DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

CHAPTER II

REVIEW OF LITERATURE AND STUDIES

This chapter provides relevant background knowledge, literature,

and allied studies to the present research undertaking. These are

purposively organized to understand the study’s totality and establish an

avenue of rich ideas that could justify a solid theoretical foundation to other

researchers who may be motivated to commence a parallel study.

Related Literature

This section includes the following topics that are organized

purposively: (1) Mathematics Education: Significance, Issues, and

Problems; (2) Relevance of Most Essential Learning Competencies; (3)

Utilization of ICT: Integration of Learners’ Home Language; (4) Need of

Instructional Materials.

Mathematics Education: Significance,

Issues, and Problems

In today’s world, mathematics is important. All individuals apply

mathematics in their daily lives, but they are unaware of it most of the time.

The environment would be losing a vital aspect without mathematics.

 22
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

People could not count money, read clocks, measure anything, call

someone, create and spend budgets, pay for groceries, buy things on sale,

and cook meals without dealing with mathematics. Once individuals

consider a broader perspective, they are struck by how much mathematics

is everywhere around them (Schuster, 2020).

As a result, it is an essential component of the human mind and

behavior and a key to comprehending the world and ourselves.

Mathematics is a powerful tool for developing mental discipline,

promoting logical reasoning and cognitive rigor (International Commission

on Mathematical Instruction, 2020).

With this, UNESCO promotes mathematics education worldwide by

focusing on increasing public awareness and interest in mathematical

concepts and applications in everyday life, especially among young

learners and also, attracting youth to mathematics-related studies and

careers and demonstrating that the existing curricula can be enhanced by

incorporating hands-on mathematics experiments that foster scientific

reasoning and applied math skills (UNESCO, 2017).

Mathematics is a general education subject in primary and higher

education. Learners are expected to understand and appreciate its

principles using appropriate technology in problem-solving, critical

 23
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

thinking, communicating, reasoning, making connections, representations,

and decisions in real life (DepEd, 2016).

However, learners hate mathematics because many abstract

concepts can be challenging to master. Variables, equations, and the

dreaded story problems can all be challenging to figure out and understand

(Schuster, 2020). Moreover, Cicerchia (2020) said mathematics is poorly

understood. It often focuses on rote learning and solving equations in

books—think arithmetic and times tables—which can turn students off and

cause them to believe mathematical skills are irrelevant to their daily lives.

The performance in mathematics has persistently been poor, as

shown by different assessments. There are factors related to learners’

poor mathematics performance: learners, teachers, and management. The

learners involve the attitude towards learning the subject, prior knowledge,

lack of connection between the subject and learners, short attention span,

lack of understanding about signs and symbols, and lack of learner’s labor

(Acharya, 2017).

A 2006 survey conducted by the National Teachers College (NTC)

researchers and commissioned by the Math Teachers Association of the

Philippines (MTAP), the country’s largest mathematics teachers’

association, backs up this argument. According to MTAP president Sr.

 24
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

Iluminada Coronel, “students are incompetent in mathematics nowadays

because their grades suggest low clinical preparation” (Chua, 2012).

This problem became much worse as the ongoing global health

crisis pushed basic education to the forefront. Given the challenge of

learning delivery this school year, teachers are experiencing difficulties

actualizing all skills and principles in a given subject area due to

congestion and overlapping competencies. Consequently, according to

Gatchalian (2020), enough instructional time and deeper comprehension of

students are jeopardized. It also prevents students from gaining adequate

maturity in all areas of learning, resulting in a persistent presence of low-

performing students.

Teachers also contributed to students’ poor performance in

mathematics, including the teaching methods, teaching-learning materials,

effectiveness of mathematics teachers in teaching, their attitude towards

mathematics, workload, and remedial lessons (Mbugua et al., 2012).

Likewise, teachers spend their free time working with budgeted learning

tasks to simplify teaching concepts in meaningful ways. This initiative will

be successful if teachers have ample time planning lessons to keep

students engaged and spend boundless energy motivating highly-

distracted students. Nevertheless, teachers are exhausted and have

 25
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

serious concerns about recouping skills in this academic time bottleneck

while considering learners’ safety (Economic Policy Institute, 2020).

Relevance of the Most Essential Learning

Competencies (MELCs)

The Department of Education (DepEd) released the Most Essential

Learning Competencies (MELCs), which enabled it to focus instruction on

the most essential and indispensable competencies the learners must

acquire. However, releasing the MELCs did not lessen the standards set

by the complete K-to-12 curriculum guides. Instead, these serve as guides

for teachers to address learners’ instructional needs while ensuring that

curriculum standards are maintained and achieved. Hence, the release of

the MELCs is not just a response to addressing the current pandemic’s

challenges but is also a mechanism to ensure education continuity (DepEd

Commons, 2020).

As the country expects difficulties in learning delivery, the MELCs

also allowed DepEd to concentrate instruction on the most critical

competencies that the learners must attain. These critical learning

competencies are what students need during the teaching-learning phase

to develop skills, prepare students for subsequent grade levels, and,

ultimately, lifelong learning. On the other hand, appropriate learning

 26
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

competencies were defined as enhancing education but may not be

necessary for building foundational skills (Arcilla, 2020).

Appropriate innovations nowadays could help teachers teach the

MELCs (Pascua, 2020), given the challenge in learning delivery for the

past two school years. Likewise, it may also serve as a basis for framing

policies that will support and increase teachers’ productivity to address

learners’ instructional needs while ensuring that curriculum standards are

maintained and achieved (DepEd Commons, 2020).

The emancipation of the MELCs is also part of DepEd’s long-term

response to Sustainable Development Goal (SDG) 4, which calls for the

development of resilient education systems, especially during

emergencies. As a result, it can ensure educational consistency across the

curriculum component in some circumstances. Issuing the MELCs does

not weaken the expectations set by the complete K-to-12 curriculum

guides. Instead, it functions as a pedagogical scheme to realize the

learners’ needs while safeguarding that curriculum expectations are met

and accomplished.

Notably, one of the MELCs’ vital objectives is to lighten the burden

of converting classroom-oriented learning resources into distance learning.

As a result, the entirety of DepEd encourages all teachers to develop ICT-

based learning resources aligned to the MELCs supporting the Alternative

 27
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

Delivery Mode (ADM) to continuously facilitate the teaching-learning

process during the pandemic (Castillo, 2020). Indeed, teachers need to

modify their pedagogical approaches and strategies to cope with learners’

needs by developing ICT materials (DepEd, 2020). In conformity, an article

published by the Guyana Chronicle (2013) suggests that children need to

be prepared to enter a world where computers are a focal point of

everyday life. This corroborates Eda’s (2019) stand about educational

innovations wherein a computer device is of utmost importance to meet the

needs of every learner. She pursued the initiation of making ICT-based

materials such as animated videos for every public school teacher in the

Schools Division of Ilocos Norte during her time to support the realization

of the different competencies in the curriculum.

Utilization of ICT

The National Council of Teachers of Mathematics (NCTM) envisions

that mathematics classrooms must engage students actively and

cooperatively in exploration and discussion to solve rich problems and

reason mathematically. Hence, there is a need to incorporate ICT in

teaching and learning via non-print-based resources such as animated and

interactive materials aligned to the curriculum’s current need – a range of

 28
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

initiatives in bringing educational resources and services closer to learners

(Martin, 2020).

The curriculum support materials to be used must enrich and

support the instructional goals and objectives, taking into consideration

varied instructional needs, abilities, interests, and maturity levels of the

learners served; arouse student growth in conceptual thinking, accurate

knowledge, physical fitness, literacy appreciation, aesthetic values, and the

development of ethical standards; be of sufficient variety to represent

various views of issues so that young citizens may develop the

competence in critical analysis and informed decision making; contribute to

the expansion of understanding the ethnic, cultural, and occupational

diversity of learners; present objectively the concerns and build upon the

contributions, current and historical, of both sexes, and members of the

several specific religious, ethnic, and cultural groups; and provide models

which may be used as a means to develop self-respect, ethnic pride, and

appreciation of cultural variances, based on respect for the worth, dignity,

and personal values of every individual (National Council of Teachers of

Mathematics, Inc. 2010).

This kind of instructional material helps to vary how messages are

sent across, even outside the conventional education setting. In using ICT-

based instructional materials, teachers and learners extend the range of

 29
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

sense organs used and the content of materials used to convene the same

message through the same organ. Hence, ICT-based instructional

materials can be used to extend the range of vicarious experiences of

learners in a teaching-learning situation (Samuel, 2009).

Interestingly, Kristanto et al. (2017) said that the development of

Information and Communication Technology swiftly changed, affecting the

learning activities of outside-guided (traditional) to be self-guided centered

(modern). Currently, the e-learning method, due to the confinement period

brought by COVID-19, has increased its use and application in the

teaching and learning processes (Guerrero et al., 2020). Many experts

now propose that students’ educational experiences be reformed to better

prepare students for their future, incorporating technology into the teaching

process. Onyilagha and Chuks (2016) concluded that technology might

significantly influence distance education than the traditional classroom

system; however, technology will also enhance learning in the traditional

classroom system when applied appropriately. Students will understand

faster, making the teaching task less complicated. Education planners and

instructors must ensure that the application of technology, especially in

distance education, does not jeopardize learning quality (Research Gate,

2020).
 30
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

At present, this modern teaching method is currently on the rise due

to COVID-19. Its flexibility in location, time, effort, and costs makes it the

most appropriate option for training and evaluating students. A type of

resource required to develop the e-learning method is technological.

Among the technical resources are the ICT-based materials such as

educational videos, teaching platforms, video conferences, podcasts,

social networks, among many other resources. On the other hand,

technological resources can be desktop computers, tablets, and

smartphones.

Technological development is a reality today. This is reflected in

modern society, specifically in education, which facilitates, strengthens,

and speeds up daily tasks’ performance. On the other hand, technological

progress is reflected in the so-called Information and Communication

Technologies (ICTs). ICTs directly influence teaching and learning

processes since they promote innovative pedagogical actions and

generate new learning spaces. These pedagogical events enhance the

classroom’s transformation since they eliminate spatial-temporal barriers

and access a large amount of information in different formats. It has also

promoted students’ motivation, autonomy, involvement, and attitude

towards educational content.

 31
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

These innovations support learning platforms that effectively allow

learners to participate independently in the educational process. Also,

they have been found to boost students’ performance during remote

learning since this can extend vicarious experiences among learners

(Montoya, 2020).

Among the pedagogical approaches based on ICTs is e-learning, a

teaching method that happens online or offline using technological

devices, whether mobile or not. Therefore, this method becomes a

pedagogical tool that facilitates access to learning for society. The

technique is not of recent creation; its beginnings date back to 1993, and

since then, it has been used more assiduously, impacting education.

Before that date, distance learning was widely used (Guerrero et al.,

2020).

This teaching method has several characteristics that differentiate it

from other teaching methods. Some authors see it as an evolution of

distance education. For others, it is a new teaching modality that differs

substantially from face-to-face teaching. Be as it may, e-learning has some

characteristics: it promotes dialogue and group activities; enhances

students’ interpersonal relations; encourages collaboration among

students themselves, achieving joint goals in the elaboration of different

tasks; facilitates communication, both synchronous and asynchronous;

 32
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

enables learning to take place from any location, provided that a

technological device is available to encourage the acquisition of ICT

competence in students; enables adaptation to the individual pace of

students; enhances motivation, as the student can develop their learning

style; promotes the acquisition of learning to learn competence; adapts to

the circumstances of each individual, both personal and occupational;

provides access to an unlimited amount of learning resources; facilitate

teacher monitoring of student activity, and promotes student familiarization

with the use of technological resources.

Integration of learners’ home language

Aside from the utilization of ICT- based materials to facilitate the

MELCs towards meaningful learning during the pandemic, the application

of contextualization wherein the use of the learners’ home language could

make education more effective (Rivera, 2019).

The guidelines on using the MELCs encourage schools to

contextualize the most essential learning competencies to accommodate

the diverse contexts of learners, teachers, learning environment, and

support organizations considering both the content and performance

standards. It is beneficial for students to learn the concepts and skills in the
 33
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

MELCs through significant activities and scenarios relatable to them and

within the context of their environment.

Moreover, using the mother tongue enables the young learners to

immediately construct and explain without fear of making mistakes,

articulating their thoughts, and adding new concepts to what they already

knew. In turn, the teachers can more accurately assess what has been

learned and identify the areas where they need help (Nolasco, 2010).

Mother tongue-based education has a constructive impact on education

and learning outcomes. The child’s home language can effectively be used

as a language of instruction in the early years of schooling as a bridge to

learning. Appropriate language in education enables the teachers to

instruct on the language a child speaks most at home and understand well

enough to learn academic content through the mother tongue.

Accordingly, teachers are encouraged to make education learner-

oriented by considering the language they understand best (DepEd, 2016).

Using the teaching language, which coincides with the learner’s language,

would further simplify the teaching and learning process (Research Gate,

2020). Likewise, the International Journal of Scientific & Technology

Research (2016) claimed the effectiveness of using children’s home

language in teaching and learning mathematics. Children enjoyed doing

mathematics when the teaching aids used by the teacher were familiar to
 34
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

them. Their understanding of mathematical ideas and concepts was

evident in their performance by incorporating knowledge from learners'

language. Due to these reasons, teachers are expected to use the

learners’ mother tongue, a salient feature of the K to 12 curriculum, and

one of the Schools Division of Ilocos Norte’s (SDOIN) quality policies to

satisfy learners’ education (Medrano, 2017).

In a broader perspective, integrating contextualization in the

educational process in the lessons is now being considered to ensure

improved comprehension and retention skills of the learners leading to the

improvement of students’ performance. Regardless of their learning areas,

teachers are encouraged to use the process to make learning effective and

meaningful, relatable, and significant. This should be reflected not only in

the teachers’ lesson logs or lesson plans but, most importantly, in the

actual teaching and learning process (Bete, 2018).

According to an article published by Sunstar (2018), Dina Ocampo,

former DepEd Undersecretary for Curriculum Instruction, said that “the

best curriculum is contextualized by those implementing it.” Hence,

teachers should ensure that the current enhanced curriculum transforms

schools and communities.

Need of ICT-based Instructional Materials

 35
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

Unfortunately, teachers nowadays are confronted with a shortage of

relevant instructional materials to expedite remote learning while observing

the essential competencies to be taught.

Consequently, developing learning materials becomes relatively

more straightforward when optimum technology integration enters the

classroom learning process. With this, teachers could incorporate

educational technologies that enable academic learning efficiency.

Moreover, Drucker (1999, as cited in Nusir, 2012) accentuated that new

technologies will force teachers to shift from teaching to learning. He also

defined videos as means to teach concepts and skills among learners.

Using this kind of material and other forms of interactive materials and

multimedia, effective transfer of learning from the teacher to the learner

would be observed compared to traditional teaching methods, which may

lack such interactivity.

Educators and educational institutions must cultivate and help

competent learners in the 21st century with the new generation's rapid

growth. Noting from this, a creative teacher in this generation needs to be

innovative. They must continuously find ways to face the challenges

brought by the new curriculum by utilizing technology while taking into

consideration the competencies to be taught with the help of

 36
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

contextualization in strengthening the quality of instruction which has

always been the focus of all educators in our country (del Rosario, 2017).

Moreover, ICT-based materials such as video lessons have been

emphasized as curriculum support (Picat, 2020) in Mathematics, mainly

when there is an assimilation of learners’ backgrounds in which familiar

language is being maximized. Furthermore, Vinluan (2020) and Arana

(2020) emphasized the validity and acceptability of using Iluko materials to

support learners’ competencies. As a result, more appropriate materials

should be prepared as supplementary towards meaningful education.

In a broader sense, incorporating Iluko language as an auxiliary

mechanism into lessons is now being utilized to ensure that learners’

comprehension and retention skills are strengthened, resulting in improved

students’ achievements. Therefore, teachers are encouraged to use this

approach to make learning successful and meaningful, relatable, and

important across subject areas. Likewise, this should be expressed in the

teachers’ lesson logs or lesson plans and all aspects of the teaching and

learning process (Bete, 2018).

The preceding ideas are supported by R.A. 10844, section 2, which

mandates the Filipinos to support ICT use in enhancing key public

education services and promoting the country’s national identity through its

native dialect in particular. Furthermore, D.O. No. 76, s. 2011 states that
 37
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

teaching and learning materials are priorities to upload and publish

electronically for accessibility (Luistro, 2011).

DepEd has embarked on an extensive scheme to escalate the

overall standard and enrich basic education’s consistency and

effectiveness. To address these current situation demands, they

emphasized the need to maximize the application of ICT in all teaching

and learning resources, creating new multimedia, interactive, and non-

print-based materials compatible with the Mother Tongue-Based

Education, the backbone of the K-to-12 curriculum. These initiatives

introduce relevant learning resources and educational services to learners

(Martin, 2020).

Consequently, the Department of Education urges all teachers to

develop ICT-Based learning resources in Iluko to facilitate the teaching-

learning process. Learners’ engagement to such learning materials could

result in better academic performance and augment the shortage of

resources provided by the DepEd central office (Baseline Research, 2008).

Related Studies

Mathematics is required in all courses; hence, mathematics

education should not stop exhausting all the possibilities of teaching

mathematics better. One of the goals of a mathematics teacher is to teach

 38
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

mathematics effectively. Various methods and techniques of teaching have

been considered and employed. One of them is the integration of ICT

(Ilano, 2017).

Rosdy’s (2015) study indicated that ICT integration has great

effectiveness for both teachers and students. Findings suggest that

teachers’ well-equipped preparation with ICT tools and facilities is one of

the main factors in technology-based teaching and learning success.

Hence, they recommended future studies to consider ICT integration in

other aspects of education.

Koeze (2013) provided empirical evidence that electronic learning

materials such as animated videos positively affect learners’ performance.

Koeze suggested that teachers first administer a survey on their learners’

learning needs before implementing electronic/interactive materials. This

survey will provide teachers with the necessary information to maximize

the materials consistent with the lessons and learners’ needs.

In Cyprus, Konstantinou-Katzi et al. (2013) proved that electronic

materials effectively improved learners’ performance and enhanced

motivation and engagement. There was a positive impact on learners’

learning and attitudes towards mathematics when interactive electronic

material was applied to elementary-level mathematics learners. Based on

the researchers’ observations, the whole class was transformed into a

 39
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

more interactive and livelier one, showed enthusiasm during the

interviews, and had lively participation throughout the semester when the

teaching method was applied. Moreover, Warwick and Kershner (2008)

emphasized that teachers should know the significance and advantages of

ICT to conduct a meaningful lesson in primary education. Likewise, Margie

and Liu (1996, as cited in Azam et al., 2016), researchers from the

University of Texas, stated that multimedia could create high-quality

learning environments. With the capability to create a more realistic

learning context through its different media and allow a learner to take

management, interactive multimedia can offer an effective learning

environment to diverse learners. Multimedia can provide a sensory and

authentic learning experience and more significant learning opportunities.

Accordingly, Koul (2020) verified that the ICT-based approach could

essentially support contextualized learning experiences towards more

productive and effective learning exploration of mathematics concepts,

contents, processes, and issues. Also, his study revealed that ICT-based

materials, teaching techniques, and instructional activities could be better

promoted through contextual-based education in other areas of

development.

Papango et al. (2013) state that contextualization is a way to hone

students’ responsibility, independence, new skills, knowledge, abilities, and

 40
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

attitudes. A subject matter is more meaningful and relevant to experience,

real-life, and workplace through contextualization. More so, this is to

establish connections between disciplinary contents and the real-life

situations experienced by students, their characteristics as individuals, and

the culture and habits of a particular social context to promote students’

success and knowledge and acquisition of skill.

Hafiz and Farik (2016) proved that children learned mathematics

concepts well using their home language as a cultural tool that could

mediate teaching and learning to corroborate the importance of

contextualization. Children enjoyed doing mathematics when the

instructional language used by the teacher was familiar to the children. The

mathematical ideas and concepts were grasped well by incorporating

knowledge from children's backgrounds, evident in their book’s test scores

and activities. Children managed to get more correct answers for the oral

and written exercises. This study also noted that children taught without

using their home language did not perform well. Their test scores were not

good, and they got fewer correct answers for the oral and written activities.

As a synthesis, it is possible to infer that students’ poor mathematics

output at this primary school is due to a failure to incorporate children’s

home language into the teaching and learning process. Consequently,

teachers need to embrace familiar language into the mathematics to

 41
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

understand concepts and ideas better and make mathematics seem more

practical to primary school students who are still developing their

mathematical skills and ideas.

Correspondingly, the K-to-12 curriculum also considers the context

in which every learner exists. Context is defined as the locale, situation, or

language being used by Filipino learners that may affect their studies and

use of mathematics to develop their critical thinking and problem-solving

skills. Context also refers to beliefs, environment, language, and culture,

including traditions, practices, and learners’ prior knowledge and

experiences.

Local studies consistently support the preceding statements. Castillo

(2020) proved that teachers are very ready (M = 3.83) towards blended

learning with the inclusion of ICT concepts (e.g., application of non-print-

based materials, animated videos, computer-based resources, etc.).

Interestingly, Picat (2020) revealed that having interactive contextualized

materials in mathematics makes instruction effective and creates

meaningful connections of the mathematical concepts to pupils’ daily lives.

His study also revealed a need to promote the competencies in

Mathematics among Grade 1 pupils as perceived by the teacher-

respondents. Fortunately, he found that this problem could be addressed

by producing curriculum support material like the Contextualized

 42
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

Interactive Learning Materials (CILMs). In connection, the optimal

utilization of ICT-based materials comparable to this study’s expected

output is significantly highlighted. Moreover, the necessity of such

materials was also verified by Saguid (2020); she developed Digital

Strategic Intervention Materials (D-SIMs), which were found to be very

highly valid and very highly acceptable.

In her study, Balucas (2012) investigated the determinants of the

performance in Mathematics of the Grade Six pupils. The study’s findings

revealed that the pupils were more visual (62 or 44.60%) in terms of

learning styles and auditory learners (58 or 41.73%). Moreover, multimedia

learning benefits the students by participating more confidently in class

discussions, and through this, they could explore and learn about places

they have never been to. Furthermore, multimedia learning directly affects

learning that differs and cannot be achieved as easily as the traditional

education materials (Chioran, 2016).

Meanwhile, Bonoan (2020) emphasized the significance of

technology in education to embrace the rapid change of the advanced

world wherein learners should be equipped with basic ICT skills and digital

and electronic software. This substantiates the essence of the present

research undertaking in which learners are likely to be exposed to an ICT-

based material that could increase their digital awareness while promoting
 43
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

autonomous learning. This data corroborated the findings of Valera (2020),

wherein the developed animated videos were rated as highly valid in terms

of lesson objectives, lesson inputs, lesson application, lesson enrichment,

and technical aspect. Thus, the material should be fully maximized across

other learning areas and higher grade levels to signify its effectiveness.

Steffes and Duverger (2012) reported that showing supplementary

videos within an entertainment context at the beginning of the class can

increase the students’ positive mood . In addition, if learners do not

possess the requisite mathematical knowledge, they have difficulty

interpreting keywords appearing in problems into mathematical sentences

and cannot figure out what to assume and what information from the

problem is necessary to solve it (Phonapichat et al., 2014).

Furthermore, McCarthy (2014) claimed that student interest in a

topic holds much power. When a topic connects to what students like to

do, engagement deepens as they willingly spend time thinking, dialoguing,

and creating ideas in meaningful ways. Making learning contextual to real-

world experiences is a key learning technique differentiating student

interests.

Donkor (2011) showed that the use of video-based instructional

materials for teaching practical skills at a distance also appears promising.

Moreover, in the study conducted by Myllykoski (2016), mathematics

 44
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

videos could be an effective tool for some learners in remedial instruction.

Also, providing such materials would bridge the gap between the less

skilled learners and more skilled ones.

Bacnat (2020) developed a material based on the prescribed

learning competencies of the K-to-12 Mathematics curriculum to help

improve learners’ understanding of concepts and acquisition of skills.

Bartolome (2019) developed a Self-Learning Kit in Mathematics as

an enrichment and reinforcement material to help the learners master the

concept or skill, especially so that they are needed in solving word

problems. The self-learning kit is a learning material that learners can work

on independently to enhance their mathematical word problem skills.

Also, Visitacion (2017) developed competency-based activities in

Mathematics. Further research is strongly recommended to provide more

comprehensive bases for creating various teaching-learning materials in

Mathematics and other areas of study in the different grade levels that

could supplement and enrich the teaching and learning process. In

addition, Louange et al. (2010) said that the learners understand the words

and calculations to be made, but they do not know which calculation they

should perform. They also notice that these learners don’t always

understand the numbers and what to do with them.

 45
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

On the other aspects, the study of Arana (2020) emphasized

significant research findings regarding using the first language as one of

the relevant variables of the present study. Her study found that using the

learners’ first language as the medium of instruction in the primary years of

education makes learners better thinkers and better learners. Many

research findings prove that using mother tongue in teaching engages

children and finds meaning in classroom activities (Nolasco, 2009; Lopez,

2011). Dacumos (2019) also emphasized that MTB-MLE addresses

Filipinos’ high functional illiteracy, where language plays a significant

factor. It encourages children’s active participation in the learning process

because they understand what is discussed and asked. They can directly

use their mother tongue to create and explain their world, articulate their

opinions, and add new ideas to what they already understand.

Synthesis of the Related Literature and Studies

The related literature and studies included in this chapter signify

their relevance to the present research undertaking, given that all ideas are

congruently involved in the discussion of Mathematics education. They

also highlight the significance of ICT integration by developing such

learning videos and verified the positive effect of learners’ home language

on facilitating meaningful learning experiences. The findings and ideas

 46
DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

from the preceding articles contributed with scholarly inputs to enriching

this study’s arguments and baseline data towards improved quality

education in general. Thus, it is significant for the researcher to note all

these comprehensive supplementary materials and supporting readings

that help clarify, develop, and strengthen the curriculum’s teaching.