20

Chapter 2

Review of Related Literature

This chapter provides literature and the results of other

related researches to which the present proposed study was

related or has some similarity or implication. This will provide

the researcher sufficient background in understanding the study.

Chapter 2 divided into four topics, namely: (1) foreign

related Literature Learning, (2) Conventional Teaching Strategy,

and (3) Synthesis.

Part One, foreign Related Literature, presents the related

literature in both local and foreign settings on the use of Agile

Learning Strategy, its advantages, limitations, and effects.

Part Two, Local Related Literature presents the discussion

of its advantages, limitations, and effects on learning.

Part Three, Synthesis, summarizes some key and important

conditions and the literature reviewed in the study.

 21

Foreign Related Literature

Foreign Literature

According to the African Journal of Food Science and

Technology, banana peels can be alternative wine vinegar. The

banana wine vinegar which complied with the standard ranges of

brewed vinegar after complete fermentation. The aroma of the

vinegar produced was appreciated by the consumers who were

acquainted with vinegar. (African Journal of Food Science and

Technology, 2014) In the Journal of Pharmacognosy and

Phytochemistry, banana pulp and banana peel have been

successfully used to treat tomato fungus in an agricultural

setting. Also, tannins present in ripe banana peel act as tanning

agents in leather processing. (Journal of Pharmacognosy and

Phytochemistry, 2013) Pineapple and banana peel sethanol yields

were significantly higher than plantain peel ethanol yield. The

findings of this study suggest that wastes from fruits that

contain fermentable sugars can no longer be discarded into our

environment, but should be converted to useful products like bio-

ethanol that can serve as alternative energy source.

(International Journal of Environmental Science and

Development,2015) Banana peels particles can be effectively used

as a replacement for asbestos in brake pad manufacture in

automobiles. (Idris, 2016) Another, banana peel is also used in

treating warts, treating poison ivy rashes, bruises, mosquito

 22

bites, and it even helps in combatting alcohol addiction by

drinking the water in the boiled banana peels. (Journal of

Pharmacognosy and Phytochemistry, 2015) The banana peels will be

a natural insecticide, which can be non-toxic to humans and pets

and safe for the environment. (Permasofty, 2018) Reader’s Digest

once suggested that aphid-infected lawns and gardens should bury

dried- up banana peels since it kills or terminates the insects

found in anybody’s lawn. (Reader’s Digest, 2016) Banana peels can

be a good source of wine through its compound called tannin that

is common as a tanning agent and as a food preserver. (Idise,

2018) According to the Indian Journal of Biotechnology, banana

peels can be used for the production of Amylase through the use

of Aspergillusniger. (Indian Journal of Biotechnology, 2016)

Banana peels can be ensiled but it lacks the appropriate amounts

of easily fermentable carbohydrates that are needed for good

quality preservation, they should be ensiled together with a feed

rich in fermentable carbohydrates. (Swedish University of

Agricultural Sciences, 2015) Banana peel, an underutilized source

of phenolic compounds is considered as a good source of

antioxidants for foods and functional foods against cancer and

heart disease. The peel

Banana tea is a mildly sweet beverage made by steeping banana

fruit, peel, or both fruit and peel in boiling water. After

boiling for a few minutes, the tea is strained and ready to be

 23

consumed. Banana tea is said to contain many of the healthy

nutrients found in bananas, including several that promote sleep.

Fortunately for those who want to try banana tea or to find out

if it helps them sleep, this drink is easy to prepare at home. We

discuss the nutrients in bananas and explain how they may help

with sleep. We then provide three simple recipes for banana tea,

including one using dried banana peels. Finally, we offer some

tips for getting the most out of banana tea.

When taken about an hour before bed, banana tea can help

calm the nervous system and help the body prepare for deep sleep.

That’s because banana peels contain potassium and magnesium,

which are both natural muscle relaxants. Magnesium is often

called “magic mineral” because it also helps with hormone

balance, stress support, detoxification and more. (Read more

about the benefits of magnesium here.) They also contain “the

amino acid L-tryptophan, which gets converted to 5-HTP in the

brain. The 5-HTP in turn is converted to serotonin (a relaxing

neurotransmitter) and melatonin,” aka the sleep hormone. Although

I don’t recommend regularly supplementing with melatonin

directly, I think it’s a great idea to supply the body with all

the materials it needs to make its own. Oh, and one more thing –

bananas are rich in antioxidants like lutein, which helps to

protect the eyes and skin from ultra-violet light. Some

antioxidants like vitamin C are heat sensitive and break down

 24

when exposed to boiling water. Fortunately, lutein is heat stable

and will still be present in the banana tea after the peels are

boiled.

2 Ways to Make Banana Tea Banana tea can be made two ways:

Using the whole banana Just using the banana peel Whole banana

tea is naturally sweetened, which is nice. However, it does

contain sugar that can raise blood glucose levels. I’m not

against sugar (hello paleo chocolate chip cookies!), but I do

avoid consuming sugar just before bed as part of my intermittent

fasting routine. If you’re not familiar with it, intermittent

fasting has been shown to be helpful for activating cellular

cleanup mode (autophaghy), longevity, immune function, metabolism

and more. For that reason, I personally use banana peel tea over

whole banana tea. My recipe below uses banana peels, either fresh

or dried.

However, if you want to try using the entire banana here’s

what to do: Cut off the ends of the banana and slice it into a

few pieces. Place it in a small pot and cover it with water. Boil

for 10 minutes, then strain the banana out with a colander and

drink the tea. Regardless of which method you try, I recommend

opting for organic bananas because conventionally grown bananas

are heavily sprayed with pesticides. Benefits of Using Fresh vs

Dried Banana Peels.

 25

I am not aware of any difference in nutritional composition

between fresh and dried banana peels, so it really comes down to

what’s most convenient for you. You can use a fresh banana peel

and save the actual banana for the next day to make chocolate

chip banana pancakes or another dessert. Another option is to

save banana peels when you’re making something (these chocolate

banana bites maybe) by popping them in the freezer until you need

them. Personally, I like to dry the peels and then use them as a

loose tea. It’s super easy as you’ll see in the next section. How

To Dry Banana Peels for Making Tea If you have a dehydrator, just

chop them up, place them in single layer, and dry at 155F for 6-8

hours. One banana peel usually makes about 3 tablespoons of dried

peel, which is what I use to make a single cup of tea. Want to

use your oven instead? Preheat the oven to the lowest setting

possible, which is usually around 170F. Chop up the peels and

place them in a single layer on a baking sheet. Dry them for 2-3

hours, then flip them over and place them back in the oven until

they’re dried through. It should be around 2-3 hours for the

second drying session, which makes the total drying time around

4-6 hours. banana peel tea banana peel tea in a cup beside a

bunch of bananas Print Pin 4.43 from 124 votes Banana Tea Recipe

for Restful Sleep This delicious, mildly sweet banana tea recipe

contains magnesium & potassium, which help to relax muscles, plus

 26

an amino acid that helps make serotonin (a relaxing

neurotransmitter) & melatonin (often called the sleep hormone).

Makes 6-8 ounces of tea. Course Drinks Prep Time2minutes

minutes Cook Time8minutes minutes Total Time10minutes minutes

Servings1 Calories Author Heather Designer Ingredients 1 organic

banana peel, ends trimmed off (or 2 tablespoons dried banana

peel) 1¼ cup water 1 cinnamon stick (optional – a dash of

cinnamon will also work) ¼ tsp vanilla extract (How to make

homemade vanilla extract) Instructions Place peel, cinnamon stick

(if using) and water in a small pot and bring to a boil. Cover,

reduce heat and simmer on low for 8-10 minutes. Remove from heat

and strain out the peel. Add vanilla extract (if using) and

sweetener if desired before serving.

Flower bracts of bananas were used as coloring agents

because they were rich sources of many nutritional compounds and

medicinal properties. Generally, in South India, banana flowers

were used for cooking curries, chutneys, and even sweet dishes.

[Citation7] Banana flowers are scientifically known as banana

blossoms or banana hearts. Generally, banana fruit can be

consumed as a fresh fruit, in banana shakes, or even added to

 27

cookie and cake preparations, but green-stage banana has gained

popularity by making banana chips. Based on the popular fruits in

the region, fruit flakes were prepared from different fruits.

Specific varieties like Kothiya, Alpan, Batisha, and G-9 banana

flakes were prepared. [Citation8] Banana flakes were liked by all

age groups because of their tasty, crispy, and crunchy nature,

and at the

same time, they are easy to cook (using hot milk only; no added

sugar). Banana peel is a rich source of polyunsaturated fatty

acids, like omega 3 and 6, phenolic compounds like tannins,

anthocyanins, gallic acid, epicatechin, catechin, and minerals

like ca, Fe, Mg, Zn, Na, K, P, and Cu; as per research, these

have important benefits. [Citation9–14] The banana peel also

contains polyunsaturated fatty acids (linoleic acid and -

linolenic acid). It has pharmaceutical active compounds with

antioxidant, anti-microbial, and anti-cancer properties. It is

rich in anti-nutritional compounds such as glycosides, alkaloids,

oxalates, and phytate. [Citation15] There are 18 different types

of amino acids present in banana peels at different

concentrations (leucine, lysine, isoleucine, phenylalanine, nor

leucine, tryptophan, valine, methionine, proline, arginine,

tyrosine, histidine, cystine, alanine, glutamic acid, glycine,

threonine, serine, and aspartic acid).

 28

Based on banana peel color, maturity indices were estimated, and

at the right stage for the right purpose based on the market

distance, harvesting was done. Oxalates were present in banana

peel. In the human body, when banana peels were consumed,

chelating agents were formed by the prevented injuries at the

tissue and blood levels.

Banana tea is a mildly sweet beverage made by steeping

banana fruit, peel, or both fruit and peel in boiling water.

After boiling for a few minutes, the tea is strained and ready to

be consumed. Banana tea is said to contain many of the healthy

nutrients found in bananas, including several that promote sleep.

Fortunately for those who want to try banana tea or to find out

if it helps them sleep, this drink is easy to prepare at home. We

discuss the nutrients in bananas and explain how they may help

with sleep. then provide three simple recipes for banana tea,

including one using dried banana peels.

hydrochloric acid and sodium hydroxide have a high tensile and

elongation compared to Biodegradable plastic with natural based

 29

materials such as corn starch, potato starch and sage. The

addition of glycerol is used to increase the plasticity

characteristics. Their study still proved that Banana peels can

be a potential ingredient in producing Biodegradable Plastics.

The study of Huzaisham & Marsi (2020) aims to utilize Banana Peel

as bioplastic for planting bag applications. Their study showed

that the biodegradability of banana peel based biodegradable

plastic degrade more faster than commercially available plastic.

Therefore, the study proved that Banana peel-based biodegradable

plastic has a high biodegradability rate compared to commercially

available plastics. In the study of Rusdi et al. (2020) entitled

"Preparation and Characterization of Bio- Degradable Plastic from

Banana Kepok Peel Waste" the starch from Banana peels were

extracted and use as a base material for making biodegradable

plastics. Glycerin was added for its plasticity. The research

study is presumed that it can produce a bioplastic with high

water resistance, a high tensile strength bioplastic and a

bioplastic that degrades faster than commercially available

plastic. showed the highest antibacterial activity against

 30

tested bacteria while in the case of papaya, absolute ethanolic

extract showed the highest antibacterial activity. The presentstudy

revealed that peels of banana and papaya fruits are a potentially

good source of antioxidants and antibacterial agents. Similarly, in

a study of Ehiowemwenguan et al. (2014), “the ethanolic extract

of the peels had MIC values ranging from 16mg/ml to

512.5mg/ml. The least MIC was16mg/ml against Salmonella typhi

while Bacillus subtilis andStaphylococcu.

saureuss h o w e d t h e h i g h e s t M I C o f 5 1 2 . 5 m g / m l . I n t h e a q

ueous extract the MIC rangedbetween 512.5mg/ml to

>1025mg/ml. Salmonella typhi, Micrococcus luteus

a n d Staphylococcus aureus were not inhibited by the water

extract. Phytochemical resultshowed ethanol to be a better

solvent for the extraction of the bioactive agents in banana

peels which include: glycosides, alkaloids, saponins, tannins,

flavonoids andvolatile oil”.Green tea is a popular functional

beverage mostly due to its high antioxidant activity. But due

to the taste such as its bitterness and flavour were somehow

dislikedby Indonesian consumers and therefore formulation

with some other materials maybring advantage. The research

aimed to study the.

effect of formulation of baggedI n d o n e s i a n g r e e n t e a w i

th cinnamon and lemon peel to the physicochemical

characteristics of the tea and its consumer acceptance.

 31

Green tea, Cinnamon, andlemon peel at given ratios (70:

15: 15, 70: 12: 18, and 70: 9: 21, respectively).

Thebrewing was done at 100°C with steeping time for 1, 3,

and 5 minutes. The resultsindicated that the addition of more

cinnamon and longer steeping time had increased. Gree

The Food Trends is a participant in the Amazon Services LLC

Associates Program, an affiliate advertising program designed to

provide a way for websites to earn advertising revenues by

advertising and linking to Amazon.com. Even with a food trends

blog, sometimes trends can surprise me. The latest is banana peel

tea. While this is probably not a new practice, this tea made

from leftover banana peels is now trending for its possible

health benefits. The common theme in the use of agile across

their fields is the idea that there is value to being prepared

and responsive to an ever-changing environment. When it comes to

learning, agility speaks to the ability to quickly acquire,

assimilate and apply new knowledge. In other words, the ability

to increase productivity through learning. Agile learners are

people who can quickly respond to changing needs by seeking out,

processing and applying new information. As with many things,

some people are naturally more agile when it comes to learning

than others. However, there is a skill set involved with agile

learning that you can learn, practice and use with great success
 32

(https://www.itssimplyplaced.com/study-smarter agile-learning-

strategies/) Retrieved Aug. 18, 2018).

An agile learning environment is an educational playground

that is intentionally designed to be adjustable, exchangeable and

moveable. Differentiated learning awareness is promoting a

movement towards adjustment and adaptation of, content, process,

product and the learning environment. Patrick Byrne explains

‘agile learning environments’, and how technology supports them.

The learning environment must be highly flexible not only in

terms of spatial configuration but also in relation to structure.

Rather than disciplines being taught within designated time

slots, in a fixed sequence, the school day flows through changing

phases in which the learning space transforms to reflect each new

subject and approach. Students may alternate learning in large or

small groups, project and team work, practice and repetition.

Flexibility means having a choice of learning area possibilities,

depending on the learning scenario, or converting a space to the

appropriate learning environment without too much effort.

Technology plays a vital role in an agile learning environment as

it offers a range of new teaching and learning possibilities. The

premise that technology improves the quality of teaching and

learning has been demonstrated where technology has supported

active learning, in a way which was not possible in the

 33

traditional lecture-style classroom. It’s therefore important

that technology is not used to replicate the traditional

schooling practices of old, but rather harnessed as part of a

modern pedagogy to provide new learning experiences. Essentially,

we should use the new tools to do different things, not just to

do old things differently (Byrne, 2016).

Role-play exercises have a rich history in information

systems education (e.g., Freeman, 2013; Mitri and Cole, 2017;

Shen, Nicholson, and Nicholson, 2015) where they have often been

found to be superior to traditional methods of instruction (Kerr,

Troth, and Pickering, 2003). In line with this research, the

fourth article, “A Three Cohort Study of Role-Play Instruction

for Agile Project Management” by Kurt Schmitz, introduces and

evaluates the efficacy of a role-play exercise called “Scrummy”

which aims to help students better understand Agile project

management through experiential learning. The role-play exercise

was designed to be completed alternatively in a single 2.5-hour

class, two 75-minute classes, or three 50- minute classes.

In the development world, the agile method arose as an

alternative to the sequential, assembly line-like product

development strategy that had been commonplace in the industry.

Instead of completing a project in sequential phases, the agile

method takes a more iterative approach-encouraging development

teams to constantly “inspect and adapt” as they move through

 34

various iterations of their development cycle, called “sprints”.

Teams stop work daily to assess their progress and adapt on the

fly. A key component of sprints is a concluding “retrospective”,

where the team learns from their process and can reassess their

goals before a new cycle begins. Sprints, as the name implies,

are short, a few weeks at most. An entire development project

might be accomplished after one sprint, but often a development

team will take multiple sprints before producing a finished

product. The agile method emphasizes constant team collaboration,

through daily self-inspection and process adaptation (PMCDEED,

2016).

Mathematics education is incontestably a vital ingredient in

the development of all individuals because of its links to other

sciences, technology, and industry. It is at the heart of many

successful careers and successful lives for societal development

(Amirali 2016, p.27), and serves as a critical filter that

effectively screens students for prestigious careers. Despite of

its notable significance, most individuals particularly students

dislike mathematics. This serves as barriers on their learning

progress.

In 2017, a group in India ran a case study involving 500 ICT

schools, with teachers trained in Agile practices, and found that

it was feasible to integrate Agile systems into existing programs

and in nearly all cases led to higher student achievement. Just

 35

last year a research team in Brazil found that Agile principles

can be used to manage distance learning courses within the

context of the Open University of Brazil, specifically to

organize the flow of activities in the construction of a distance

learning course. “Agile is something that really needs to be

implemented in schools, says Glenn Kessinger, a middle school

teacher and instructional coach in Washington. “A big problem we

have in most of public education is a lack of focus; we have so

many competing priorities. Agile could clear that up” (Briggs,

2015).

Much like the limited exposure to Agile in other information

systems courses, May, York, and Lending (2016) argue that most

systems analysis and design textbooks provide only cursory

content on Agile, in particular Scrum. In an attempt to provide

students with a fuller experience of the Scrum framework and its

element, they implement the “Ball Game” into their systems

analysis and design course. As the authors note, “the primary

purpose of this exercise is for students to experience for

themselves the effects of a self-organizing team” in an effort to

“drive home the various elements of the Scrum framework and how

it differs from traditional approaches”.

Also citing the theoretical nature of Agile interspersed

within information systems curricula, Weber (2016) proposes the

pairing of the systems analysis and design course with a web-

 36

mobile programming course to allow students to apply the concepts

of Agile, not simply to read about it – that is, to provide the

students with a “real-world” experience. As such, the use of

Performance Learning (Podeschi, 2015) affords a means to “provide

a more accurate representation and direct opportunities to

practice concepts learned in the classroom curse content is

immediately applied by students utilizing new acquired skills

while working on real-world projects for real-world third-party

stakeholders with real-world risk and rewards”.

The term “hack” suggests quick, rough, and perhaps covert

actions; but historically, hacking represents creativity,

playfulness, and perseverance. Indeed, “hacking might be

characterized as ‘an appropriate application of ingenuity” (The

Jargon. Retrieved: July 10, 2018).

For most, this spirit of ingenuity is the power behind agile

learning sprints. It’s the idea that teachers need to seek out

the problems worth the time rather than developing pretty

solutions that fit the average (that no student is). That,

sometimes teachers need to dive in, particularly when the path

ahead is uncertain.

Giving students frequent and early feedback is

crucial: research shows that students are poor judges of their

own ability, tending to overestimate their level of competence.

Most worryingly, the least competent students are the ones most
 37

out of touch with their performance level — and hence, least likely

to change behavior. The end of a Learning Sprint is a great tool

for students to “calibrate” themselves, comparing their

performance against expectations and against their peers. Today,

however, after seeing the extraordinary results of the “Agile

Classroom” — in terms of student engagement, speed and breadth of

knowledge mastered by our students, and their growth in terms of

socio-emotional skills — we no longer see Agile as a curricula

item. It has become part of our education model. The fact is

that by embracing Agile culture we have become better educators

(Prieto, 2016).

Carleton College’s Visual Learning Conference, argues that

visual thinking tools can be used to help students develop more

complex and useful “knowledge organizations” (Ambrose, et.2018)

as they arrange information spatially according to particular

heuristics.

Activities that get students out of their chairs are

generally good. The body moves around and gets blood up to our

brains. It gives them a chance to get away from the book-fed

material and internalize the lessons. All good points, but still

most often sell the benefit of game-play short to say something

like “this section of the training material is dry, so put a game

here”. Including a game or simulation should be thought of as a

“teeing up” of the learning objective. Another way to say it: the
 38

game creates an effective canvas for painting the picture. It

prepares the learners to “get” the message. Do not force a game

into my curriculum for the sake of having a game. Do not ignore

the opportunity to reinforce the training objective with a valid

learning activity (Bonacci, 2015).

As cited in the newsletter published by Trinity Spirit

(Moala, 2016), it states that the conversations have centered on

a teaching and learning framework which captures the head, the

heart, and the hand of the students and teachers, and revolves

around creating positive relationships with students and parents.

These include communicating with respect, using varied group

strategies in a learning environment and taking into account

diversity, whilst simultaneously fostering imagination and

creativity. It is an exciting journey to redesign classrooms so

as to provide the kind of environment which will be creative,

innovative, and will foster deeper learning conversations with

the children. What does a flexible and agile learning environment

looks like? Usually the students do not have their own desk,

rather they have classroom furniture which includes bean bags,

desks, chairs, cushions, lounge suites, high tables, and other

creative seating options. This immediately eliminates the need

for students to have one single desk where they put their

belongings. A student belongs to the classroom and goes to the

area best suited to his/her undertaking the required learning. A

 39

formal handwriting task will therefore be undertaken at a formal

desk and chair, but a research task which has a student talking

to a group of people about the question to be answered may be

undertaken at a high table or on a mat where a group can sit

comfortably together. The options will be set up collaboratively

by the students and the teachers as they develop their learning

intent(https://www.tlc.qld.edu.au/newsletterarticles/flexile-

learning-in-the-junior-school?newsletterslug=, Retrieved August

30, 2018).

Local related literature

Four themes – two advantages and two disadvantages – emerged

from the qualitative content analysis of students' responses to

the open-ended questions. The first major advantage of agile

learning, as perceived by the students, is that it combines

learning and application of learning. By introducing new concepts

as they are needed, and immediately applying these concepts in

practice, students are able to decrease the time lag between

learning and the application of learning. The second major

advantage of agile learning is that it allows students to fail

more and fail faster. By going through multiple iterative

projects, or sprints, students are able to recognize the

shortcomings of their understanding more often and faster than in

traditional project-based learning (Lang, 2016).

 40

In the context of education, flexible thinking is a key

competency necessary for adapting to new learning environments,

for transferring knowledge to new situations, and for

understanding and solving unfamiliar problems (OECD, 2013; P21)

Recent studies suggested modifications, calling for a

comprehensive conceptualization of ‘flexibility’ while

emphasizing a more contemporary approach (Garner, 2013, Ionescu,

2017). Such an approach is relevant to technology-enhanced

learning environments that are supported or facilitated by web-

based technologies and mobile device s (Barak and Ziv, 2018,

Plesch et al., 2013). In the realm of contemporary education, the

need for re-conceptualization of “flexible thinking” is

reinforced in light of recent.kielopments in information and

communication technologies.

In Mathematics learning, engagement occurs when students

enjoy learning and doing Mathematics, and they view the learning

and doing of Mathematics as a valuable, worthwhile task, useful

within and beyond the classroom (Attard, 2019). A teacher’s

pedagogical practices, including the integration of technology

was found to have a significant influence on student engagement

(Attard and Curry, 2018).

Mathematics collaboration needs to be encouraged and

supported in the classroom. Collaboration is an important way to

foster mathematical understanding and increased confidence in

 41

mathematics (MacMath, Wallace, & Xiaohong, 2018). By providing a

classroom environment where students feel comfortable to

collaborate, share, explore, and think mathematically,

mathematical confidence can improve (Suurtamm, et al., 2015).

Conventional Teaching Strategy

Conventional strategy in teaching Mathematics is still in

the practice nowadays whereas the method being used are lecture

method, paper-pencil, deductive and inductive teaching. The

students merely memorized the routines in the daily interaction.

Due to the changes in the educational system and numerous

teaching strategies popped up, studies were conducted.

Valencerina (2014) conducted the study to provide empirical

facts on the effect of cooperative learning method supported by

multiple intelligence theory on students’ achievement in

Mathematics. The difference between the post-test mean scores of

the experimental and control group is statistically significant,

which means that students’ achievement in Mathematics is greatly

affected when cooperative learning methods were used as teaching

strategies compared to the traditional method.

Based on the article of Mansell, W. & Addelman, M.(2019),

traditional teaching methods are still dominant in Math

classrooms. The trend of traditional activities being more

 42

frequently used in classrooms and less traditional less so was

not completely uniform, however. For example, 84 per cent of

pupils said their teachers always or sometimes gave them problems

to investigate, which made it the seventh most frequent activity.

And the more traditional “we work through exercises in textbooks”

was only the 12th most frequently-occurring activity; with 23

percent of pupils saying it rarely or never happened.

According to (White-Clark, et. al, 2018) (as cited by

Ferguson, 2013), teachers often teach the way they were taught

during their own educational experiences. Some veteran teachers

still believe that the role of the teacher, especially in the

secondary grades, is to give information to their students and

hope they retain it for future use

Obuyes (2014) conducted a study on the reasoning ability,

attitude, and performance in Geometry of secondary students and

it was found out that high school students have “poor” level of

reasoning ability. However, students who are 14 years and below,

whose mothers are college graduate and whose fathers are either

college undergraduate and college graduate have “fair” level of

reasoning ability. On the whole, students have “uncertain”

attitude towards Geometry and when classified as to age, sex,

estimated monthly family income, mothers’ and fathers’

educational attainment, and home location. In general, students

have “poor” performance in Geometry. However, students who have

 43

an estimated monthly family income of more than ₱10,000.00, and

whose mothers and fathers are college graduate have “average”

performance in Geometry. Mothers’ and fathers’ educational

attainment make a difference in the students’ reasoning ability

in favor of those whose parents are high school graduate, college

undergraduate and college graduate. There are no significant

differences in the students’ attitude towards Geometry when

classified as to age, sex, estimated monthly family income,

mothers’ and fathers’ educational attainment and home location.

There are significant differences in the students’ performance in

Geometry when classified as to age, in favor of younger students

(14 years and below); estimated monthly family income, in favor

of those whose income fall from ₱5,000 to ₱10,000 and more than

₱10,000; and mothers’ and fathers’ educational attainment, in

favor of those students whose parents have at least finished high

school. Performance in Geometry is significantly related to the

students’ reasoning ability and their attitude. Likewise,

students’ attitude is significantly related to their reasoning

ability.

Boaler and Samuelsson (2013) as cited by Tropico (2015)

reported that students who worked in traditional classrooms

achieved higher scores regarding procedural fluency in

mathematics.
 44

According to (White-Clark, et. al, 2019) (as cited by

Ferguson 2020), teachers often teach the way they were taught

during their own educational experiences. Some veteran teachers

still believe that the role of the teacher, especially in the

secondary grades, is to give information to their students and

hope they retain it for future use.

Based on the study conducted by Tropico (2015) about effect

of lesson study approach, the result revealed that traditional

approach in teaching Mathematics significantly improves the

students’ Mathematics performance. There is no significant

difference in the performance of pupils in Mathematics in the

pretest of the control and experimental group. There is

significant difference in the mathematics performance of the

college students in the pretest and posttest of the control

group. There is a significant difference in the mathematics

performance of the College students in the pretest and posttest

of the experimental group. There is no significant difference in

the mathematics performance of the Grade college students in the

posttest of the control and experimental groups.

In the study of Piansay (2016), it was found that Grade six

pupils have similarly “poor” Mathematics performance in the

pretests both in the control and experimental group. While after

the intervention, pupils have “excellent” Mathematics performance

in both the control and experimental groups. There is no

 45

significant difference in the Mathematics performance of Grade

six pupils in the pretests of the control and experimental

groups. There is significant difference in Mathematics

performance of the Grade six pupils in the pretest and posttest

of the control group. There is a significant difference in the

mathematics performance of the Grade six pupils in the pretests

and posttests of the experimental group. There is no significant

difference in the mathematics performance of the Grade six pupils

in the posttests of the control and experimental group.

According to the study conducted by Falcis (2017), it was

found that Senior High School students have similarly “very poor”

Mathematics performance in the pretests both in the control and

experimental group. While after the intervention, students have

“very good” Mathematics performance in both the control and

experimental groups. There is no significant difference in the

Mathematics performance of Senior High School students in the

pretests of the control and experimental groups. There is

significant difference in mathematics performance of the Senior

High School students in the pretest and posttest of the control

group. There is a significant difference in the mathematics

performance of the Senior High School students in the pretests

and posttests of the experimental group. There is a significant

difference in the mathematics performance of the Senior High

 46

School students in the posttests of the control and experimental

group.

Based on the article of Mansell, W. & Addelman, M.(2018),

traditional teaching methods are still dominant in Math

classrooms. The trend of traditional activities being more

frequently used in classrooms and less traditional less so was

not completely uniform, however. For example, 84 per cent of

pupils said their teachers always or sometimes gave them problems

to investigate, which made it the seventh most frequent activity.

And the more traditional “we work through exercises in textbooks”

was only the 12th most frequently-occurring activity; with 23 per

cent of pupils saying it rarely or never happened. Based on the

study conducted by Tropico (2015) about effect of lesson study

approach, the result revealed that traditional approach in

teaching Mathematics significantly improves the student’s

Mathematics performance. There is no significant difference in

the performance of pupils in Mathematics in the pretest of the

control and experimental group. There is significant difference

in the Mathematics performance of the College students in the

pretest and posttest of the control group. There is a significant

difference in the Mathematics performance of the College students

in the pretest and posttest of the experimental group. There is

no significant difference in the mathematics performance of the

 47

college students in the posttest of the control and experimental

groups (Cited by Fina, 2017).

Based on the study conducted by Nagtalon(2016) it was found

out that pupils in the control and experimental groups have

similarly “good” Mathematics performance prior to the conduct of

the study. After the intervention, pupils in the control group

still have “good” Mathematics performance while the experimental

group have “very good” Mathematics performance. There is no

significant difference in the Mathematics performance of the

Grade-6 pupils in the pretest of the control and experimental

groups. There is significant difference in the Mathematics

performance of the Grade-6 pupils in the pretest and posttest of

the control group. There is a significant difference in the

Mathematics performance of the Grade-6 pupils in the pretest and

posttest of the experimental group. There is no significant

difference in the Mathematics performance of the Grade 6 pupils

in the posttest of the control and experimental groups. The

results revealed that the Singaporean Model have a very large

effect on the Mathematics performance of Grade 6 pupils.

However, Boaler (2018) and Samuelsson (2019) (as cited by

Tropico, 2015) reported that students who worked in traditional

classrooms achieved higher scores regarding procedural fluency in

Mathematics.
 48

Mathematics Performance

Academic performance is the statement of knowledge, skills,

and abilities the individual students possesses and

can demonstrate upon completion of a learning experiences or

sequence of learning experiences(Barr, et al. as cited by Luces,

2014).

Saileela (2013) had conducted “a self-regulation, self-

efficacy and attitude towards Mathematics of higher secondary

students in relation to achievement”. The purpose of the study

was to compare self-regulation scale, self-efficacy scale and

attitude towards mathematics scale in relation to achievement

test in mathematics .Investigator administered to a random sample

of 1000 first year higher secondary students. The result of the

study revealed that the achievement in mathematics of boys is

significantly greater than girls and there exists positive and

significant correlation between achievement and self-efficacy.

Kuar (as cited by Luces, 2014) had quoted the data on the

Philippine Mathematics Achievement. They are as follows: “The

Philippine performance in Mathematics was very low compared to

the international average performance. The Philippines ten years

of elementary and secondary schooling age may be the factor of

the poor performance of the Filipino. The average age of the

 49

Filipino participant was close to that of the international

average age.”

Mathematics is among the most ancient of academic subjects

and had held a high place in all level of education programs.

Mathematics has retained its importance because of its continued

and increasing service in the other fields (Marques, as cited by

Majan, 2013).

According to Suan (2014), factors affecting underachievement

in Mathematics revealed that only the relationship between

Mathematics performance and student factors was significant.

Furthermore, the computed chi-square for Mathematics performance

and student factors which is 64.23 is greater than the critical

values of 15.51. This implies that there was a significant

relationship between academic performance in Mathematics and

student factors. It can be concluded that student factors such as

study habits, attitudes, and interests toward Mathematics and

time management directly affect the performance of students in

Mathematics.

The study of Tagumpay (2014) about Effect of games on the

Mathematics performance of grade VII students revealed that most

of the students had low Mathematics performance before the

intervention in both control and experimental groups.

Based on the study conducted by Garde (2013) about effect of

computer games on the Mathematics performance of fourth year

 50

students of Tapaz National High School, it was found out that the

Mathematics performance of the experimental group is “good” while

the control group is “very good”. Students have better

performance in the control group than the experimental group.

Prior to the conduct of the study of Malonisio (2013)

regarding multilingual instruction, its effect on the Mathematics

performance of first year high school students was that most of

the students had average Mathematics performance in the pretest.

According to the study of Filosofo (2013), it showed that

students’ performance in Mathematics is satisfactory. The

students’ satisfactory performance in Mathematics was visible to

male and female students; whose fathers’ and mothers’ educational

attainment were elementary levels, elementary graduates, high

school levels high school graduates, and college levels except

the passing performance of college graduates and good performance

in master’s degree units; to public schools but not to private

schools where they graduated from; and from low, average, and

high monthly family income.

Based on the study of Baranda (2013), pupils have

“satisfactory” performance in Mathematics. The pupils whose

mothers have earned post graduate degree, whose fathers have

white- collar jobs and whose monthly family income is more than

P20, 000 have “very good” performance in Mathematics. However,

pupils who do not attend preschool, whose mothers have achieved

 51

elementary level and finished elementary and high school, whose

mothers have blue-collar job, those who belong to medium and big

family size, those who belong to average family income, those

whose teachers are 40 years old and below, those whose teachers

have taught for 15 years and below, those whose teachers have

attended local Mathematics seminars and trainings, and those

pupils with disruptive behavior have “poor” performance in

Mathematics.

In the study conducted by Dapulano and Villarenas cited by

Majan (2013), it was found out that the performance in

Mathematics of students was affected primarily due to their

difficulties in understanding topics in Mathematics.

According to Tandoc, Jr. (2013) of the Philippine Daily

Inquirer, Asians are often stereotyped as natural number

crunchers but Filipino students seem to be trailing their Asian

counterparts in Mathematics and Science. In fact, a global survey

ranks the Philippines 115th out of 142 countries in perceived

quality of Math and Science education. Our tiny neighbor

Singapore tops the list. These results are based on the World

Economic Forum’s (WEF) Global Competitiveness Report for 2013-

2014, which ranks Taiwan, 5th; Hong Kong, 11 th; and South Korea,

12th. Averaging the results of the NAT in Grade 3 on a five-year

period covering SY 2013-2014 to SY 2014-2015 reveals that among

the subject areas covered, Mathematics obtained the highest mean

 52

percentage score of 62.9%, while Science registering the

relatively lowest mean rating with 57.4%. However, in Grade 6,

Filipino registered the highest mean percentage score among the

five subject areas registering an average of 71.95%, while

Science registered the relatively the lowest mean percentage

score at 59.66%. In addition, for school years 2004-2005, 2005-

2006, and 2011-2012, fourth year students, Araling Panlipunan

registered the highest mean percentage score of 50.62%, while

Science obtained the relatively lowest rating at 39.33%. The

Philippine Daily Inquirer, in its September 2011 issue reported

that according to the Department of Education (DepEd), almost

two-thirds of the country’s high schools faired poorly in SY

2009-2010 with 67.10 percent of these schools obtaining below

average scores.

Recent work on differences in Mathematics achievement has

highlighted the importance of classroom, teacher, and school

factors. This result was also confirmed by the study conducted by

Lamb & Fullarton, cited by Baranda, (2010)that student background

variables together with classroom and school variables influence

differences in achievement in Mathematics.

According to Martin (2011), in his study about the

performance of the students in junior high school the results

indicate that with respect to the 326 items IRT-analysis, study

revealed that more competent students will be able to solve both

 53

easier and difficult items, whereas less able students will only

succeed in solving easier items.

Edullantes (2015) revealed that the high level of

Mathematics performance of secondary students indicate that the

students may be using a correct learning approach and effective

study skills. It may be possible that they give much importance

to Mathematics compared with their other subjects and that they

are equipped in their mathematical proficiency.

Synthesis

Mathematics is among the most ancient and most crucial

subject that must be given consideration and emphasis to avoid

misconception and to maintain retention of prior knowledge. There

is a need for students to activate and develop their interest

towards Mathematics through learning different topics and

experiencing different classroom activities in such a noteworthy

time. Engaging environment will sharpen their agility in solving

real-life problems and develop their interpersonal skills.

Through the application of Agile Learning Approach, it will

further hone, aside from learning while having fun, the 21 st

century skills especially the 4 C’s which are: Communication,

Critical Thinking, Collaboration, and Creativity which will be

 54

given emphasis. More challenging activities that is attainable

and time-bounded should be implied to further develop these

skills. Furthermore, it can help students to adapt to the fast

changing society that will turn into productive and holistically

competitive.

Most of the conducted studies revealed that the factors

frequently affecting the Mathematics performance came from the

students: their study habit, the attitudes and values, and the

time management. Some reveal that students settle for less, do

not think flexibly and collaboratively due to the strategy that

is not suited to different types of learners with limited

classroom activities and are mostly teacher-centered type of

instruction.

Even today, lots of teachers still cannot take away the

traditional approach in teaching in order to finish the required

competencies in the curriculum without knowing that some students

are left behind that needs remediation. In addition, students

lazily participate due to inappropriate strategy that is not

differentiated. The greater tendency of not participating in the

classroom discussion and activities are because the students are

not engaged physically. Scenarios like these reveal that the

teachers should pay attention and give relevance to the teaching

strategies that will make the teaching-learning process

functional, time-bounded, flexible, and worthy.

 55

This chapter presents how banana peel and its benefits can be

used as an alternative antibacterial soap and its benefits. It

also includes the review of related literature and studies which

are related to the subject under study, the synthesis of the

reviewed literature and studies, and conceptual framework. The

literature and studies will serve as a back-up of additional

information from the viewpoint of similarities and differences

relevant to the present study.

synthesis