CHAPTER I

INTRODUCTION

Background of the Study

Most students see mathematics as a difficult subject. According to Gafoor & Kurukkan

(2015), students are accepting the utility value of mathematics, but not any personal value

attached to it so though they don’t like math, they choose to study because of practicality. Lack

of personal value among students on mathematics means they don’t see the attachment of its

concepts in their personal lives. They see the subject as a mere requirement to graduate rather

than appreciating its importance. This is one of the many reasons why students tend to question

its significance and to hate the subject. As a result, the absence of students’ personal value to

mathematics can affect their math performance.

On the other hand, applying cultural values in education has positive effect on several

elements. It nurtures the sense of belonging, identity and strengthens community participation; it

also promotes appreciation and understanding of history and cultural heritage and that is

according to an article of an anonymous writer in The Knowledge Review (2020). This is the

missing link in our educational system at present, to go back in our foundation because

Philippines is a culturally diverse country.

But how do we take Mathematics out of classrooms and into the real world of work,

tradition and everyday life? That is the biggest challenge for we know how abstract Mathematics

is if we try to see the nature of the subject. But according to Llaneta (2017), there is one possible

answer, ethnomathematics. According to her Ethnomathematics is the study of the intersection of

Mathematics to culture, which is now finding it way in the Philippine government’s Indigenous

People’s Education (IPED) program.

1
 With the current situation, the study is to come up with a strategy or an intervention to

instil among students that mathematics is not only an important requirement to surpass their

academic ladder but also a subject that they can appreciate and apply in their everyday lives and

to learn to appreciate their identity as Filipino learners. Philippines is a country with diverse

culture and traditions which leads to diverse students. As a result, there is truly a need for

teachers to let the students learn mathematics at their own pace by delivering concepts that they

can easily relate from. The teaching and learning process is indigenized or local history and

materials are used in teaching math concepts. In this manner, the materials to be used are within

the reach of the teacher and the students. And the instruction revolves around the things that the

students are familiar from because it is within their culture and community.

Statement of the Problem

Students tend to see math as an unimportant subject because they fail to see its

application to their everyday lives. This is the most common problem of math teachers because

the current situation is reflected in their performance. With this kind of problem, the main

purpose of this study is to determine the effectiveness of indigenized mathematical concepts in

improving the academic performance of students. In this study, we are looking into the present

status of students in terms of their understanding on mathematics concepts, determining the level

of usefulness of indigenized math concepts among students and identifying issues and concerns

in utilizing and applying indigenized math concepts.

2
Research Questions

This study aims to enhance the mathematics performance in terms of appreciation,

utilization and application of Grade 10 students through indigenized/contextualized math

concepts.

More specifically, it endeavoured to find the answers to the following questions:

1. What is the present status of the students in understanding mathematics based on their

academic performance?

2. How effective is the use of indigenized mathematical concepts in improving the academic

performance of students?

a. What is the mathematics performance of Grade 10 students before the

intervention?

b. What is the mathematics performance of Grade 10 students after the intervention?

c. Is there a significant difference between the Mathematics performance of the

Grade 10 students after employing the intervention?

3. What is the level of usefulness of the utilized of the different indigenized/localized

concepts in understanding math among students?

4. What are the identified issues and concerns related in utilizing and applying the

indigenized mathematical concepts over the conventional terms?

Objectives

This study is to be conducted to

a) determine the current status of students in understanding math concepts which is

reflected on their academic performance,

3
 b) determine how effectiveness on the use of indigenized math concepts in improving the

performance of students through pre-test and post-test,

c) identify the level of usefulness of indigenized math concepts among students, and

d) determine students’ different insights and ideas related to indigenization of math

concepts.

Significance of the Study

The result of this research can be meaningful in improving the mathematics performance

among grade 10 students through indigenizing math concepts. Specifically, the following are

benefited:

Teachers. Through this study, the teachers will be informed on how to deal with students

who lack interest on the subject. This study will also lead teachers to be competent because they

will be able to motivate students to learn more about mathematics through indigenization of

concepts. And also through this study, the teacher will be much informed about the different

issues and concerns of students with regards to the use of local materials and histories in teaching

math.

Students. The result of this study can be of great help for students to improve their

academic performance as they learn mathematics concepts and skills and the same time, be able

to appreciate the community they belong.

The Tribal Communities. This study is significant to the different tribal communities

because the result would serve as an eye-opener for the people on the importance of their own

identity through their existing culture that it must be preserved for the next generation to inherit.

4
 Researchers. The result of this study can be a spring board for future researchers to

conduct further studies related to indigenization in education.

Scope and Limitations

The scope of this study deals with the utilization, application and appreciation of the 72

Grade 10 students of Dumalneg National High School (DNHS). DNHS is situated at Dumalneg,

Ilocos Norte where the Isneg tribe resides and most of the students are Isnegs. The local crafts

and materials of the Isnegs – clothing, handicrafts and arts – and local language and histories will

be used in indigenizing math concepts through the instructional materials to be used in their math

class.

Specifically, the material culture of the identified indigenous community, Isnegs of

Dumalneg will be coded based on time and space in relation to teaching and learning activities

using mathematical concepts and exercises. In so doing, this will enable students to appreciate

the importance of mathematics within the context of cultural education.

5
 CHAPTER II

REVIEW OF LITERATURE

Indigenization in Education

According to Merriam-Webster online dictionary, the definition of indigenous is

produced, growing, living, or occurring natively or naturally in a particular region or

environment. This refers to things that are uniquely innate in a particular place and group of

people. This term has evolved from time to time and which became broader and now applied to

different fields and it is now called indigenization. Indigenization is an intentional, culturally

sensitive and appropriate approach to adding indigenous ideas, concepts, and practices into

curricula, when and where it is appropriate (University of Saskatchewan, 2018).

With the many fields where indigenization is applied, we can now see its integration to

education. It is highlighted during the Permanent Forum on indigenous issues of the United

Nations Scientific, Educational and Cultural Organization (UNESCO) that it is important to

educate the youth in their own cultures as well as using indigenous languages to educate them

because millions of children continued to be taught in languages that they don’t understand. It is

also added that the participation of indigenous peoples in designing the curricula was still limited

and education still fell short of eliminating prejudice and discrimination targeted at indigenous

peoples, UNESCO (2003).

With the current situation, indigenization is an essential part of the curriculum and it is

not only confined to the four walls of the classroom. As a matter of fact, indigenous learning

addresses the whole person, encompassing the mental, physical, spiritual, and emotional

capabilities of that person in relation to all living things. This unified vision is in contrast to the

6
European focus on an analytic approach, and the fragmentation of concepts within discrete

disciplines. For Indigenous peoples, analysis is cumulative, collaborative, and circular. These

ways of knowing are reflected in Indigenous worldviews, which emphasize connectivity,

relationality, and interrelatedness (Whitinui et. al. 2018). Indigenization is extended beyond

curriculum and pedagogy to include the ongoing transformation and decolonization of post-

secondary education, from institutional structures, policies, and practices through to intentionally

including indigenous ways of knowing and being, honouring the cultural integrity and diversities

of indigenous peoples, and respecting the rights of indigenous peoples to articulate what of their

knowledges, languages, cultures, and practices should be included in post-secondary spaces

(Deer et. al., 2017).

According to Antoine [Link]. (2020), indigenization is not an “indigenous issue”, and it is

not undertaken solely to benefit indigenous students. Indigenization benefits everyone. He added

that some of the importance of indigenization are the following; a) we all gain richer

understanding of the world and of our specific location in the world through awareness on

indigenous knowledge and perspectives; b) it contributes to a more just world, creating a shared

understanding that opens the way towards reconciliation between indigenous and non-indigenous

people and; c) it counters the impact of colonization by upending a system of thinking that has

typically discounted indigenous knowledge and history.

Indigenization in Philippine Education

The Department of Education in the Philippines adopted the Indigenous Peoples

Education (IPED) Curriculum Framework in line with the implementation of Republic Act No.

10533 also known as Enhanced Basic Education Act of 2013. IPED Curriculum Framework

7
seeks to provide guidance to schools and other education programs, both public and private, as

they engage with indigenous communities localizing, indigenizing, and enhancing the K to 12

Curriculum based on their respective educational and social contexts. The educational system

here in the Philippines is continuously developing through adjusting inevitable changes. This

means that all subject areas in the basic education should localize and indigenize their

instruction.

The Philippines is a culturally diverse country with estimated 14 to 17 million Indigenous

Peoples (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated in

Northern Luzon (Cordillera Administrative Region, (33%) and Mindanao (61%), with some

groups in Visayas area from the latest data of the National Commision for Culture and the Arts

(NCCA). In Ilocos Norte, there are four major members of the Ilocos Norte Cultural

Communities (INCC) namely, Dumalneg, Carasi, Nueva Era and Adams which was noted by

Garma (2018) in her article.

With over 7, 600 islands in the Philippines and three major island groups, it’s no wonder

that different cultural practices, traditions, and groups are present in the country, Valdeavilla

(2018). With every group, they have their own culture and traditions, from the way they dress,

their way of living and their products, they are truly unique but unfortunately according to

Llaneta (2017) of the University of the Philippines, it is a worldwide movement born out of the

realization that IPs have been marginalized for so many years, including within our educational

system. These unique identities of the IPs will die if the discrimination continues. As a

researcher, indigenizing math concepts can be a great link in improving the mathematics skills

and at the same time, preserving these traditions for the next generation of Filipino learners.

8
The Arts and Crafts of the Isnegs

Llaneta (2017) highlighted in her article that the need for schools for indigenous students

is dire, as IP communities are often located in remote areas far from any public schools. But as

time changes, education in the country is geared in promoting inclusive education and many IPs

now attend schooling. Some tribal cultures and traditions are now integrated in their curriculum,

for an instance, the University of the Philippines partnered schools in different parts of the

country promoting indigenized education. One of these schools is The Paaralang Mangyan na

Angkop sa Kulturang Aalagaan (Pamana Ka) built in 1999 for the Mangyan Community in San

Jose, Occidental Mindoro. One of their subject is math where in the lesson in fractions begins

with the discussion on the honey-harvesting practices in each students’ community and ends on

the values of sharing and fairness. Another is in Batangas City where their tradition on Karerang

Bangka is integrated in Linear Motion in Physics (The Knowledge Review, 2020). These are

only few of the many evidences that indigenization is practiced by some Filipino teachers and

learners.

Indigenization depends on the context where the school is situated. Since majority of the

learners in Dumalneg are members of the Isneg Tribe, their culture and traditions are subjected to

this study. The Isneg, also Isnag or Apayao, live at the northwesterly end of northern Luzon, in

the upper half of the Cordillera province of Apayao. The term “Isneg” derives from a

combination of “is” meaning “recede” and “uneg” meaning “interior.” Thus, it means “people

who have gone into the interior.” In Spanish missionary accounts, they, together with the

Kalinga and other ethnic groups between the northern end of the Cagayan Valley and the

northeastern part of the Ilocos, were referred to as “los Apayaos,” an allusion to the river whose

banks and nearby rugged terrain were inhabited by the people.

9
 Unlike other groups, the Isneg have no traditional or indigenous knowledge of cloth

weaving or pottery making. Instead, they have procured articles of clothing, pots, and other

materials from the lowland Ilocano traders, in exchange for their honey, beeswax, rope, baskets,

and mats (Wilson 1967).

Nevertheless, Isneg women have been known to favor colorful garments as their

traditional costume. These consist of both small and large aken, a wraparound piece of cloth. The

small version is for everyday use, while the large one is for ceremonial occasions. They also

wear the badio, a short-waisted, long-sleeved blouse which is either plain or heavily

embroidered; a square head scarf; and sometimes a piece of cloth around 2 meters long, worn

around the waist and which serves as a carrier for small articles. The usual colors for these

articles of clothing are blue and its various shades often with narrow stripes in red and white.

Menfolk, on the other hand, have a traditional dress of dark-colored (often plain blue) G-string

called abag. On special occasions, this is adorned with an iput, a lavishly colored tail attached to

the back end, which generally consists of a thick tuft of long fringes. They wear an upper

garment called bado, which has long sleeves and reaches down to the waist. The colors are

usually grayish blue, although sometimes the Isneg also wear them in red and dark blue,

occasionally black or purple. Isneg men also sport the sipatal, a breastpiece indicating one’s

social status (Reynolds and Grant 1973 & Vanoverbergh 1929).

Teaching Mathematics

More than just a set of isolated facts and concepts, mathematics provides us with “ways

of knowing”, thinking and understanding (Bernardo, 1998). What is a mathematics teacher’s

main job? There is surprisingly large number of answers to the question. Some maintain that a

10
teacher’s primary responsibility is to convey mathematics content accurately to students. Others

assert that attending to students’ needs as human beings is the fundamental mission of teachers.

Hence, learning about student’s social, emotional, and moral development is seen as the purpose

of teacher education and it is according to Groth (2013).

Teaching math is a challenging task because of the many reasons why math is the most

hated subjects among students nowadays. According to Leatham & Hill (2010), beliefs about the

nature of math affect students’ attitude towards it. Students often think of math as “that stuff you

do during you math class”. When they have a negative experience in a class or have trouble

understanding the concept, they believe it is “math” they hate. They do not see the mathematics

in other aspects of their lives. After having a discussion such as might have with this task, we as

teachers can challenge students to be more specific when they can express a like or dislike for

the subject. And as noted on the book of Tahta (2005), mathematics was a way of meeting the

aim that “each of us be prepared to meet the unknown rather than ready-made situations”.

Gale (2015) stated that students engage in experiences that value place-based knowledge

and learning and value learning from and with community. So teachers must consider the

application of each of the concept in the students’ own locality because it is easy to understand

the things that are familiar to them.

The K to 12 Mathematics Curriculum

Despite the many changes to the curriculum, the goals of mathematics education at the

basic education level remain more or less the same: “to provide opportunities for individuals to

develop skills and attitudes needed for effective participation in everyday living and prepare

11
them for further education and the world of work so that they make worthwhile contributions to

the society at large” (Pascua, 1993).

As illustrated in the Mathematics Curriculum Framework under the K to 12 Basic

Education, the twin goal of Mathematics is to develop students to become problem solvers and

critical thinkers. And in the concepts in the Math Curriculum is spiral in structure meaning the

concept is acquired from Grade 7 up to Grade 10 but the complexity of the concepts is

increasing. And each is divided into quarters. Each quarter has its own scope. For Grade 10

Mathematics, the first quarter is all about Patterns, second quarter is Patterns and Algebra and for

the third and fourth quarter, it tackles Statistics and Probability. With the new curriculum, the

mathematics curriculum is also changing.

Mathematics Performance of Filipino Students

One of the concerns of today’s Mathematics Education is to produce intelligent learner

who will eventually become better citizens of the future. Students today need not only apply

Mathematics in problem solving they encounter in their daily lives but also develop which will

enable them to solve more mathematical problems in the environment or society where they live.

There is a question however on how they will efficiently develop these problem solving skills

when their Mathematics proficiency is not strongly rooted (Cordova & Tan 2018)

As connection to this, the Philippines placed second-lowest in mathematics (353,

compared to OFCD average 0f 489) during the Programme for International Student Assessment

(PISA) according to the results released Dec. 3, 2019 that is according to San Juan (2019). The

result reflects the current Mathematics performance of Filipino students. DepEd is now

addressing the problem with various strategies to improve the educational system of the country.

12
Indigenization of Mathematical Concepts

Mathematics is often referred to as a “gatekeeper” (Stinson 2004). Also, Nolan & Weston (2012)

noted as a discipline of study that one either has an aptitude to understand and succeed in, or not.

They added that disrupting what it means to know math, as well as the nature of math itself, can

be a challenging task. Changing the nature of Mathematics is non-negotiable then all one I left

with is a soft integration-an approach where curriculum, pedagogy and assessment are adapted in

an attempt to suit the needs of diverse learners but the discipline itself is intact. Furthermore,

Burton (2012) in an interview with Chris, a Grade 5 and 6 teacher in Regina, said that integrating

aboriginal content into mathematics makes the subject more appealing to students. This only

shows that integrating aboriginal content into math is a great way to motivate students to apply

and appreciate mathematics.

Research Paradigm

TEACHERS’ Teaching Process

Profile
Common Concepts Enhances
teachers’
COMPETENCE
in teaching Math
Indigenized Instructional
Materials for Math 10

Identification, Utilization
STUDENTS’
and Application
PERFORMANCE

Levels of
knowledge
New Concepts
acquisition,
STUDENT’S improved problem
Profile Learning Process solving, logical and
analytical skills
Figure 1. Research Paradigm 13
 Figure 1 shows the relationship of the different variables involved in this study. There are

two processes involved, the teaching and learning process. The independent variable is the use of

indigenized instructional material in Math 10 formulated and used by the teacher which is

implemented to the students to improve their mathematics performance. As the intervention is

implemented, one of the outputs is to improve the competence of the teacher in delivering

meaningful and relevant learnings.

Hypotheses

H1 – Indigenization of mathematics concepts can improve the academic performance of

the students.

H2 – The utilization and translations of the cultural crafts in teaching mathematics

concepts varies through time.

H3 – There are various understanding in indigenizing mathematics concepts during

teaching-learning process.

Operational Definition of Terms

The following terms are used in this study and they are defined according to how they are used in

the study.

Aboriginal Worldview. A perspective which was taken from pre-colonial period or these
are indigenous perspective

Analytical Skills. The ability of students to critically analyse situations in solving certain
problems.

14
 Application. The process of applying Math concepts in real life situation.

Competence. Refers to the competence of teachers in teaching Math.

Curriculum. It is the structure of an educational system.

Ethnomathematics. It is defined as the intersection of culture and mathematics

education.

Indigenization. Refers to the process of integrating cultures and traditions in the

curriculum.

Indigenous Knowledge. Knowledge system from a certain cultural group or community.

Indigenous People. People who belong to cultural or tribal community.

Knowledge Acquisition. The process of acquiring knowledge through idigenization of

Math concepts.

Learning Process. Refers to the process of acquiring knowledge of learners delivered by

the teacher.

Logical Skill. Students are able to understand a concept or a phenomenon through

reasoning.

Performance. Students’ performance is measured using the pre-test and post-test

Problem Solving. The main goal of the K to 12 Math Curriculum that should be taught
to learners.

Students. Refers to Grade 10 students who are currently enrolled in the Basic Education
Curriculum.

Teaching Process. The daily routine of the teacher through different strategies just like
indigenization of concepts.

Teachers. The facilitators of learning who delivers the concepts to the students through
different strategies.

Utilization. The process of using indigenous materials and facts in delivering Math
concepts.

15
 CHAPTER III
METHODOLOGY
Research Design

The study utilized Experimental Design. Experimental Research Design is used to verify

tentative hypothesis and provide specific facts from which general conclusions are drawn.

This method is appropriate for the study in order to determine if there is a significant

difference between the scores of the students in the pre-test and post-test to be conducted. And at

the same time, Descriptive Design is also used in determining the usefulness of the given

intervention and in determining some issues and concerns of students about the implementation

of the proposed intervention.

Locale of the Study

The study will be conducted at Dumalneg National High School, Dumalneg Ilocos Norte

and located at the North-eastern part of Ilocos Norte. The school subjected to the study is one of

the schools in the province whose students mainly belong to an Indigenous Community.

Research Participants

Respondents who are subjected to this study are the Grade 10 students of Dumalneg

National High School belonging to the two sections namely, Wanggi and Ammuso who are

16
taking up Mathematics classes. Each section is composed of 36 students and the majority of

learners belong to the indigenous group called the Isnegs.

The materials for the integration will be requested from the Local Tourism Office of the

Municipality of Dumalneg.

Research Instruments

Pre-test and Post-test and survey questionnaire will be used in the gathering of data from

the respondents. The pre-test and post-test will be used to determine the performance of the

students before and after the intervention while a survey questionnaire will be floated to measure

the level of usefulness of indigenizing math concepts and also to determine the issues and

concerns of students with regards to the intervention.

Pre-test and Post-test. The pre and post tests will be composed of 20 items which will

measure the progress of the students as they go through the lesson through the proposed

intervention.

Survey Questionnaire. The students will answer a simple survey questionnaire that will

measure the level of usefulness of the intervention used and to determine their concerns about

the intervention. The students will be given choices to rate the usefulness of the intervention: 1 –

Not Useful, 2- Slightly Useful, 3 – Useful, 4 – Very Useful.

Data Collection, Analysis and Interpretation

With the permission of the school and the municipality who are subjected to the study,

the researcher will conduct the pre-test before the implementation of the intervention and a post-

test will be administered after the intervention.

17
 Survey Questionnaires will also be floated among the respondents to identify the level of

usefulness of the intervention used and also to solicit their issues and concern about indigenizing

mathematics concepts other than the usual way of presenting the topic.

The results will be tabulated and computed for data analysis. The result of the

questionnaire on the level of usefulness of indigenizing math concepts will be tabulated and

computed. The scores will be interpreted using the following range of interval point scores:

Range Interval Descriptive Interpretation

3.51 – 4.00 Very Useful
2.51 – 3.50 Useful
1.51 – 2.50 Slightly Useful
1.00 – 1.50 Not Useful
The data gathered are subjected to different statistical treatment.
Paired Sample t-test. It is used to determine the significant difference between the scores of the

pre-test and post-test.

The Likert Technique was used in the determination on the level of usefulness of the

intervention used among the students.

18
 LITERATURE CITED

Calunsod R. (2013). Philippnes indigenizes basic education. Retrieved April 4, 2020 from
[Link]
indigenizes-basic-education

Deer, F. et. al (2017). Indegenous education: new directions in theory and practice. University of
Alberta, 2017.

Dragonfly Consulting Services Canada (2019). Aboriginal worldviews. Retrieved April 4, 2020
from [Link]
learning/

Gafoor A. & Kurukkan A. (2015). Why high school students feel mathematics difficult (5): an
exploration of affective beliefs. University of Calicut.

Groth R. (2013). Teaching mathematics in grades 6 – 12. Salisbury University. Sage Publication
Ltd., Thousand Oaks California.

Jacob W. et. al.(2015). Indigenous education: language, culture and identity. Springer Nature
Singapore Pte. Ltd.

K to 12 Mathematics Curriculum Guide

K to 12 Mathematics Learners Material

Leatham, K., & Hill, D. (2010). Exploring our complex math identities: Mathematics teaching in
the middle school, 16(4), 224-231. Retrieved April 4, 2020 from
[Link]/stable/4118350

Ma W. (2014). A study of the rationality of the internalization and indigenization of education.

Pp. 78-85. Retrieved April 4, 2020 from
[Link]

Merriam-Webster Dictionary (1828). Retrieved April 4, 2020 from [Link]

[Link]/dictionary/indigenous

19
Reynolds, H. & Grant, F., (1973). The isneg of the northern philippines: a study of trends of
change and development. Dumaguete City: Anthropology Museum, Silliman University.

San Juan R. (2019). DepEd welcomes PISA results, recognizes ‘gaps’ in education quality.
Retrieved April 4, 2020 from [Link]

Tahta, D. (2005). Teaching mathematics: for the learning of mathematics, 25(1), [Link]
April 4, 2020, from [Link]/stable/40248475

University of Saskatchewan (2015). Indigenization and the university of Saskatchewan.

Retrieved April 4, 2020 from
[Link]

Vanoverbergh M. (1929). Dress and adornment in the mountain province of Luzon, Philippine
islands. Catholic Anthropologist Conference, Vol. I, No. 5 (November 1929):181-244.

Whitnui P. et. al. (2018). Promising practices in indigenous teacher education. Springer Nature
Singapore Pte. Ltd.

Wilson, L (1967). Apayao life and legends. Quezon City: Bookman.

20
 APPENDICES

Appendix A

Letter of Request to Conduct Research

Graduate School

(Date)

MRS. VANESSA B. AGUINALDO

School Principal I
Dumalneg National High School
Dumalneg, Ilocos Norte

Madam:

I am currently undertaking a research on “ Indigenization of Mathematical Concepts in

Teaching Mathematics to Grade 10 students” in partial fulfilment of the course requiremnets
in Education 201 (Methods of Research).

In this regard, may I request that I be allowed to conduct the said study in your school
particularly in your Grade 10 classes. Specifically, I would like to request that may I be
permitted to implement my teaching intervention to the students and letting them answer a
questionnaire with regards to my study.

Rest assured that the result will be kept with utmost confidentiality and they will be exclusively
used for the purposes of the study.

I look forward to your approval of these requests. Thank You.

21
Respectfully yours,

(SGD) CYRAH MAE G. RAVAL

MAEd – Math Student

Appendix B

Survey Questionnaire

A. Demographic Profile

Name: ______________________________
Age: _______
Gender: ________
Ethnicity:____________________________

B. Indigenization of Math Concepts Students’ Checklist and Guide Questions

Direction: Please read and encircle your perception about the level of usefulness of each of the
statements in integrating indigenized concepts in the teaching-learning process.
UsefulVery

UsefulSlightly

Not Useful
Useful

1. Indigenized concepts used in motivating learners. 4 3 2 1

2. Using local language in delivering instruction. 4 3 2 1
3. Integrating indigenous materials in teaching math concepts. 4 3 2 1
4. Word problems reflect local situations. 4 3 2 1
5. Indigenized concepts used in formative assessments. 4 3 2 1

Guide Questions:

1. What are the strengths of indigenizing math concepts in your everyday class?

22
2. What could have been improved?

Appendix C

Pre-test and Post-test

Name:__________________________ Score:____________

Direction: Choose the letter of the best answer.

1. What is the next term in the geometric sequence 4, -12, 36?

A. -42 B. -54 C. -72 D. -108

2. Find the common difference in the arithmetic sequence 3, 13/4, 7/2, 15/4, …
A. ¼ B. ¾ C. 5/2 D. 4

3. Which set of numbers is an example of a harmonic sequence?

A. ½, -1/2, ½, -1/2 C. 1/3, 1/9, 1/27, 1/81
B. ½, -1, 2, -4 D. 2, 2/3, 2/5, 2/7

4. What is the sum of all the odd integers between 8 and 26?
A. 153 B. 151 C. 149 D. 148

5. If three arithmetic means are inserted between 11 and 39, find the second arithmetic mean.
A. 18 B. 25 C. 32 D. 46

6. If three geometric means are inserted between 1 and 256, find the third geometric mean.
A. 64 B. 32 C. 16 D. 4

7. What is the next term in the harmonic sequence 1/11, 1/15, 1/19, 1/23, …?
A. 27 B. 25 C. 1/25 D. 1/27

8. Which term of the arithmetic sequence 4, 1. -2, -5 … is -29?

A. 9th term B. 10th term C. 11th term D. 12th term

9. What is the 6th term of the geometric sequence 2 /25, 2/5, 2, 10, …?
A. 25 B. 250 C. 1250 D. 2500

23
10. The first term of an arithmetic sequence is 2 while the 18th term is 87. Find the common
difference of the sequence.
A. 7 B. 6 C. 5 D. 3

11. What is the next term in the Fibonacci sequence 1, 1, 2, 3, 5, 8, ...?

A. 13 B. 16 C. 19 D. 20

12. Find the sum of the geometric sequence where the first term is 3, the last term is 46 875, and
the common ratio is 5.
A. 58 593 B. 58 594 C. 58 595 D. 58 596

13. Find the eighth term of a geometric sequence where the third term is 27 and the common
ratio is 3.
A. 2187 B. 6561 C. 19 683 D. 59 049

14. Which of the following is the sum of all the multiples of 3 from 15 to 48?
A. 315 B. 360 C. 378 D. 396

n2−1
15. What is the 7th term of the sequence whose nth term is a n= 2 ?
n +1
A. 24/25 B. 23/25 C. 47/50 D. 49/50

16. What is the nth term of the arithmetic sequence 7, 9, 11, 13, 15, 17, . .?
A. 3n+4 B. 4n+3 C. n+2 D. 2n+5

17. What is the nth term of the harmonic sequence ½, ¼, 1/6, 1/8…?
1 1 1 1
A. B. 2 C. D.
n+1 n +1 2n 4 n−2

18. Find p so that the numbers form an arithmetic sequence 7p+2, 5p+12, 2p-1… form an
arithmetic sequence.
A. -8 B. -5 C. -13 D. -23

19. What is the sum of the infinite geometric series ¾, -9/16, 27/64, -81/256, …?
A. 3 B. 1 C. ¾ D. 3/7

20. Glenn bought a car for Php600,000. The yearly depreciation of his car is 10% of its value at
the start of the year. What is its value after 4 years?
A. Php437,400 C. Php438,000
B. Php393,660 D. Php378,000

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