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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Developing countries are in the process of transforming Educational systems from

traditional into innovative teaching learning methods. Teachers are expected to go

beyond the traditional teaching approach and come up with new innovative and out of the

box ideas for teaching to the students (Patil,2017).

In K-12 Curriculum, new strategies are used by teachers to enhance the learning

of each student, these include interactive, inquiry-based constructivist methods. Teaching

styles in this method therefore mark a conscious effort to move from these 'traditional,

objectivist, dyadic, memory-oriented transmissions model to a more student-centered

approach.

Dewey, as cited in the study of Kapur (2018), said that constructivism is a

learning theory found in psychology that explains how people might acquire knowledge

and learn. According to this theory, learning is perceived as an active, not passive

process, where knowledge is constructed not acquired.

Constructivism states that there is no absolute knowledge just our interpretation of

it. Acquisition of knowledge requires the learner to consider it and base on their past

experiences, personal views, and cultural background, then individuals must generate

their own knowledge. Therefore, in a constructivist classroom, students are expected to

understand and apply the lesson rather than memorizing it.

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There are different theories of constructive learning which includes the Cognitive

Constructivism and Social Constructivism, both are used widely in education today.

Cognitive Constructivism is a learning theory constructed by Jean Piaget. Piaget as

mentioned in the study of Patil (2017), focus is how individuals construct knowledge, he

proposed that humans cannot be given, which they immediately understand and use;

instead, humans must construct their own knowledge. In this learning process, learners

are expected to generate ideas using their own understanding through their past

experiences and reflections. Teachers, on the other hand, are required to provide

classroom situations and activities that promote individual learning.

Meanwhile, Social Constructivism, which was proposed by Lev Vygotsky in 1962

focuses on the learning of an individual through social interaction and collaboration. The

social constructivist perspectives focus upon the interdependence of social and individual

processes in the co-construction of knowledge (Vintere, 2018).

Social constructivist perspectives are highly implemented within the classroom

settings within the educational institutions (Jennings, Surgenor, McMahon, 2013),

teachers encourage the students to become more ingenious through the constructivist

principles, teachers make use of raw data, prime sources and cognitive terminology in the

impartment of training and instruction to the students, the understanding of the students is

analyzed, group discussions and dialogues are encouraged within the classroom with the

teachers as well as the fellow students, verbal communication is encouraged and there is

more use of open ended questions. (Kapur, 2018).

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Both constructivist approaches are utilized in educational institutions nowadays,

however, we must understand that students vary on how they want to be taught. Some

prefer to study individually while others prefer to study with fellow students. Aside from

that, other factors must be considered before choosing which constructivist teaching

approach will be utilized in class, these factors include the difficulty of the lesson and

individual schema of the students (Steve, 2013).

Learning trigonometry is hard for most of the students. Students perceived

Trigonometry to be particularly difficult and abstract compared with other branches of

mathematics (Usman and Hassaini, 2017). Research has shown that there are a lot of

misconceptions and errors in teaching trigonometry. In the trigonometry class of Grade 9

Science, Technology and Engineering Students, constructivist approach in teaching is

used. Under the supervision of their trigonometry teacher, Mrs Margarita C. Ramos,

students were able to learn trigonometry through implementing the different strategies

and practices under the social and cognitive constructivism. In this study, the researchers

aim to determine and compare the effects of social and cognitive constructivism as an

approach in teaching trigonometry to the Science, Technology and Engineering Students

of Bataan National High School.

Statement of the Problem

This study aims to determine and to compare the effects of Social and Cognitive

Constructivism as an Approach in Teaching Trigonometry to the Science, Technology

and Engineering Students of Bataan National High School.

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Specifically, it tries to answer the following questions:

1. What strategies of Social and Cognitive Constructivism are used in teaching

Trigonometry?

1.1 What strategies of Social and Cognitive Constructivism do the student’s find

more interesting and helpful in understanding the lessons in

Trigonometry?

1.2 What strategies of Social and Cognitive Constructivism do they prefer more?

Which do they prefer less?

2. What are the perceptions of the students about their learning experience on the practice

of Social and Cognitive Constructivism in their Trigonometry class?

2.1 What are their perceptions on activities that involve social interactions? On

activities that involve working alone?

2.2 What are the struggles they encounter on the practice of Social and Cognitive

Constructivism in their Trigonometry Class?

3. What are the students’ perception on the effectiveness of the practice of Social and

Cognitive Constructivism in the knowledge construction of the learners in their

Trigonometry class?

Significance of the Study

The findings of the study aim to benefit the society considering that the K-12

program has been implemented to the education system. The perceptions of the students,

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regarding the effects of Social Constructivist approach and Cognitive Constructivist

approach implemented in teaching Trigonometry will benefit the following:

Students. Students will have the most benefits form this study, simply because

most of the students today are having a hard time in absorbing new lessons and topics

from their different subjects. By conducting this research, the researchers can help them

in knowing what type of learning approach is more effective on them. It will also help

them absorb the lesson better.

Teachers. It will also help the teachers in teaching students because they can find

ways on how to make their teachings more effective for their students. Furthermore, it

will not take time for the students to understand the lesson.

Universities. This study can help universities in offering better quality of

education and by that, they can attract more students. With effective learning methods,

universities can earn the students’ trusts and make their names bigger and known both

nationally and internationally. Aside from gaining more profits, this will also help a

school gain rank when it comes to the educational system.

Government. Government will also be a beneficiary in this study. If this research

could help teachers in determining what type of learning approach is more effective to

students, the government can offer better quality of education not only for the students

here in the Philippines, but also globally. By this study, the Philippines can climb up to

the top in terms of educational attainability.

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Future Researchers. This study will serve as additional information to future

researchers and to similar studies. They can cite this research to further explain their

findings.

Scope and Delimitation

The study focuses on the effects of social and cognitive constructivism as an

approach in teaching trigonometry to Grade 9 STE students of Bataan National High

School. The study will be conducted at Bataan National High School until March 2020.

The participants in this study will be Grade 9 Science Technology and Engineering

students who are currently studying trigonometry under the supervision of Mrs. Margarita

C. Ramos.

Definition of Terms

Constructivism is a learning theory found in psychology which explains how

people might acquire knowledge and learn.

Cognitive constructivism is a learning theory construed by Jean Piaget that

focuses on how individuals construct knowledge.

Social constructivism is a theory proposed by Lev Vygotsky that focuses in the

learning of an individual through social interaction and collaboration.

K-12 is a program that covers kindergarten and 12 years of basic education to

provide sufficient time for mastery of concepts and skills, develop lifelong

learners, and prepare graduates for tertiary education middle-level skills

development, employment, and entrepreneurship

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Trigonometry is a branch of mathematics that deals with specific functions of

angles and their application to calculations.

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Notes in Chapter I

Kapur, R. (2018). The Significance of Social Constructivism in Education.

https://www.researchgate.net/publication/323825342_The_Significance_of_Socia

S_Constructivism_in_Education

Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing

tools for an effective classroom. Education, 130(2), 241-250.

Jennings, D., Surgenor, P., & McMahon, T. (2013). Education Theory/Constructivism

and Social Constructivism in the Classroom - UCD - CTAG. Ucdoer.ie. Retrieved

6 May 2016, from

http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_C

onstructivism_in_the_Classroom

Steve, D. (2013). Social Constructivism. Retrieved from

http://www.psy.gla.ac.uk/~steve/courses/archive/CERE12-13-safari-archive/

topic3/webarchive-index.html?

fbclid=IwAR22uuL0_Y24CUJHQiMTiaAuYNEf86Sq2HKbBjeA2ILIL85UzBH

G8sCnlek#Index

Vintere, Anna. (2018). A Constructivist Approach to the Teaching of Mathematics to

Boost Competences Needed for Sustainable Development. Rural Sustainability

Research. 39. 1-7. 10.2478/plua-2018-0001.

Patil, Amit. (2017). Teaching Learning with Constructivist Approach. 308

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CHAPTER II

REVIEW OF RELATED LITERATURE

The purpose of the study is to determine the effects of Social and Cognitive

Constructivism as an approach in teaching Trigonometry to the Science, Technology and

Engineering Students of Bataan National High School.

The beneficiaries of the study are students, teachers, universities, government, and

future researchers. In this chapter, critically acclaimed and published works, studies, and

articles that are related the effects of Social and Cognitive Constructivism as an approach

in teaching Trigonometry to the Science, Technology and Engineering Students of Bataan

National High School were analyzed.

Social and Cognitive Constructivism in Education

Constructivism is a learning theory found in psychology which explains how

people might acquire knowledge and learn. It says that people construct their own

understanding and knowledge of the world, through experiencing things and reflecting on

those experiences. It has two main types, social and cognitive constructivism. Social

constructivism was proposed by Lev Vygotsky in 1962 and focuses on learning through

social interaction and collaboration. As Davis and Smits (2017) suggest, successful

teaching and learning is heavily dependent on "interpersonal interaction". It means that

we humans acquire knowledge through others by interacting with them. On the other

hand, cognitive constructivism was proposed by Jean Piaget in 1953 and suggests that

humans must construct their own knowledge. According to Kasemsap (2015), cognitive

constructivism emphasizes students' practical roles in knowledge management through

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independent information seeking and implementation. It suggests that the knowledge

acquired through cognitive constructivism is more detailed since it was acquired

independently.

Strategies of Constructivism

In constructivism, the learner constructs his own knowledge. However, there are different

strategies used in constructivism. The first strategy is the inquiry based learning. Inquiry-

based learning focuses on investigating an open question or problem. They must use

evidence-based reasoning and creative problem-solving to reach a conclusion, where they

can construct their knowledge (Guido, 2017). According to Grade Power Learning

(2018), there are benefits to using inquiry-based learning strategy. First is it enhances the

learning experience for students because taking notes in a classroom is not always the

most successful (or amusing) way to learn. Instead of memorizing facts from the teacher,

inquiry-based learning strengthens the learning process by encouraging the students

themselves to discuss topics. Second is it allows students to take ownership of their

learning since students have the opportunity to explore a subject, which gives them a

sense of ownership over learning. Students are able to learn in a way that works for them,

instead of the teacher telling them what they should know. And lastly, it creates a love of

learning because learning through inquiry is designed to teach students love of learning.

When students are able to interact in their own way with the content they are not only

able to gain a deeper understanding — they are able to develop a passion for discovery

and learning.

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The second strategy is called project-based learning. Project-based learning is an

instructional method designed to provide students with the opportunity to develop

knowledge and skills by conducting projects around the issues and problems they face in

the real world (Schuetz, 2018).According to him, project-based learning connects

students to the real world because it prepares students to accept and meet challenges in

the real world, mirroring what professionals do every day.

Lastly, the third strategy is called problem-based learning. According to Yew & Goh

(2018), problem-based learning is an educational approach that enables students to learn

while engaging actively with meaningful problems. Students are given the opportunities

to problem-solve in a collaborative setting, create mental models for learning, and form

self-directed learning habits through practice and reflection. The only difference of

problem-based to project-based is that in problem based, the students construct

knowledge through real life problems while in project-based learning, the student is

learning by solving real life problems with different methods or projects.

Teacher’s Beliefs and Practices of Constructivism

As teachers move from behaviorism to cognitivism to constructivism, “the focus of

instruction shifts from teaching to learning, from the passive transfer of facts and routines

to the active application of ideas to problems” (Ertmer & Newby, 2013). It is crucial for

teachers willing to adopt constructivism to not only shift traditional beliefs but move

away from traditional practices that emphasize drill, practice, and correct answers toward

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adopting constructivist beliefs and practices that support active learning where the learner

controls goals and constructs meaning. Studies on pre-service and in-service teachers’

beliefs and practices of constructivism have shown that constructivism is often carried

out by teachers (Lui & Bonner, 2016; Yildirim & Kasapoglu, 2015). However, the

limitations of some of these studies are self-reported data and teachers not being observed

in their classrooms. In this context, teachers may have reported data that is favorable or

revealed beliefs that are inconsistent with their practices, which makes it hard to

determine the consistency between professed beliefs and beliefs in action. Other studies

have shown that teachers carried out approaches that aligned more with traditional

teaching models (Aydogdu & Selanik-Ay, 2016; Kaymakamoglu, 2017). Research has

also demonstrated that teachers incorporated both traditional and constructivist teaching

models (Cleaver & Ballantyne, 2014) that some teachers are in the process of

transitioning from more a traditional to constructivist approach (Dole, Bloom, &

Kowalske, 2016; Moloney & Xu, 2015).

Acknowledging the Learning Style Preference of Students for Better Academic

Performance

A study conducted in Chennai, India, which aimed to determine the learning

preferences of preclinical and clinical dental students showed that auditory and

kinesthetic methods were the most preferred multimodal learning style of the students.

The said study also compared the results between the preclinical and clinical dental

students, which showed that most preclinical students preferred auditory, while

kinesthetic was preferred by most clinical students. It was concluded by the researchers

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that most clinical students favored kinesthetic methods since they learn about the clinical

techniques through application, hands-on activities, and practical works (Safika,

Sivashankari, & Ganesh, 2016). Majority of the dental students (75.8%) had multimodal

preferences of learning, according to a study conducted in Manipur (Bennadi et al.,

2015), while a similar study in Nagpur showed that 47.22% of the students preferred

kinesthetic type of unimodal learning style (Kahar, Deshmukh, & Joshi, 2014). Studies

like these are essential; according to Safika et al. (2016), it is important for teachers to be

informed of the preferred learning style of their students in order for them to implement

the best suitable teaching style, which can lead to improvement of their performance.

Second-Generation Research

Numerous studies have compared traditional methods and constructivist approach

in teaching and determined which is more effective. An experimental study conducted in

Cagayan State University tested the effect of the Constructivist approach in the teaching

of short stories and poems. The control group received lessons using the traditional

approach (e.g. discussions, lectures, recitations, reporting). On the other hand, different

constructivist strategies (e.g. collaborative/cooperative activities, think-pair-share,

concept maps, reflective writing, role play) were used to teach the experimental group.

The results showed that the experimental group had greater level of performance than the

control group. The study concluded that constructivism was a better approach in teaching

short stories and poems than traditional methods (Villanueva, 2016). A similar result was

demonstrated by a meta-analysis study of the effect of constructivism on attitudes

towards learning. Students who were taught using the constructivist approach exhibited

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positive attitude towards learning than those who were taught using traditional methods

(Toraman & Demir, 2016). According to Freeman (2014), researchers should conduct

second-generation research and focus on comparing different active learning methods and

exploring important aspects of instructor behavior instead of using the traditional method

as the group. Several studies have shown that the constructivist approach yields better

performance of students in the classroom than the traditional methods, but it remains a

question why most subjects of STEM courses are still taught by lectures (Wieman, 2014).

Students’ Preferences in Learning Lessons

In order to enhance and further improve the knowledge of a student, there are

‘Learning Styles’ where a student can be categorized at (e.g., Visual, Auditory,

Converger) and that teaching students according to their style will result in improved

learning. (Newton & Miah, 2017). In relation to learning styles with the concept of

learning preferences, interventions based on student choice may be an efficient approach

on enhancing instruction and improving outcomes for students academically and

behaviorally (Landrum & Landrum, 2016). Implicating this study can guide the

instructors in planning and teaching lessons with suitable equipment (Magulod, 2019).

Five Effective Teaching Methods for Classrooms

The first teaching method is the Authority or Lecture Style. This model is teacher

centered, it requires long lecture sessions or one-way presentations. Students in this

model usually take notes or absorb information. The second style is the Demonstration or

Coach Style. The demonstrator in this model is like the lecturer, they maintain formal

authority by showing students what they should know. The lecturer includes multimedia

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presentations, demonstrations, and activities in this type of model. The third one is the

Facilitator or Activity Style. In this model, facilitators or instructors usually promote self-

learning and they also help students in developing critical thinking skills and maintain

knowledge or information that leads to self-actualization. The fourth model is Delegator

or Group Style. The delegator style is best for curriculums or programs that require

laboratory activities like chemistry and biology or subjects that need peer feedback like

debate and creative writing. The fifth and last style is the Hybrid or Blended Style. This

style follows an integrated approach to teaching that unites the teacher’s personality and

interests with the student’s needs.

Types of Teaching Methods, Their Advantages, and Disadvantages

One of the methods is the Teacher-centered learning. Teacher-centered Learning is

the type of model wherein the teacher is the main source of knowledge. Students, on the

other hand, get orders or instructions from the teacher. Students cannot participate or be

active in the lesson. The main goal of this model is to teach and measure the knowledge

of the students based on tests or assessments. The second model is the Pupil-centered

learning. In this model, both the teacher and the students play an important role. This

model is the complete opposite of the teacher-centered learning. The teacher is like the

coach or guardian to the students. The third model is Low-tech learning. In this type of

teaching method, teachers use traditional ways of teaching with lo-tech classrooms. The

last teaching model is the High-tech learning. This teaching method is based on using the

latest technology in classrooms. This is the exact opposite of low-tech learning.

Influence of Social Interactions to Students

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Mostly, in group activities, students work together to help one another and learn from

each other. According to Vygotsky (1978), he himself recognized the importance of

interaction with students in motivating themselves to think. “He explicitly believed that

internalization occurs more effectively when there is social interaction.” According to

Powell and Kalina (2009), aside from learning the curriculum in school, students also

have to understand themselves and the people around them. Furthermore, teachers should

allow students to talk about themselves, as well as they talk about the subject matter of

the day to ensure that students could critically think through the introduction of the

lessons in the class. If the students could think in that way, they could get out of the room

with a meaning constructed on their own. “In this cultural setting teachers can create

work experiences for students to collaborate with each other to construct cognitive or

individual internalization of knowledge” (Adanza, 2017).

Effect of Matching Teaching Style of Teachers to Learning Style of Students’

Academic Performance

The relationship between matched teaching-learning styles and its effect on the

students’ performance has always been a debate but number of research studies have

pointed out that those students with preferred learning styles have considerable effect on

their academic performances (Aripin, 2008; Collison, 2000; Felder, 2002; Uzuntiryaki,

2003). According to Felder and Spurlin (2005), when the teaching and learning style of

instructors and students don’t match, the learners begin to be bored, depressed, and

perform poorly in their tests as they become more inattentive. (Naimie, 2010).

Advantages and Disadvantages of Constructivism

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Constructivism is "one of the most influential philosophies in education in the

twenty-first century" (Krahenbuhl, 2016). It is widely used as a teaching method, but it

has advantages and disadvantages. According to Olesegun (2015), constructivism gives

students ownership of what they learn, since learning is based on students' questions and

explorations, and often the students have a hand in designing the assessments as well. As

a result, students can achieve higher academic achievements. For teachers,

"constructivism approach offers tools and principles to draw students into energetic

participation in text events, entering into active dialogue with texts and their authors, not

as outsiders, but as active participants" (Yang & Wilson, 2006). The biggest disadvantage

of constructivism is "although teachers are very positive about constructivism as a

teaching and learning approach, they have major hesitations in its implementation in the

schools due to the lack of experience in such an approach during their education and the

lack of motivation for constructivism resulting from the weaknesses of knowledge"

(Basturk, 2016).And with an average number of students in one classroom, teachers are

unable to customize the curriculum to each student, as their prior knowledge will vary

(Roberts, 2017).

Three Errors Show Poor Achievement in Trigonometry Class

Comprehension error, transformation error and process skill error are the most

frequent errors made by the students in solving problems in trigonometry.

Comprehension errors mostly occur when students do not know how to approach a given

trigonometric problem, when a teacher lacked emphasis in teaching the simplification of

concepts or when a student didn't study for it. According to Gur (2009), the errors

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committed by the students in learning trigonometry may help the teachers evaluate their

teachings and correct their students appropriately.

Transformation error mostly occurs when multiplying during the computation process.

Students were required to answer the problem: cosec A given that Tan A is 5/12.

Norasiah (2002)'s research which noted that most average students face difficulty in

performing trigonometrical operations was supported by the findings of the study

indicating that the use of right-angled triangle method could not replicate the same

answer using the formula as a result of appropriate placing and manipulation.

The error in process skill occurred due to the reason that students failed to answer

problems involving numerical values because of lack of emphasis by the teachers on

understanding the terms in trigonometry and the skills needed. Norasiah (2002) said that

problematic students failed to translate mathematical problems to mathematical forms

and understand mathematical terms. Orhun (2015) noted that when using the teacher-

method in teaching trigonometry is more effective. One example is giving emphasis on

the trigonometrical acronym SOHCAHTOA and their reciprocals and teaching them

repeatedly and with constant memorizing.

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Notes in Chapter II
Kasemsap, K. (2015). Theory of cognitive constructivism.10.4018/978-1-4666-8156-

9.ch001

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism:

Comparing critical features from an instructional design perspective. Performance

Improvement Quarterly, 26(2), 43–71

Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge,

beliefs, and instructional planning in primary school mathematics. Teaching and

Teacher Education, 56, 1–13

Yildirim, A., & Kasapoglu, K. (2015). Teachers’ perceptions of constructivist curriculum

change as a predictor of their perceptions of the implementation of constructivist

teaching-learning activities. Asia Pacific Education Review, 16(4), 565–577.

Aydogdu, B., & Selanik-Ay, T. (2016). Determination of teacher characteristics that

support constructivist learning environments. Eurasian Journal of Educational

Research, 63, 293–310.

Kaymakamoglu, S. E. (2017). Teachers’ beliefs, perceived practice and actual classroom

practice in relation to traditional (teacher-centered) and constructivist (learner-

centered) teaching (Note 1). Journal of Education and Learning, 7(1), 29 –37.

Cleaver, D., & Ballantyne, J. (2014). Teachers’ views of constructivist theory: A

qualitative study illuminating relationships between epistemological understanding

and music teaching practice. International Journal of Music Education, 32(2), 228–

241.

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Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming pedagogy: Changing

perspectives from teacher-centered to learner-centered. Interdisciplinary Journal of

Problem-Based Learning, 10(1), 1–15.

Moloney, R., & Xu, H. (2015). Transitioning beliefs in teachers of Chinese as a foreign

language: An Australian case study. Cogent Education,2(1).

http://dx.doi.org/10.1080/2331186X.2015.1024960

Safika K, Sivashankari R, Ganesh R. (2016). Which mode of learning do dental students

prefer? A cross-sectional study in Chennai, Tamil Nadu. SRM J Res Dent

Sci. .http://www.srmjrds.in/text.asp?2016/7/4/222/195628

Bennadi D, Kashinath KR, Bharateesh JV, Kshetrimayum N. Assessing learning

references of dental students using visual, auditory, reading-writing and

kinesthetic questionnaire. J Indian Assoc Public Health Dent 2015;13:163-8.

Kahar, A., Deshmukh, S.P., & Joshi, J. (2014). Evaluation of learning styles of dental

students: A preliminary investigation.

Villanueva, L. B. (2016). The Effect of Constructivist Approach in Teaching Short

Stories and Poems to the English Performance of Students. Researchers World,

7(1), 8.

TORAMAN, C , DEMIR, E . (2016). The Effect of Constructivism on Attitudes towards

Lessons: A Meta–Analysis Study. Eurasian Journal of Educational Research, 16

(62) , 0-0 . Retrieved from https://dergipark.org.tr/en/pub/ejer/issue/24400/258674

Wieman, C. E. (2014). Large-scale comparison of science teaching methods sends clear

message. Proceedings of the National Academy of Sciences, 111(23), 8319-8320.

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Landrum, T. and Landrum, K. (2016), "Learning Styles, Learning Preferences, and

Student Choice: Implications for Teaching", Instructional Practices with and

without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol.

29), pp. 135-152.

Newton, P. & Miah, M. (2017) Evidence-Based Higher Education – Is the Learning

Styles ‘Myth’ Important?, Frontiers in Psychology, vol. 8

Magulod, G. (2019) Learning Styles, Study Habits and Academic Performance of

Filipino University Students in Applied Science Courses: Implications for

Instruction, v9 n2 p184-198

Gill, E. (2013, January 5). What is Your Teaching Style? 5 Effective Teaching Methods

for Your Classroom. Retrieved January 5, 2020, from https://education.cu-

portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/.

Tersoo, A. (2018). Types of teaching methods, their advantages and disadvantages Read

more:https://www.legit.ng/1143440-types-teaching-methods-advantages-

disadvantages. Retrieved January 5, 2020, from https://www.legit.ng/1143440-

types-teaching-methods-advantages-disadvantages.html.

Adanza, J. R. (2017). Social Constructivism and Clinical Teaching in a Selected Higher

Education Institution in Cavite, Philippines, 165–172. doi:

http://doi.org/10.17758/URUAE.UH0117801

Guido, M. (2017). All About Inquiry-Based Learning: Definition, Benefits and

Strategies. retrieved from https://www.prodigygame.com/blog/inquiry-based-

learning-definition-benefits-strategies/.

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Grade Power Learning, (2018). WHAT IS INQUIRY-BASED LEARNING (AND HOW

IS IT EFFECTIVE)? From https://gradepowerlearning.com/what-is-inquiry-

based-learning/

Schuetz, R. (2018). Project-Based Learning: Benefits, Examples, and Resources. From

https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-

and-resources

Yew, E. & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and

Impact on Learning

Usman, M. H., & Hussaini, M. M. (2017). Analysis of Students’ Error in Learning of

Trigonometry Among Senior Secondary School Students in Zaria Metropolis, Nigeria.

IOSR Journal of Mathematics (IOSR-JM), 13(2), 3–4. doi: 10.9790/5728-1302040104

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CHAPTER III

RESEARCH METHODOLOGY

This chapter gives an outline of the research methods that were followed in the

study of the effects of cognitive and social constructivism as learning approach to the

academic performance of the grade 10 students from Bataan National High School. It

also includes the information concerning the research design that was used in undertaking

this research as well as the justification for the use of the design. This chapter also

provides the criteria for the inclusion of participants in the study, as well as the sampling

technique. In addition, this chapter provides the detailed steps in the various stages of

research such as the collection of data and data analysis. This chapter ends with the

discussion of the internal trustworthiness of the qualitative research and how the criteria

were met in the study.

This research explored the effects of cognitive and social constructivism as a

teaching approach in Trigonometry to the grade 9 students STE Students in Bataan

National High School. The researchers chose qualitative research since it “is primarily

concerned understanding human beings’ experiences in a humanistic, interpretative

approach (Camara et.al, 2017) It means that it interprets non-numerical data to help

understand social life. According to Marx (2017), qualitative research has a

groundbreaking potential in addressing issues of social justice, equity and sustainability.

Qualitative research was chosen as a methodology since it reinforces an

understanding and interpretation of meaning as well as intentions underlying human

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interactions. The data was collected through unstructured interviews. The next parts

outline the detailed justification for selecting the specific methods and approaches used in

the study.

Research Method

A research design is where the plan of a proposed research work. It is contained

with elements needed for the whole research project. According to Jahoda, Deutch &

Cook, “A research design is the arrangement of conditions for the collection and analysis

of data in a manner that aims to combine relevance to the research purpose with economy

and procedure”. This study conducted that research design is the plan, structure and

strategy and investigation concave so as to obtain ensured to search question and control

variance, (Akhtar, 2016). The main reasons for such research design were conditioned by

the nature of the study, the research questions posed, and the kind of information needed

to be collected in response to those questions, (Elmabruk, Reda & Almwber, Asmaa.,

2018)

This study used Narrative Inquiry as the research design. Narrative Inquiry is a

research methodology and a way of understanding experience. It is, then, both a view of

the phenomena of people’s experiences and a methodology for narratively inquiring into

experience (Clandinin & Connelly, 2000). The narrative inquiry also focuses on

exploration of the social, cultural, familial, linguistic, and institutional narratives within

which individuals’ experiences were. Meaning, it begins and ends in an individuals’

experiences. Through the inquiry, the researchers seek ways of enriching and

transforming that experience for themselves and others. It serves two basic strategic aims;

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to work toward the defining characteristics of form and structure of narrative, as well as

the organization of their thematic content, and to make use of narratives to inquire into a

wide range of phenomena (Bamberg, 2016).

Respondents of the study

The respondents chosen in the study are Grade 9 Science, Technology and

Engineering Students of Bataan National High School who are currently taught

Trigonometry under Mrs. Margarita C. Ramos, a mathematics major who is teaching

trigonometry for four years.

Inclusion of the respondents depends on the criteria that must be followed so the

purpose of the study will be met. A total of 10 students from Grade 9 STE curriculum

were selected and interviewed personally by the researchers.

Sampling Technique

In conducting research many types of sampling techniques are possible, although

researchers in qualitative research usually focus on relatively small samples. Sampling is

the statistical process of selecting a subset of a population of interest for purposes of

making observations and statistical inferences about the population (Bhattacheregee,

2012, p.65). The sampling technique that will be used in the study is purposive sampling.

Also known as judgmental, subjective or selective sampling, purposive sampling relies

on the judgment of the researcher in selecting the participants to be studied (Sharma,

2017). The choice of the researchers depends on the qualities their respondents should

possess, as well as their knowledge or experience about the phenomenon of interest. This

technique also takes into account the participant’s availability, willingness to participate,

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and ability to express himself or herself in an effective matter. Purposive sampling

“focuses on people with certain characteristics who will better be able to assist with the

relevant research” (Ethan, 2016).

This study aims to identify the effects of Social and Cognitive

Constructivism as an approach in teaching Trigonometry to the Science, Technology and

Engineering Students of Bataan National High School; hence, it is appropriate to use

purposive sampling as the sampling technique.

Research Instruments

A person may use research instruments such as scales or questionnaires as

measurement tools to obtain data on a topic of interest from research subjects (Des

Moines University Library, 2020). The researchers designed an interview schedule which

is a set of interview questions prepared to be asked exactly as it was worded (McLeod,

2014). As the researchers conducted an unstructured interview, according to the previous

author, interview schedules might not really be necessary and even if one question was

used, they will still contain open-ended questions that can be asked in any order which

allows the respondents to talk in some depth, choosing their own words. Unstructured

interviews are more flexible as questions can be adapted and changed depending on the

respondents’ answers. The Grade 9 STE students currently studying Trigonometry under

Mrs. Margarita C. Ramos, who is practicing social and cognitive constructivism in

teaching Trigonometry, were interviewed. Questions related to the statement of the

problem, specifically, how the students apply the knowledge they gained in their

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trigonometry subjects, with the two types of learning approach, Cognitive and Social

constructivism, and how the performance of the students on examinations and oral

recitations be described in terms of the two types of learning approach were asked during

the interview.

Validation of Instruments

Qualitative research has been criticized for its rigor and strength of validity and

reliability of the data and conclusions. It is important to consider reliability and validity

in creating your research design (Middleton, 2019) because it increases transparency and

decreases opportunities to insert researcher bias in qualitative research (Singh, 2014).

Reliability and validity are concepts used to evaluate the quality of research

(Middleton, 2019). However, they differ from each other, reliability refers to how

consistently a method measures something, it concerns the faith that one can have in the

data obtained from the use of an instrument, that is, the degree to which any measuring

tool controls for random error (Haradhan, 2017). It measures consistency, precision,

repeatability, and trustworthiness of a research (Chakrabartty, 2015).

On the other hand, validity refers to how accurately the method of research

measures (Middleton, 2019). It concerns what an instrument measures, and how well it

does so, thus, it is dependent on the transparency with which the data collection and

analysis procedures are presented (Haradhan, 2017).

In addition to that, qualitative research focuses on understanding the phenomenon

under investigation and in doing so the analysis aims at ensuring that the research

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findings capture what the participants say or what is happening. Validity in this regard is

measured by the extent to which the analysis reflects what was said by the participants.

This understanding of validity is in keeping with the theoretical framework for this study

(social and cognitive constructivism), which does not aim to seek an ultimate truth but

rather focuses on identifying the constructions by the participants concerning the

discourse under investigation.

To increase the internal trustworthiness (Validity and Reliability) of the study, the

researchers will follow the four aspects of trustworthiness of qualitative research namely

Credibility, Transferability, Dependability and Conformability.

First, to establish the credibility of the study, the researchers used unstructured

interviews and member checks. Member checks occur when the researchers let the

subjects review the data collected from the interview and the interpretations of the

researchers. Participants were allowed to verify their answers and fill in the gaps of data

collected from the earlier interview.

Next, the researchers used purposive sampling, a non-probability sampling, to

maximize the specific data relative to the context in which it was collected, therefore

allowing the transferability of the data. Transferability generalizes the study findings and

allows it to be applied in other situations and context.

The researchers also aim to establish dependability through trails of data analysis,

hence, avoiding potential bias or personal motive of the researchers through conclusion

making and analysis of the data making it more reliable.

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Lastly, the researchers also assure that the study is repeatable and conformable

and other researchers that might attempt to replicate the study will have similar findings.

Aside from that, the researchers allow other personnel to examine and review the study to

ensure that the findings are consistent. Moreover, the researchers also state all the

information needed for future references.

Data Gathering

Data gathering is a systematic way of collecting, measuring, and analyzing data

gathered from a variety of sources.According to Adi Bhat, in most cases, data gathering

is the most important step in conducting a research and that the approach of data

collection is different for every different fields of study, depending on the needed

information. In gathering data, there are a lot of things that should be considered and one

of these is the ethical considerations of research.

According to the Research Methodology, ethical considerations can be specified

as one of the most important parts of the research. This part of research was used to

protect the researcher’s participants or respondents from any harm because the respect for

the respondents’ dignity should always be prioritized. According to the same site,

Research Methodology, full consent should always be obtained from the participants

prior to the study.

The researchers asked for the interviewees’ full consent and promised to keep the

data gathered private before starting the interviews. After all the interviews and member

checks, the researchers measured and analyzed the gathered data.

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Notes in Chapter III

CINAHL (Cumulative Index to Nursing and Allied Health Literature). (2020, January

29). Retrieved February 4, 2020, from https://lib.dmu.edu/db/cinahl

Qualitative Research: Observation. (2019, September 20). Retrieved from

https://guides.library.duke.edu/qualitative-research

McLeod, S. (2014). The Interview Method. Retrieved February 2, 2020, from

https://www.simplypsychology.org/interviews.html

Anol, B. (2012). Social Science Research: Principles, Methods, and Practices. Textbooks

Collection.3. http://scholarcommons.usf.edu/oa_textbooks/3

Jackson II, R., Drmmond, D., & Sakile, C., (2007). What Is Qualitative Research?.

Qualitative Research Reports in Communication , 8, 21-28. doi:

10.1080/17459430701617879

Akhtar, I., (2016) Research in Social Science: Interdisciplinary Perspectives, Edition:

1st, Chapter: Research Design, pp.17

https://www.researchgate.net/publication/308915548_Research_Design

Elmabruk, Reda & Almwber, Asmaa. (2018). Research design and methodology.

10.13140/RG.2.2.15776.23041.

Clandinin, J. (2013) Engaging in Narrative Inquiry, Chapter: 1st, pp. 17

Bamberg, M. (2016) Narrative Inquiry

https://doi.org/10.1002/9781118766804.wbiect239

Marx, S. (2017). Qualitative Research in STEM: Studies of Equity, Access and

Innovation.

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Sharma, G. (2017). Pros and cons of different sampling techniques. International journal

of applied research, 3(7), 749-752.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling

and purposive sampling. American journal of theoretical and applied statistics,

5(1), 1-4.

Saurab. (n.d.). What are the Advantages and Disadvantages of Observational Methods of

Psychology? Retrieved February 2, 2020, from

http://www.preservearticles.com/psychology/advantages-and-disadvantages-of-

observational-methods/2197

McLeod, S. (2014). The Interview Method. Retrieved February 2, 2020, from

https://www.simplypsychology.org/interviews.html

Taherdoost, Hamed. (2016). Validity and Reliability of the Research Instrument; How to

Test the Validation of a Questionnaire/Survey in a Research. International

Journal of Academic Research in Management. 5. 28-36. 10.2139/ssrn.3205040.

Aldamigh, Nehal. (2018). Ontario Teachers' Understanding and Practices of Reform

Instruction: A Case Study of Constructivism. Electronic Thesis and Dissertation

Repository. 5486. https://ir.lib.uwo.ca/etd/5486

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered from the

interview. It also describes the perceptions of the students about strategies of Social and

Cognitive Constructivism used in teaching Trigonometry in their class, strategies of

Social and Cognitive Constructivism which they find more interesting and helpful in

understanding the lessons, their preference in the strategies practiced, their perceptions on

activities that involve social interactions or on working alone, the struggles they

encounter on the practice of Social and Cognitive Constructivism in their Trigonometry

Class, the effectiveness of the practice of Social and Cognitive Constructivism in the

knowledge construction and lastly the implications of using Social and Cognitive

Constructivism as an approach in teaching Trigonometry.

Pre-Existing Themes
An analysis of the previous studies about the practice of Social and Cognitive

Constructivism in education generated four pre-existing themes: Strategies of

Constructivist learning approach, Learner’s Preference in Learning Style, Knowledge

Construction, and Effectivity of Constructivism in Teaching. The interview questions

were constructed based on these pre-existing themes and based on the respondents

answers, sub-emergent themes were observed and analyzed through Thematic Content

analysis.

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1. Strategies of Constructivist Learning Approach.

Determining which learning strategy in the practice of constructivism is

important. In the practice of Social and Cognitive Constructivism in the trigonometry

class of Grade 9 STE students, three learning strategies were noted based on the

respondents answer on the interview: Inquiry-based learning, Project-based learning and

Problem-based Learning.

1.1 Inquiry- based Learning.

In this type of learning strategy, individuals learn by “seeking information by

questioning”. It happens when there is a gathering of data and information through using

our senses, by observing things, the mind begins to create questions in which we seek

answers by involvement and that involvement leads to understanding .In the practice of

Social and Cognitive Constructivism in teaching Trigonometry, the respondents have

observed instances wherein they were only given, examples in which they observe and

then questions were opened through class discussion. According to them, this method

helps them “understand the lesson by answering things which they don’t know” or “open

ideas and learning to their classmates” by letting their classmates recognize the questions

that were “bottled in their mind” and also seek answers for those questions. Aside from

that, respondents also see this strategy to “allow their teacher answer questions they find

hard to understand” because some of their classmates “are too shy to ask questions or”

are afraid to approach their teacher”, thus inquiry-based learning does not only let the

satisfaction of an individual learning but it also promotes “Social Understanding” an

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aspect of the human being essential to comprehend to other’s need (Carpendale,2015) in

class.

1.2 Project-based Learning

In project-based learning approach, teachers make learning come alive for

students. In implementing this strategy, students and their teacher share contagious

energy level in their knowledge construction. In teaching trigonometry, respondents told

the researchers that they were given projects and other activities that unleashes their

creativity, example of this projects are creating the graphs of Sine, Cosine, And Tangent

by using pasta and yarn strings, this projects help the students “visualize the lesson” to

fully understand it since some of the students prefers “visual aids” to see the dimensions

of the problems especially of those word problems. Aside from that students were also

asked to create PowerPoint Presentations about problems in real life that they could relate

in Trigonometry. This approach in learning helps the students develop content knowledge

since there is a visualization of the problems as well as critical thinking skills,

collaboration, creativity and communication skills.

However, problems regarding this strategy were also seen. Students sometimes

dislike doing projects since it is “time consuming” causing them to lose focus during their

examinations since they spend hours doing projects instead of focusing on the main

lesson. They are also forced to spend a lot of time since “group projects seem to cause

competitions inside the class” and that adds up to the pressure the students feel whenever

there are projects to be submitted.

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1.3 Problem-based Learning

Problem-based learning is a student-centered in which student learn concepts by

answering open-ended problems which are related with complex real-word problems.

This problems is what drives the motivation and learning of the students. In using this

strategy in teaching Trigonometry, the teacher presents problems first rather than simply

giving the relevant teaching material and subsequently having the students apply the

knowledge to solve the problems. This strategy is used whenever there are word

problems to solve like problems involving triangles wherein they relate this concept in

real life dimensions, thus this enables the learners to understand and appreciate the

importance of Trigonometry in real life not just for academic learning. Aside from that,

problem-based learning also helps the students see the relevance of Trigonometry in other

aspects of learning like in sciences and research, it also helps the learners develop their

analytical skills as well as critical thinking and deeper understanding of the concepts.

2. Learner’s Preference in Learning Style

Acknowledging the Learning Style preferences of the learners is also essential in

teaching. Several studies, as cited from the previous chapters, have shown that

determining which learning style are preferred by the students is important since it

“affects the students’ attitude towards learning”. Also, interventions based on students’

choice have shown that it has significant effect on enhancing instruction and improving

outcomes for students’ academic performance. Based on the interview, different learning

preferences were noted as well as the factors why the respondents prefer them more.

2.1 Different Learning Preferences of the Students

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Students in the interview have reported several practices of Social and

Cognitive Constructivism that they prefer more. Six out of ten respondents mentioned

that they prefer practices that involve problem solving and group works beause problem

solving gives them the opportunity to “answer the problem on their own way” “ instead

of just memorizing a step by step process” problem-solving gives the learners the

chance to look for other ways to make solving easirer. Aside from that the respondents

also mentioned that “It ( Problem Solving) helps them remember formulas not through

memorization but through derivation“. On the contrary, students prefer group working

because they find it more “ enjoying”, “ not boring like the traditional approach” and they

work in groups so “more ideas were shared”. It also improve their “self confidence”

because they are more confident with their answers. It is also noticeable that students

prefer working alone less but according to them it helps them improve themselves

because they “think of ways or processes to improve their knowledge.”.

3. Effectivity of Social and Cognitive Constructivism to the Knowledge Construction

of Learners
Constructivism is a theory of learning and knowledge that is based on the idea of

development, both on the previous knowledge and experiences. According to the

Knowledge is a connection of concept structures that cannot be transmitted using

language, but it should be constructed by individuals. Students, therefore, acquire new

knowledge through an active process of assimilation and accommodation, where new as

well as existing knowledge is transformed as students construct more inclusive schemas

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of understanding. Under knowledge construction, sub-emergent themes were noted from

the interview: Knowledge Collaboration, Metacognition, and Correction of Errors.

3.1 Knowledge Collaboration:

Bruner (1986) as cited in the study of Kapur (2014) emphasizes that learners not

only need to construct knowledge on their own but need to construct their own

understanding within a community in which they belong. He highlights the importance of

“negotiating and sharing”. This “negotiating and sharing” is called Knowledge

Collaboration. In practicing Social Constructivism in teaching Trigonometry, classroom

serves as a community in which students are engaged in cooperative and collaborative

inquiry. This type of inquiry has proven to be an effective strategy of learning in which

group members help each other to negotiate the problem and reach a solution. Mrs.

Ramos guide group discussions and communications in order for students to reach a

“shared understanding of a topic”. In group discussions and conversations, the members

provide solutions and interpretations to the problem through reporting, and “Maam

Ramos has to back up group arguments with valid data”. This helps the students to learn

to ask their teacher without hesitation since “she is approachable” and “she answers the

questions with examples”.

3.2 Metacognition

In practicing the Cognitive Constructivist approach, students construct ideas

through a personal process. Ideas were based on their personal experiences. However,

some students lack experiences to fully understand the concept thus they are force to

“think of ways on how to understand the lesson”, this thinking is called metacognition in

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which individuals thinks about one’s thinking.  More precisely, it refers to the processes

used to plan, monitor, and assess one’s understanding and performance. Metacognitive

practices increase students’ abilities to transfer or adapt their learning to new contexts

and tasks. They do this by gaining a level of awareness above the subject matter: they

also think about the tasks and contexts of different learning situations and themselves as

learners in these different contexts.  In metacognition, students become aware of their

strengths and weaknesses as learners. Respondents have told that whenever there are

individual assessments that are about to come, they look for ways on how to understand

the lesson such as watching YouTube tutorial videos, reading articles, or answer

worksheets online to learn, those who know their strengths and weaknesses in these areas

will be more likely to “actively monitor their learning strategies and resources and assess

their readiness for particular tasks and performances”. Aside from that metacognition also

promotes Self-awareness and Independence in Learning.

3.3 Consideration of errors and Alternative Viewpoints

Everyone is not perfect, same goes with the knowledge constructed by the

learners. Teachers need to perceive mistakes as “a result of learners’ conceptions, and

therefore not minimized or avoided” in fact “misconceptions are a good indication of

how the students think at the moment”. In teaching trigonometry provide students with a

learning environment that is “challenging, open-ended investigations in realistic,

meaningful contexts” that allows students to discover and create possibilities, “both

affirming and contradictory, thus allowing alternative viewpoints in class. Respondents

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have also mentioned that during reporting whenever there are differences in their

solutions “ Maam would let us explain first and then consider our answer”, but when

there are errors made, “she would explain the problem, and why errors were made” and “

gives time to clarify the lesson at the end of the group reporting.” This practice enables

the legitimation of the knowledge constructed inside the classroom.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings based on the gathered data relative

to the problems cited in the first chapter of this study. The scope of the following

conclusions is limited to the perception of Grade 9 Science, Technology, and Engineering

students of Bataan National High School; thus, these conclusions may yield incorrect

assumptions when applied to other situations but are still relevant to the effects of social

and cognitive constructivism as an approach to teaching. Recommendations for further

research are stated at the end of this chapter.

Summary of Findings

This study aimed to determine and compare the effects of social and cognitive

constructivism as an approach of teaching trigonometry to STE students.

Specifically, it sought the strategies of social and cognitive constructivism used in

teaching trigonometry, the perceptions of the students about their learning experience,

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and their perceptions towards the effectiveness of the practive of social and cognitive

constructivism in their trigonometry class.

The narrative inquiry was used as the research method, for it focuses on the

exploration of an individual's experiences regarding a phenomena. A total of 10 Grade 9

STE students of Bataan National High School were chosen as respondents. Purposive

sampling was used in choosing these participants to reach the objectives of this study.

These students were all being taught trigonometry by Mrs. Margarita C. Ramos, a

mathematics major who has been in the field for four years.

The researchers interviewed the respondents using an unstructured questionnaire

so that the questions could be adapted and changed depending on the students' answers.

The content of the interview was related to the statement of the problem, specifically, it

asked what strategies of social and cognitive constructivism were being practiced in the

students' trigonometry class, what were their perceptions towards those practices and its

effectivity, and which strategies did they prefer more.

1. Strategies of Constructivist Learning Approach.

In the practice of Social and Cognitive Constructivism in the trigonometry class of Grade
9 STE students, three learning strategies were noted ,Inquiry-based learning, Project-
based learning and Problem-based Learning.

1.1 Inquiry- based Learning.

In the practice of Social and Cognitive Constructivism in teaching Trigonometry,

the respondents have observed instances wherein they were only given, examples in

which they observe and then questions were opened through class discussion.This
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method helps them open new questions that would lead to new questions to the whole

class. Aside from that, respondents also see this strategy to help their classmates whho

are shy to ask questions ,thus inquiry-based learning does not only let the satisfaction of

an individual learning but it also promotes “Social Understanding” an aspect of the

human being essential to comprehend to other’s need in their class.

1.2 Project-based Learning

In teaching trigonometry, respondents told the researchers that they were given

projects and other activities that unleashes their creativity. This approach in learning

helps the students develop content knowledge since there is a visualization of the

problems as well as critical thinking skills, collaboration, creativity and communication

skills.

1.3 Problem-based Learning

In using this strategy in teaching Trigonometry, it enables the learners to understand and

appreciate the importance of Trigonometry in real life not just for academic learning.

Aside from that, it also helps the learners develop their analytical skills as well as critical

thinking and deeper understanding of the concepts.

2. Learner’s Preference in Learning Style

Learning style preferred by the students is important since it “affects the

students’ attitude towards learning”. Also, interventions based on students’ choice have

shown that it has significant effect on enhancing instruction and improving outcomes for

students’ academic performance.

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2.1 Different Learning Preferences of the Students

Students prefer practices that involve problem solving and group works

because problem solving gives them the opportunity to make learning Trigonometry

easier by looking for their own ways to solve the problems (derivations), thus promotes

longer span of learning retention. While others students prefer group working because it

involves active participation and it also improve their relationships inside the classroom.

It is also noticeable that students prefer working alone less but according to them it helps

them improve themselves through metacognition.

3. Effectivity of Social and Cognitive Constructivism to the Knowledge Construction

of Learners
Students acquire new knowledge through an active process of assimilation and

accommodation, where new as well as existing knowledge is transformed as students

construct more inclusive schemas of understanding. Under knowledge construction, sub-

emergent themes were noted from the interview: Knowledge Collaboration,

Metacognition, and Correction of Errors.

3.1 Knowledge Collaboration:

In practicing Social Constructivism in teaching Trigonometry, classroom serves

as a community in which students are engaged in cooperative and collaborative inquiry.

This knowledge collaboration helps them develop organizational knowledge.

3.2 Metacognition

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Ideas were based on their personal experiences. However, some students lack

experiences to fully understand the concept thus they are force to use metacognitive

strategies. Metacognitive practices increase students’ abilities to transfer or adapt their

learning to new contexts and tasks.  In metacognition, students become aware of their

strengths and weaknesses as learners it also promotes Self-awareness and Independence

in Learning.

3.3 Consideration of errors and Alternative Viewpoints

In teaching trigonometry provide students with a learning environment that is

“challenging, open-ended investigations in realistic, meaningful contexts” that allows

students to discover and create possibilities, “both affirming and contradictory, thus

allowing alternative viewpoints in class.

Conclusions
From the collected findings, the following conclusions were drawn:

1. Different strategies of Social and Cognitive Constructivism were used depending

on the lesson to be taught in class.

2. Students prefers to learn trigonometry through an active participation to generate

knowledge rather than learn trigonometry through traditional approach.

3. Social Constructivism helps the students develop collaboration, communication

skills and social relationships in class.

4. Cognitive Constructivism helps the students develop metacognitive skills and

independency of the students.

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5. Both Social and Cognitive Constructivism improves critical thinking skills of the

learners.

6. Constructivist Approach makes learning Trigonometry fun and easier to the

students.

7. Activities in both Social and Cognitive Constructivism does not only develop

Academic Learning but it also improves Self- development and Awareness.

8. It also helps develop Social understanding of the learners.

9. Both Social and Cognitive Constructivist approach play a role in the knowledge

construction in learning Trigonometry.

Recommendations
In view of the conclusions, the following recommendations were drawn:

1. For the teachers, determine which type of Strategy of Social and Cognitive

Constructivism is the most appropriate to use for teaching the lesson.

2. Know the students’ learning style preference to improve their attitude towards

academic learning.

3. Dive deeper on different types of the teaching approach that can be used. Take note

that the teaching approach should catch their attention and should involve active

participation in their knowledge construction.

4. Minimize factors that contributes to the students struggles in class.

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5. Make use of practices of Social and Cognitive Constructivism to create a fun and

creative learning environment.

REFERENCES

Kapur, R. (2018). The Significance of Social Constructivism in Education.

https://www.researchgate.net/publication/323825342_The_Significance_of_Socia

S_Constructivism_in_Education

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Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing

tools for an effective classroom. Education, 130(2), 241-250.

Jennings, D., Surgenor, P., & McMahon, T. (2013). Education Theory/Constructivism

and Social Constructivism in the Classroom - UCD - CTAG. Ucdoer.ie. Retrieved

6 May 2016, from

http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_C

onstructivism_in_the_Classroom

Steve, D. (2013). Social Constructivism. Retrieved from

http://www.psy.gla.ac.uk/~steve/courses/archive/CERE12-13-safari-archive/

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Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism:

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Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers’ knowledge,

beliefs, and instructional planning in primary school mathematics. Teaching and

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Dole, S., Bloom, L., & Kowalske, K. (2016). Transforming pedagogy: Changing

perspectives from teacher-centered to learner-centered. Interdisciplinary Journal of

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Bennadi D, Kashinath KR, Bharateesh JV, Kshetrimayum N. Assessing learning

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message. Proceedings of the National Academy of Sciences, 111(23), 8319-8320.

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disadvantages. Retrieved January 5, 2020, from https://www.legit.ng/1143440-

types-teaching-methods-advantages-disadvantages.html.

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APPENDICES
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Appendix A

LETTER OF REQUEST
BATAAN NATIONAL HIGH SCHOOL
Senior High School
City of Balanga, Bataan

February 24, 2020

VILMA S. FERNANDO
English Department Head
Bataan National High School - Junior High School

Dear Sir/Madam,

We are Grade 11 students of Science, Technology, Engineering, and Mathematics

(STEM) Maxwell who are currently conducting a study entitled “The Effects of Social
and Cognitive Constructivism as an Approach in teaching Trigonometry to the
Science, Technology and Engineering Students of Bataan National High School.”
This study aspires to determine and to compare effects of Social and Cognitive
Constructivism as Teaching Approach to the Students of Bataan National High School.

Before we start with our data collection, we are humbly requesting for your
expertise for the validation of our questionnaire/s. Your participation is of great
importance to our endeavor and will be highly appreciated.

We are looking forward to your positive response. Thank you and God bless!

Respectfully yours,
MENDOZA, LORDY SHEKAINAH S.
HUALDA, MAE ANNE LOUISE R
DINGLE, FLORENCE JULIENNE
ESPUELAS, KRISTA ALLYSA S.
LIM, ANNA KATHLEEN T.
ROSETE, JOHN LLOYD F.
FLORES, RAFAEL A
Researchers

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LETTER OF REQUEST
BATAAN NATIONAL HIGH SCHOOL
Senior High School
City of Balanga, Bataan

February 24, 2020

JEN DIZON
Guidance Counselor
Bataan National High School - Senior High School

Dear Sir/Madam,

We are Grade 11 students of Science, Technology, Engineering, and Mathematics

(STEM) Maxwell who are currently conducting a study entitled “The Effects of Social
and Cognitive Constructivism as an Approach in teaching Trigonometry to the
Science, Technology and Engineering Students of Bataan National High School.”
This study aspires to determine and to compare effects of Social and Cognitive
Constructivism as Teaching Approach to the Students of Bataan National High School.

Before we start with our data collection, we are humbly requesting for your
expertise for the validation of our questionnaire/s. Your participation is of great
importance to our endeavor and will be highly appreciated.

We are looking forward to your positive response. Thank you and God bless!

Respectfully yours,

MENDOZA, LORDY SHEKAINAH S.

HUALDA, MAE ANNE LOUISE R
DINGLE, FLORENCE JULIENNE
ESPUELAS, KRISTA ALLYSA S.
LIM, ANNA KATHLEEN T.
ROSETE, JOHN LLOYD F.
FLORES, RAFAEL A
Researchers

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Appendix B
ENDORSEMENT LETTER
BATAAN NATIONAL HIGH SCHOOL
Senior High School
City of Balanga, Bataan

February 24, 2020

To Whom It May Concern:

This letter is in accordance with the validity of the questionnaire prepared by

Grade 11 Science, Technology, Engineering, and Mathematics (STEM) Maxwell students
entitled “The Effects of Social and Cognitive Constructivism as an Approach in
teaching Trigonometry to the Science, Technology and Engineering Students of
Bataan National High School.” The undersigned hereby attest that the questions have
been checked and verified. The items stipulated in their questionnaire were found
sufficient and accurate for the study being conducted.

Respectfully yours,

MENDOZA, LORDY SHEKAINAH S.

HUALDA, MAE ANNE LOUISE R
DINGLE, FLORENCE JULIENNE
ESPUELAS, KRISTA ALLYSA S.
LIM, ANNA KATHLEEN T.
ROSETE, JOHN LLOYD F.
FLORES, RAFAEL A
Researchers

VILMA S. FERNANDO
English Department Head
Bataan National High School - Junior High School

JEN DIZON
Guidance Counselor
Bataan National High School - Senior High School

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Appendix C
LETTER TO THE RESPONDENTS

Dear Respondents,

We are conducting a study entitled “The Effects of Social and Cognitive

Constructivism as an Approach in teaching Trigonometry to the Science,
Technology and Engineering Students of Bataan National High School.” This is one
of the requirements for the subject Practical Research I.

In this regard, you are earnestly requested to please answer the attached
questionnaire completely and honestly. The questionnaire was designed to find out your
prior knowledge and perspective about the effects of social and cognitive constructivism.
All information provided herein will be used for research purposes only and will not, in
any manner, affect your class standing.

Your cooperation is highly appreciated. Thank you very much.

Respectfully yours,

MENDOZA, LORDY SHEKAINAH S.

HUALDA, MAE ANNE LOUISE R
DINGLE, FLORENCE JULIENNE
ESPUELAS, KRISTA ALLYSA S.
LIM, ANNA KATHLEEN T.
ROSETE, JOHN LLOYD F.
FLORES, RAFAEL A
Researchers

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Appendix D
INTERVIEW QUESTIONS

1. What strategies of social and cognitive constructivism are being used in your

trigonometry class? How are they being practiced?

2. Do you find those practices interesting and helpful in understanding your lessons

in Trigonometry? Why?

3. What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?

4. Are your choices learning preferences affected by the factor of working alone or

in groups?

5. Tell us about your learning experience in your Trigonometry class. How do you

feel about the practice of Social and Cognitive Constructivism in your class?

About working in groups? Or in working alone?

6. What is your perception about the effectiveness of using Social and Cognitive

Constructivism as an approach to teaching trigonometry? In what ways or what

practices were you able to understand the lessons in Trigonometry effectively?

7. Do you think working alone or working in groups makes a difference in

understanding the lesson in Trigonometry effectively? If so, why?

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Appendix E
INTERVIEW TRANSCRIPTS
Respondent #1
Q: What strategies of social and cognitive constructivism are used in your
trigonometry class? How are they being practiced?
A: First of all yung inquiry-based learning where in si ma'am ramos she let us ask
questions for us to understand the lessons more and hindi rin kami natatakot na mag
tanong ng questions sa kanya since she's very approachable and sasagutin niya yung
questions mo with examples para mas matutunan ng student yung lesson without
confusion and other frustrations.

Q: Do you find those practices interesting and helpful in understanding your

lessons in Trigonometry?
A: Yes interesting siya and helpful in a way na yung iba kasing students they get bored
when the time yung lessons is merong numbers specially sa trigo mahirap mag catch up
minsan pero yung practices naman na ginagawa ni ma'am ramos nagiging helpful siya sa
students hindu lang siya more on words hindi lang siya more on lectures gumagawa siya
sa ibang visual aids and other learning materials like mobile apps hinahayaan niya
kaming gumamit ng phones sa klase, hinahayaan niya kaming gumamit ng phone for us
to open a application na related sa trigonometry katulad kanina like geogebra dahil sa
geogebra or mobile apps nagiging hands on kami sa mga problems na pwede naming
isolve and hindi naman pala nakakalito unlike what we thought.

Q: What strategies of Social and Cognitive Constructivism do you prefer more?

A : Siguro yung problem based kasi yung ginagawa ni ma'am ramos every lesson nag
bibigay siya ng problems na kami din ang magsosolve and yung maganda don nabibigyan
kami ng chance isa isa para masulat namin sa harap yung solutions namin dahil don
pwede din naming matulungan yung kaklase namin not only ourselves para maging
malinaw din sakanila pero depende din naman sa strategies na forte ng isang bata meron
iba samin na may nag eenjoy sa project based , may nag eenjoy sa inquiry based and
katulad ko may nag eenjoy sa problem solving based

Q: Which do you prefer less?

A: Not technically ayaw pero nag kakaroon ako ng problema kapag sa project based kasi
ang tendecy kasi sakin kapag mismong examination day na namemental block ako since
maraming terminologies and maraming formulas na kailangang imaster so doon ako nag
kakaroon ako ng problema na memental block ako

Q: So nahihirapan ka matuto sa project-based learning?

A: Natututo ako pero katulad ng sinabi ko kanina doon ako nag kakaroon ako ng
kahinaan natututo ako after siguro ng project based kapag alam ko na ang mali ko

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Q: Are your learning preference affected by the factor of working in groups or

alone?
A: Yes, naapektuhan siya in a way na meron kasi akong katabi magaling siya sa trigo and
natutulungan niya ako kapag meron akong mga questions in my case i enjoy trigo kapag
meron akong kasama rather than being alone.

Q: How do you feel when working in groups?

A: Kapag nag wowork ako ng groups mas nag eenjoy ako kasi I get to interact with my
other group mates instead of parang sinasarili ko yung problem tsaka kapag kasi group
meron kasi time na may nacacatch akong knowledge and learnings sa mga ka group ko so
ayon mas na eenjoy ko working with a group.

Q: How about working alone?

A: Natututo naman ako, kasi kapag mag isa ako may times na mag sosolve ako ng sarili
ko kapag mag isa ako natututo akong maghanap ng other ways para ma solve yung
problems merong youtube merong google mas nag eenjoy lang ako kapag working in
group

Q: Tell us about your learning experience in the practice of Social and Cognitive
Constructivism in your Trigonometry class.
A: In our class siguro everytime naman ng trigonometry yung pag tuturo ni ma'am is
individually so makikinig lang kami sa kanya nakaupo lang kami regular set up nakaupo
kami nasa harap si ma'am natutuo naman kami kapag kasi nag tururo kana mismo
mahirap na magtuturo ka by group so siguro as as class mas mag eexel kung tuturuan
kami individually

Q: What are the struggles you experience in class?

A: Mas kinakabahan ako kapag individual kasi ang approach ko hindi sa written kasi mas
nag eexel ako orally wala sakin yung reportings mas na prepressure ako kung mag
wowork ako ng mag isa

Respondent # 2
Q: What strategies of social and cognitive constructivism are used in your
trigonometry class? How are they being practiced?
A: Sa social po, pinaggugroup po kami or by pair po sa pagsosolve po ng problems. Sa
cognitive po may pinapauwi po siyang assignments and projects na kami yung umiintindi
sa pinapauwi nya pong exercises po

Q: Bale yung strategies nyo pwede lahat, yung may questions kayo, may projects
kayo. Narerelate niyo rin ba sa real life problems yung mga problems sa
trigonometry?
A: Opo, last time po nagpagawa siya samin ng powerpoint which is hahanap po kami ng
pwedeng magamit yung concept ng trigonometry

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Q: Do you find those practices interesting and helpful in understanding your lessons
in trigonometry? Why?
A: Yes po interesting po and helpful kasi po hindi naman po katulad ng ibang subject
yung trigonometry na kapag binasa, maiintindihan agad so yung ginagamit ni Maam
Ramos na strategies or practices, mas naiintindihan namin yung lesson

Q: Ano doon sa mga practices or strategies na yun yung mas gusto nyo? Yung gusto
nyong ginagawa sa klase nyo kasi dun kayo natututo?

A: Yung hinahayaan nya po kami na gumamit ng cellphone or app na gagamitin na doon

namin mas maiintindihan yung lesson pero pinapaliwanag nya (Maam Ramos)rin po.
Sabay kaming nagsosolve.

Q: Yung preferences niyo na yun, naapektuhan ba iyon sa paggawa niyo mag-isa or

paggawa nyo as a group?
A: Para sa akin, as a group, mas napapadali ang pag-aaral at pag-iintindi ng lesson kapag
sabay sabay naming ginagawa

Q: Yung sa knowledge nyo, saan kayo mag natututo? Learning individually or

learning in group?
A: By group don po kasi po mas nakakapagshare po kami ng knowledge at madali lang
pong makapagtanong kapag may hindi kami alam

Respondent #3:
Q: What strategies of social and cognitive constructivism are used in your
trigonometry class? How are they being practiced?
A: Kagaya nga po nang sa social constructivism, dito po papasok yung group reporting
namin. Magbibigay po siya ng certain topic tapos i eexplain po namin sa harap. Sa
cognitive naman po, magbibigay po siya ng projects, exercises, exams, periodical test na
sinasagutan namin sa school

Q: Do you find those practices interesting and helpful in understanding your lessons
in trigonometry? Why?
A: Yes po, since alam naman natin na ang trigonometry po ay isang mahirap na lesson
pero parang yung mga practices po na yun yung nagpapadali para mas higit naming
maiintindihan as a student yung trigonometry po

Q: Paki specify per practice. Magbigay ka ng specific na practice, paano

nakakatulong iyon sa inyo.
A: Sa group reportings, nagkakaroon kami ng more knowledge about sa isang topic dahil
lahat kami ay nagbinigay ng ideas naming

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Q: Ano doon sa mga practices or strategies na yun yung mas gusto nyo? Yung gusto
nyong ginagawa sa klase nyo kasi dun kayo natututo?
A: Yun nga po, gusto ko rin yung app na tinuro niya lang po kanina which is
GeoGebra.Mas madali naming naintindihan yung lesson na may touch din ng technology.
Q: Yung preferences niyo na yun, naapektuhan ba iyon sa paggawa niyo mag-isa or
paggawa nyo as a group?
A: Ganun din po, mas gusto ko rin ying by group kasi mas nakakapagshare kami ng ideas
sa isat isa na nagpapa increase sa knowledge namin sa isang topic sa trigonometry.

Q: Ano yung nararamdaman niyo sa tuwing ginagawa nyo yung social and cognitive
constructivism sa klase nyo? Natututo ba kayo or nae-engage kayo sa mga
activities?
A: Natutuwa kasi unlike dati sa geometry, nahihirapan kami dahil hindi gaanong
nabibigyan ng mga groupworks hindi katulad ngayon

Q: So mas natututo kayo na unlike sa geometry na madalas na mag-isa lang kayo?

A: Mas natututo rin po ako kasi mas maraming way si Maam Ramos sa pagtuturo nya po
ng trigonometry. Ibat ibang paraan para mas lalong matutunan ng estudyante yung
lessons.
Q: Nagkaroon na ba kayo ng struggles? Particucularly sa klase nyo, ano yung mga
ayaw ninyo?

A: So far wala pa naman po kasi naeexplain naman ni Maam Ramos ng malinaw yung
isang lesson or gawain na dapat naming gawin. Hindi niya po hahayaang hindi
naiintindihan yung isang lesson dapat po klarong klaro talaga.

Q: Kunwari may reporting kayo, hindi ba kayo nakakaramdam ng pressure na

kailangan tama yung irereport nyo?

A: hindi naman po kasi ang sabi po ni Maam Ramos, kahit magkamali kami okay lang po
at least po natututo po kami at may nalaman kaming bago kahit hindi gaanong ka-
accurate yung info.

Q: Sabi mo hindi gaanong accurate yung info. Paano niyo naveverify yung kunwari
by pair kayo, paano nyo naveverify na tama yung sagot nyo?
A: Pinag rereport po kami ni maam tapos naka bantay po siya and kapag may nakita
siyang mali, itatama nya po agad.

Q: Yung sa knowledge nyo, saan kayo mag natututo? Learning individually or

learning in group?

A: Learning in groups po kasi mas marami po kaming naibabahaging kaalaman sa isat isa
kapag in groups nga po. For example po ako po, hindi ko po maintondihan yung specific
na lesson, may makakaapagturo po sa akin kapag leaning groups po.

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Respondent # 4
Q: What practices of Social and Cognitive constructivism are used in your
Trigonometry class? How are they practice on your class?
A: So one of the social and cognitive constructivism are used in our trigonometry class is
problem-based; it is when Ma'am Ramos ask us to derive the formula ourselves instead of
just giving it.
Q:.Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A:Yes, I find those practices interesting and helpful dahil na rin po sa mas naiintindihan
ko po sa pamamagitan ng pagdederive. Kapag po nakalimutan ko po pwede ko po siya
iderive ng sarili ko po at mas naiintindihan ko po at mas nagagamit ko po siya nang mas
maayos.
Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or
less? Why?
A:I prefer inquiry more because it helps me answer the questions that is on my mind that
bottles my mind and it is more clear when I ask questions.
Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: Affected po siya, kaya po pinili ko yung inquiry gusto ko po kapag nagtatanong ako
ng mga tanong ko na hindi ko po alam mashashare po siya hindi lang po sakin mas
mashashare din po sa klase baka po kasi may natatakot na mag tanong sa teacher kaya po
mas mabuti na mas nashashare sa group.

Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to Teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?
A: It’s effective sabi ko nga kanina mas naiintindihan ko po yung lesson and nagagamjt
ko po siya kapag merong problems sa ibang subjects kagaya ng Science and Mathematics
in general. Meron pong times po na yung mga natutunan ko po sa Trigo naapply ko rin po
siya don kaya effective po siya sakin.

Respondent # 5
Q: What practices of Social and Cognitive constructivism are used in your
Trigonometry class? How are they practice on your class?
A: Iyong sa pagtuturo ni Ma'am nag bibigay po siya ng problems na hindi po namin
alam. Hinahayaan niya po kami na kami ang mag solve and titignan niya kung tama or
hindi po answers namin.

Q: Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A: Nakakatulong po dahil sa sarili mo po maeexpress mo po siya hindi ka mag rereply or
mag sasaulo ng mga definitions sa iba like meron kang own way.

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Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?
A: Ginagamit ko po lagi yung inquiry para po maclarify po yung misunderstanding about
sa lesson, para mas malinawan and yung less po namin yung sa problem-based dahil not
all the times nagagamit sa everyday lives.

Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: Inquiry din po sakin kasi po mas comfortable ka po magtanong sa ibang classmate
kaysa sa teacher mas nashare ang sagot.
Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?
A: Yes po effective ang social and cognitive constructivism like in social, discussing
lahat po makakapag-share ng new ideas and knowledge.

Respondent #6:
Q: What practices of Social and Cognitive constructivism are used in your
Trigonometry class? How are they practice on your class?
A: Yung inquiry nag-aallow po siya na ma tanong ng ilang mga questions after
magdiscuss para lang po malinaw.

Q: Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A: Yes po, nakakatulong po siya parang instead of definition lang yung alam niyo mas
lumalawak yung kaalaman kapag nag sesearch.

Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?
A: Depende po sa topic na tinuturo meron po kasing lesson na mas maganda na ikaw po
yung gagawa at may maz maganda din po na may katulong po kayo.

Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: Sabi ko it depends. Yes po it affects kasi po may mga lessons na parang mas nagegets
kapag natutulungan at may mga lessons na pag mag-isa lang po kayo magsasagot.

Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to Teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?
A: Yes effective hindi po limited ang learnings and mas malawak po kaysa sa definition.

Respondent #7

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Senior High School

Q: What practices of Social and Cognitive constructivism are used in your

Trigonometry class? How are they practice on your class?
A: One time pinagawa kami ng isang real life problem na may kinalaman sa trigo tapos
pinagawa po yon samin ng by group.

Q: Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A: Opo nakakatulong po siya kasi po mas maganda po yung nakikita kung paano gawin
kaysa tinuturo lang ang definition.

Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?
A: I prefer problem more po kasi pagdating ng panahon gagamitin rin natin ang
natutunan sa future kaya po dapat ipractice na po samin ang natutunan sa real life para po
pag laki namin master na master na po samin

Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: Sakin po problem po kasi mas madali po akong matuto visually kung nakikita ko po
kung paano gawin or kung nakikita ko po yung derivation.

Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to Teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?
A: Yes po effective kagaya po ng sinabi ko kanina mas natutupo ako visually mas
magagamit po natin yung natutunan natin sa future.

Respondent # 8
Q: What practices of Social and Cognitive constructivism are used in your
Trigonometry class? How are they practice on your class?
A: Katulad ng kanina na ginawa po namin siya ng by pair yung pag sosolve ng problem
yung problem po na yon hindi po namin alam then kami po yung mag dederive ng
formula para makuha yung problem.

Q: Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A: Yes po helpful po siya because of kahit na makalimutan ang formula meron din po
kaming own understanding dahil rin po sa ginagawa po samin.

Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?
A: I prefer naman po problem kasi hindi lang naman po don naka-base yung mismong
topic naapply din po siya in real life like kung anong course po ang kukuhanin namin like
ako engineering so magagamit ko din po sa future.

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Senior High School

Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: Problem din po kasi po mas maganda po siyang matutunan kasi po may derivation na
formula matututo po kami kahit po nakalimutan po ang formula by group.
Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to Teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?
A: Yes, effective po siya hindi lang naman po kami natututo by the definition kaya din po
namin ng on our own.

Respondent #9

Q: What practices of Social and Cognitive constructivism are used in your

Trigonometry class? How are they practice on your class?
A: Project-based: We make powerpoints for our lessons, draw graphs of sine, cosine

Q: Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A: Yes, we were given the chance to discuss and share our learning to other classmate
leading to gain better ideas.

Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?
A: Ayaaw; minsan di niya nilalagay solution, resulting na makakalimutan naming yung
solutions kapag may exam. Hinahayaan niya kaming di ilagay ang solutions since she
knows that we already know it.

Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: As a groups; trigo problems are more complicated, so it’s better for us to work
together

Q:Tell us about your learning experience in your Trigonometry class. How do you
feel about the practice of Social and Cognitive Constructivism in your class? About
working in groups? Or in working alone?
A: Confident as group; nagbibigay kaming lahat ng ideas, verifying our aswers naabago
ang sagot; mas natututo kami rito most of the time.

Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to Teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?

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Senior High School

A: Pro-cons; Gusto naming magkaroon ng brainstorming with our teachers, since

sometimes there are easier formulas but we’re using our teacher’s formulas even though
it’s more complicated.

Respondent #10:
Q: What practices of Social and Cognitive constructivism are used in your
Trigonometry class? How are they practice on your class?
A: Problem-solving based: every discussion, she will give us a problem and she will let
us solve it by ourselves. Sometimes it is conducted by pair or by group. The formulas will
be derived by our classmate then it will be reported. After the reporting, that’s the time
where ma’am will tackle the lesson. Or sometimes we conduct research on her subject.

Q: Do you find those practices interesting and helpful in understanding your lessons
in Trigonometry? Why?
A: It’s more thrilling when doing projects. Our social skill are being developed when
teaming up with our groupmates and we overcame our stage fright.

Q: What strategies of Social and Cognitive Constructivism do you prefer more? Or

less? Why?
A: It depends; it is better to understand the problem first before you tell others. The group
will be more confused when the problem was not fully understand individually. So we
compare answers first before telling it to our group mates
.
Q: Are your choices learning preferences affected by the factor of working alone or
in groups?
A: Alone; it’s okay para mas nagiging less dependent ang tao; hndi na mababago; there
are times that you know you can do it naman.
Q: What is your perception about the effectivity of using Social and Cognitive
Constructivism as an approach to teaching trigonometry? In what ways or what
pratices were you able to understand the lessons in Trigonometry effectively?
A: Nagkakaroon ng competition kapag constructivist approach.

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Senior High School

CURRICULUM VITAE

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Senior High School

CURRICULUM VITAE
NAME: Florence Julienne B. Dingle
Address: Teacher’s Village, Cataning, Balanga City,
Bataan Scanned Picture

PERSONAL INFORMATION
Date of Birth : November 30, 2002
Religion : MICG
Father : Florente Dingle
Mother : Jenette Dingle

EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Balanga Elementary School

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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 BATAAN NATIONAL HIGH SCHOOL
Senior High School

CURRICULUM VITAE
NAME: Krista Allysa S. Espuelas
Address: Magat Subdivision, Tenejero, Balanga
City, Bataan Scanned Picture

PERSONAL INFORMATION
Date of Birth : January 9, 2003
Religion : Roman Catholic
Father : Federico J. Espuelas
Mother : Ma. Cristina S. Espuelas

EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Tenejero Elementary School

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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 BATAAN NATIONAL HIGH SCHOOL
Senior High School

CURRICULUM VITAE
NAME: Mae Anne Louise R. Hualda
Address: Petronila Village, Kaparangan, Orani,
Bataan Scanned Picture

PERSONAL INFORMATION
Date of Birth : July 26, 2002
Religion : Roman Catholic
Father : Lou S. Hualda
Mother : Mylene R. Hualda

EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Academy of Queen Mary

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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 BATAAN NATIONAL HIGH SCHOOL
Senior High School

CURRICULUM VITAE
NAME: Anna Kathleen T. Lim
Address: Bataan Square Garden Subd., Cupang
Maluang, Balanga City Bataan Scanned Picture

PERSONAL INFORMATION
Date of Birth : December 30, 2002
Religion : Roman Catholic
Father : Alfredo Holgado
Mother : Anna Jean Lim
EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Cupang Elementary School

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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 BATAAN NATIONAL HIGH SCHOOL
Senior High School

CURRICULUM VITAE
NAME: Lordy Shekainah S. Mendoza
Address: Sunshine Subd. Upper Tuyo, Balanga City
Bataan Scanned Picture

PERSONAL INFORMATION
Date of Birth : March 5, 2002
Religion : Pentecostal
Father : Michael M. Mendoza
Mother : Lourdes Sheila S. Mendoza

EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Bataan Montessori School Inc.

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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 BATAAN NATIONAL HIGH SCHOOL
Senior High School

CURRICULUM VITAE
NAME: Rafael A. Flores
Address: Alauli, Pilar, Bataan
Scanned Picture

PERSONAL INFORMATION
Date of Birth : February 3, 2003
Religion : Iglesia Ni Cristo
Father : Arnulfo Flores
Mother : Raquel Flores

EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Alauli Elementary School

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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 BATAAN NATIONAL HIGH SCHOOL
Senior High School

CURRICULUM VITAE
NAME: John Lloyd F. Rosete
Address: Villa Lina Subd., Balanga City, Bataan
Scanned Picture

PERSONAL INFORMATION
Date of Birth : May 21, 2003
Religion : Roman Catholic
Father : Leon V. Rosete Jr.
Mother : Jocelyn F. Rosete

EDUCATIONAL BACKGROUND
Secondary : Bataan National High School
Elementary : Tenejero Elementary School

TRAININGS AND SEMINARS

Name of Seminar: Qualitative Research Seminar
Provider: Vilma S. Fernando
Date: February 18, 2019

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