instruction in Grade 2 applies Situated Learning to teach and enhance learners’ numeracy. School Memo, entitled “Application of Situated Learning in Teaching and Enhancing Learners’ Numeracy,” dated November 7, 2022, discusses the implementation of Situated Learning to enhance learners' numeracy skills at Poblacion Elementary School. Situated learning is described as a form of learning that emphasizes understanding and applying information within real-world contexts. It relies on collaborative activities, encouraging students to work together, share ideas, and question different perspectives. Background of the study The study will be conducted at Poblacion Elementary School. Muntinlupa City among Grade 2 pupils. The school is one of the largest public elementary school in Muntinlupa City with a total enrolment of 5535. From Kinder to Grade 6. The Grade 2 level is composed of 22 sections with a total of 810 pupils, and 22 teachers. Mathematics instruction in Grade 2 applies Situated Learning to teach and enhance learners' numeracy. School Memo, entitled "Application of Situated Learning in Teaching and Enhancing Learners' Numeracy," dated November 7, 2022, discusses the implementation of Situated Learning to enhance learners' numeracy skills at Poblacion Elementary School. Situated learning is described as a form of learning that emphasizes understanding and applying information within real-world contexts. It relies on collaborative activities, encouraging students to work together, share ideas, and question different perspectives..

[Audio] STATEMENT OF HYPOTHESIS Statement of the problem The null hypothesis will be tested in the study: 1. There is no significant difference on the implementation of Situated Learning Approach in terms of the following? 1.1 Identifying real-world context 1.2 Problem-based learning 1.3 Collaborative Learning 2. There is no significant difference on the level of implementation of Situated Learning Approach in terms of the following competencies? 2.1. Identify unit fractions with denominators of 10 and below; 2.2. Solve routine and non-routine problem including money 3. There is no significant relationship between the respondents’ profile and the implementation of Situated Learning in terms of: 3.1.Identifying real-world context 3.2. Problem-based learning 3.3. Collaborative Learning problem including money Statement of the problem The null hypothesis will be tested in the study: 1. There is no significant difference on the implementation of Situated Learning Approach in terms of the following? 1.1 Identifying real-world context 1.2 Problem-based learning 1.3 Collaborative Learning 2. There is no significant difference on the level of implementation of Situated Learning Approach in terms of the following competencies? 2.1. Identify unit fractions with denominators of 10 and below; 2.2. Solve routine and non-routine problem including money 3. There is no significant relationship between the respondents' profile and the implementation of Situated Learning in terms of: 3.1.Identifying real-world context 3.2. Problem-based learning 3.3. Collaborative Learning problem including money.

[Audio] STATEMENT OF THE PROBLEM 4. Is there significant difference on the implementation of Situated Learning Approach in terms of the following? 4.1.Identifying real-world context 4.2. Problem-based learning 4.3. Collaborative Learning 5. Is there significant difference on the level of implementation of Situated Learning Approach in terms of the following competencies? 5.1. Identify unit fractions with denominators of 10 and below; 5.2. Solve routine and non-routine problem including money 6. Is there significant relationship between the respondents’ profile and the implementation of Situated Learning in terms of: 6.1.Identifying real-world context 6.2. Problem-based learning 6.3. Collaborative Learning 7. Is there significant relationship between the respondents’ profile and the level of implementation of Situated Learning in terms of the following competencies? 7.1. Identify unit fractions with denominators of 10 and below; 7.2. Solve routine and non-routine problem including money 8. What activities may be developed? 4. Is there significant difference on the implementation of Situated Learning Approach in terms of the following? 4.1.Identifying real-world context 4.2. Problem-based learning 4.3. Collaborative Learning 5. Is there significant difference on the level of implementation of Situated Learning Approach in terms of the following competencies? 5.1. Identify unit fractions with denominators of 10 and below; 5.2. Solve routine and non-routine problem including money 6. Is there significant relationship between the respondents' profile and the implementation of Situated Learning in terms of: 6.1.Identifying real-world context 6.2. Problem-based learning 6.3. Collaborative Learning 7. Is there significant relationship between the respondents' profile and the level of implementation of Situated Learning in terms of the following competencies? 7.1. Identify unit fractions with denominators of 10 and below; 7.2. Solve routine and non-routine problem including money 8. What activities may be developed?.

[Audio] Significance of the Study Administrator Teachers Students Parents Future researcher 1. Administrators- to explore innovative teaching methodologies aligned with contemporary educational theories. By embracing the Situated Learning Approach, administrators can contribute to the evolution of teaching practices, fostering a dynamic and engaging learning environment for students. This provides with empirical data and insights into the effectiveness of the Situated Learning Approach in the context of mathematics education. This information empowers administrators to make informed decisions about whether to adopt, adapt, or integrate this approach within their educational institution. They can use the study to assess the resource implications of implementing the Situated Learning Approach. 2. The study equip teachers with empirical evidence, allowing them to make informed decisions about the incorporation of situated learning strategies into their teaching practices, promoting a more evidence-based approach. They can gain insights into the effectiveness of the Situated Learning Approach, leading to increased confidence and effectiveness in their instructional methods. They can learn how to create a more engaging and interactive classroom environment by integrating real-world contexts into their mathematics instruction, fostering increased student interest and participation. Understanding how the Situated Learning Approach caters to diverse learning styles and abilities enables teachers to create more inclusive classrooms, ensuring that a broader spectrum of students can benefit from the instructional approach. 3. Students gain a deeper understanding of mathematical concepts as they are applied to real-world situations, making the learning experience more relevant and practical. By engaging in authentic problem-solving experiences, they develop and enhance their critical thinking and problem-solving skills, preparing them for real-world challenges. The approach promotes active learning, encouraging students to take a hands-on role in their education. This can lead to a more participatory and dynamic classroom experience. Students develop skills that go beyond rote memorization, preparing them for lifelong learning by instilling a curiosity and ability to apply mathematical reasoning in diverse contexts. The study will provide parents with insights into innovative teaching methodologies, fostering a deeper understanding of their child's learning experience and promoting active involvement in their education. They can create a supportive home environment that aligns with the classroom experience, potentially facilitating supplementary learning activities. They can grasp the collaborative nature of the Situated Learning Approach, encouraging them to support collaborative activities at home and fostering teamwork and communication skills in their child. Parents actively participating in or supporting studies on educational approaches contribute to a collaborative school community, where the partnership between parents and educators is strengthened for the benefit of the students. 5. Future researchers providing a foundation to build upon and extend the understanding of effective teaching methods. Insights gained from the study can help future researchers identify best practices and successful strategies in implementing the Situated Learning Approach, guiding them in designing more targeted and effective interventions. They can use the study as a benchmark for comparative analyses, examining how the Situated Learning Approach compares with other instructional methods in terms of student outcomes, engagement, and overall effectiveness..

CONCEPTUAL FRAMEWORK undefined. CONCEPTUAL FRAMEWORK undefined.

[Audio] It begins with submitting a thorough research proposal and requesting authorization and approval from the appropriate authorities, such as educational policymakers and school administrators. Getting organizational clearance entails working with math teachers and getting informed consent from schools. Teachers and students are given surveys or questionnaires to complete as part of the actual data collection process. Then, statistical methods and theme analysis are used for both quantitative and qualitative data tabulation and analysis. Throughout the procedure, ethical principles are continuously respected, such as protecting confidentiality and placing a strong emphasis on informed consent. The questionnaire will be created using relevant books and writings as a guide. It will consist of three sections. The respondent's demographic profile will be the main topic of the first section. In the second section, the Situated Learning Approach's implementation level is examined with special attention on identifying real-world context, problem-based learning, and collaborative learning. The Situated Learning Approach's level of application in relation to the following competencies for the third quarter will be examined in the third section: (1) identify unit fractions with denominators of 10 or less; and (2) solve routine and non-routine problems, including money. The respondents will be quantified using a 5-point Likert Scale with corresponding verbal descriptions such as 5 – Always, 4 – Often, 3 – Sometimes, 2 – Seldom, and 1 – Never. The survey questionnaire for the pupils will be translated into Tagalog for pupils to comprehend the items. The researcher will inquire about the respondent's profile. The following application of the study involves choosing real-world examples that are related to the mathematical concepts you want to communicate. These could be problems that need mathematical thinking, problems from everyday life, or challenges. Conceptual Framework It begins with submitting a thorough research proposal and requesting authorization and approval from the appropriate authorities, such as educational policymakers and school administrators. Getting organizational clearance entails working with math teachers and getting informed consent from schools. Teachers and students are given surveys or questionnaires to complete as part of the actual data collection process. Then, statistical methods and theme analysis are used for both quantitative and qualitative data tabulation and analysis. Throughout the procedure, ethical principles are continuously respected, such as protecting confidentiality and placing a strong emphasis on informed consent. The questionnaire will be created using relevant books and writings as a guide. It will consist of three sections. The respondent's demographic profile will be the main topic of the first section. In the second section, the Situated Learning Approach's implementation level is examined with special attention on identifying real-world context, problem-based learning, and collaborative learning. The Situated Learning Approach's level of application in relation to the following competencies for the third quarter will be examined in the third section: (1) identify unit fractions with denominators of 10 or less; and (2) solve routine and non-routine problems, including money. The respondents will be quantified using a 5-point Likert Scale with corresponding verbal descriptions such as 5 – Always, 4 – Often, 3 – Sometimes, 2 – Seldom, and 1 – Never. The survey questionnaire for the pupils will be translated into Tagalog for pupils to comprehend the items. The researcher will inquire about the respondent's profile. The following application of the study involves choosing real-world examples that are related to the mathematical concepts you want to communicate. These could be problems that need mathematical thinking, problems from everyday life, or challenges..

METHODOLOGY Research Design Participants of the Study Instrumentation Data Gathering Statistical Treatment of Data undefined.

[Audio] Research Design Through descriptive methods, researchers can identify patterns and trends in the application of situated learning, discern specific behaviors employed by teachers, and quantify the level of implementation. This numerical assessment facilitates the evaluation of elements like real-world context, problem-based learning, and collaboration in teaching practices. Research Design Through descriptive methods, researchers can identify patterns and trends in the application of situated learning, discern specific behaviors employed by teachers, and quantify the level of implementation. This numerical assessment facilitates the evaluation of elements like real-world context, problem-based learning, and collaboration in teaching practices.

[Audio] Participants of the Study The study will involve 22 teachers handling Grade 2 classes, and 267 pupils as respondents of the study. The pupils will be randomly selected from a pool of 810 pupils. The teachers will answer a survey questionnaire to determine the implementation of the Situated Learning Approach being applied in two learning competencies during the third quarter namely: (1) identify unit fractions with denominators of 10 and below, and (2) solve routine and non-routine problem including money. The teachers will teach the competencies using the Situated Learning Approach. On the other hand, the pupils will also be guided to answer a survey questionnaire on the implementation of Situated Learning Approach after they have been taught the competencies. Participants of the study The study will involve 22 teachers handling Grade 2 classes, and 267 pupils as respondents of the study. The pupils will be randomly selected from a pool of 810 pupils. The teachers will answer a survey questionnaire to determine the implementation of the Situated Learning Approach being applied in two learning competencies during the third quarter namely: (1) identify unit fractions with denominators of 10 and below, and (2) solve routine and non-routine problem including money. The teachers will teach the competencies using the Situated Learning Approach. On the other hand, the pupils will also be guided to answer a survey questionnaire on the implementation of Situated Learning Approach after they have been taught the competencies..

[Audio] Methodology Through descriptive methods, researchers can identify patterns and trends in the application of situated learning, discern specific behaviors employed by teachers, and quantify the level of implementation. This numerical assessment facilitates the evaluation of elements like real-world context, problem-based learning, and collaboration in teaching practices. Methodology Through descriptive methods, researchers can identify patterns and trends in the application of situated learning, discern specific behaviors employed by teachers, and quantify the level of implementation. This numerical assessment facilitates the evaluation of elements like real-world context, problem-based learning, and collaboration in teaching practices..

[Audio] Instrumentation The questionnaire will be developed based on related readings and literature. It will be composed of three parts. The first part will be focused on the respondents demographic profile. The second part delves into the level of implement of Situated Learning Approach in terms of identifying real-world context, problem-based learning, and collaborative learning. The third part will be focused on the level of implementation of Situated Learning Approach in terms of the competencies during the third quarter namely: (1) identify unit fractions with denominators of 10 and below, and (2) solve routine and non-routine problem including money. The respondents will be quantified using a 5-point Likert Scale. Instrumentation The questionnaire will be developed based on related readings and literature. It will be composed of three parts. The first part will be focused on the respondents demographic profile. The second part delves into the level of implement of Situated Learning Approach in terms of identifying real-world context, problem-based learning, and collaborative learning. The third part will be focused on the level of implementation of Situated Learning Approach in terms of the competencies during the third quarter namely: (1) identify unit fractions with denominators of 10 and below, and (2) solve routine and non-routine problem including money. The respondents will be quantified using a 5-point Likert Scale..

[Audio] Data Gathering The data gathering procedure for studying the implementation of situated learning in teaching mathematics is a comprehensive and systematic process. It initiates with seeking permission and approval from relevant authorities The data gathering procedure for studying the implementation of situated learning in teaching mathematics is a comprehensive and systematic process. It initiates with seeking permission and approval from relevant authorities.

[Audio] Statistical Treatment of data Frequency and Percentage Distribution - to determine the demographic characteristic and distribution of the respondents It will be used to determine the demographic profile of the teachers and pupil- respondents. Weighted Mean - to determine the implementation of situated learning, and the level of implementation of situated learning in selected competencies It will be used to determine the implementation of Situated Learning Approach in terms of ways: (1) identifying the real-world context, (2) problem-based learning, and (3) collaborative learning. It will also determine the level of implementation of Situated Learning Approach in terms of the third quarter competencies: (a) identify unit fractions with denominators of 10 and below, and (b) solve routine and non-routine problem including money. 3. Likert Scale - to quantify and verbally describe the responses of the participants on the implementation of SL, and the level of implementation of Sl in selected competencies It will be used to quantify and verbally describe the responses of the respondents on the implementation of Situated Learning Approach, and its implementation in the third quarter competencies. Statistical Treatment Frequency and Percentage Distribution - to determine the demographic characteristic and distribution of the respondents It will be used to determine the demographic profile of the teachers and pupil- respondents. Weighted Mean - to determine the implementation of situated learning, and the level of implementation of situated learning in selected competencies It will be used to determine the implementation of Situated Learning Approach in terms of ways: (1) identifying the real-world context, (2) problem-based learning, and (3) collaborative learning. It will also determine the level of implementation of Situated Learning Approach in terms of the third quarter competencies: (a) identify unit fractions with denominators of 10 and below, and (b) solve routine and non-routine problem including money. 3. Likert Scale - to quantify and verbally describe the responses of the participants on the implementation of SL, and the level of implementation of Sl in selected competencies It will be used to quantify and verbally describe the responses of the respondents on the implementation of Situated Learning Approach, and its implementation in the third quarter competencies..

[Audio] 4. One-way Analysis of Variance (ANOVA) - to determine significant differences It will be used to determine significant differences (a) on the implementation of Situated Learning Approach in terms of Identifying real-world context; Problem-based learning, and Collaborative Learning; (b) the level of implementation of Situated Learning Approach in terms of the third quarter competencies (1) Identify unit fractions with denominators of 10 and below; and (2) Solve routine and non-routine problem including money. 5. Pearson R Coefficient of Correlation - to determining significant relationship It will be used to determine significant relationships (a) between the respondents’ profile and the implementation of Situated Learning in terms of Identifying real-world context, Problem-based learning, and Collaborative Learning; and (b) the respondents’ profile and the level of implementation of Situated Learning in terms of the third competencies: (1) Identify unit fractions with denominators of 10 and below; and (2) Solve routine and non- routine problem including money. 4. One-way Analysis of Variance (ANOVA) - to determine significant differences It will be used to determine significant differences (a) on the implementation of Situated Learning Approach in terms of Identifying real-world context; Problem-based learning, and Collaborative Learning; (b) the level of implementation of Situated Learning Approach in terms of the third quarter competencies (1) Identify unit fractions with denominators of 10 and below; and (2) Solve routine and non-routine problem including money. 5. Pearson R Coefficient of Correlation - to determining significant relationship It will be used to determine significant relationships (a) between the respondents' profile and the implementation of Situated Learning in terms of Identifying real-world context, Problem-based learning, and Collaborative Learning; and (b) the respondents' profile and the level of implementation of Situated Learning in terms of the third competencies: (1) Identify unit fractions with denominators of 10 and below; and (2) Solve routine and non- routine problem including money..

END OF CHAPTER 1-3 THANK YOU undefined. [Audio] END OF CHAPTER 1-3 THANK YOU.