Authors : Jan Emille Dicen Mendoza; Ritzelda Agnes Deri

Volume/Issue : Volume 10 - 2025, Issue 3 - March

Google Scholar : https://tinyurl.com/tj37f554

Scribd : https://tinyurl.com/mr333zae

DOI : https://doi.org/10.38124/ijisrt/25mar1723

Google Scholar

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 15 to 20 days to display the article.

Abstract : The 2022 Programme for International Student Assessment (PISA) painted a concerning picture of mathematics education in the Philippines, revealing that Filipino students ranked among the lowest-performing groups worldwide. There are 12 Grade 7 Mathematics teachers from the 12 secondary schools in Castilla who are the key informants of this research. A questionnaire and interview guide were utilized to gather data which was analyzed for common themes. The results revealed that all the mathematics teachers commonly perceive the benefits of the integration of Real-World Context (RWC) in the students’ learning and have diverse perceptions regarding their capacity to integrate RWC into their lessons. The perceived strategies that emerge are direct, indirect, experiential and interactive instruction. There are also uncontrollable challenges as perceived by the teachers such as curriculum alignment, prerequisite knowledge of the students and limited resources while lesson planning falls under the controllable challenge. There are five (5) proposed lesson exemplars highlighting the integration of RWC using a variety of strategies considering the perceived challenges. This study has positive implications for the insights of teachers regarding the integration of RWC into the lessons and to provide them with additional resources to plan and design their lesson.

Keywords : Real-World Context Integration; Grade 7; Strategies; Lesson Exemplars.

References :

1. J. Rappleye, & H. Komatsu, (2017). How to make Lesson Study work in America and worldwide: A Japanese perspective on the onto-cultural basis of (teacher) education. Research in Comparative and International Education, 12(4), 398–430. https://doi.org/10.1177/1745499917740656
2. D. Yang, & Y.  Lin, (2024). A comparison of functions in Finnish, Singaporean, and Taiwanese middle-school mathematics textbooks. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-04081-3
3. A. M. Lindorff, J. Hall, & P. Sammons, (2019). Investigating a Singapore-Based Mathematics Textbook and teaching approach in classrooms in England. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00037
4. K. Yang, H. Hsu, & Y. Cheng, (2022). Opportunities and challenges of mathematics learning in Taiwan: a critical review. ZDM, 54(3), 569–580. https://doi.org/10.1007/s11858-021-01326-2
5. Department of Education. (2016). K to 12 Curriculum Guide Mathematics (Grade 1 to 10). Retrieved from https://depedbohol.org/v2/wpcontent/uploads/2016/03/Math-CG_with-tagged-math-equipment.pdf
6. M. Villaver, O. Kilag, G. Andrin, & C. Abellanosa,  (2024). MATATAG Curriculum Rollout: Understanding Challenges for Effective Implementation. International Multidisciplinary Journal Of Research For Innovation, Sustainability, And Excellence (IMJRISE) ISSN: 3028-032X (online) | ISSN: 3028-0370 (print) Volume 1, Issue no. 5 (2024). Retrieved from http://dx.doi.org/10.5281/zenodo.11183037
7. The MATATAG curriculum explained | Diwa website 5G. (n.d.). Diwa Website 5G. https://www.diwa.ph/matatag
8. Ministry of Education. (n.d.). PISA 2022 | Education Counts. https://www.educationcounts.govt.nz/data-services/international/pisa/pisa-2022
9. Organization for Economic Cooperation and Development (2023.). PISA 2022 Results (Volume I and II)-Country Notes: Philippines. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/philippines_a0882a2d-en.html
10. M. Javier, (2023). Challenges of Inclusive Education Program Implementation: Towards an Action Plan Development. Psychology and Education: A Multidisciplinary Journal, 11(6), 1-1.
11. R. Macasero, (2023). Less Congisted K-10 Curriculum. Rapler. https://www.rappler.com/nation/department-education-new-k-10-curriculum/
12. G. Padillo, R. P. Manguilimotan, R. G. Capuno, & R. C. Espina, (2021). Professional Development Activities and Teacher Performance. International Journal of Education and Practice, 9(3), 497-506
13. C. D. Ariate, & R. A. Deri, (2023). Development and Validation of Off-line Web Quest for Grade 7 Mathematics Students. United International Journal for Research & Technology (UIJRT), 4(3), pp22-33.
14. A. Ebio, & R. A. Deri, (2024). Exploring the available Learning Resources for Grade 8 Mathematics in the Philippines. International Journal of Multidisciplinary Research and Publications (IJMRAP), Volume 6, Issue 10, pp. 41-49, 2024
15. A. P. Furio, K. C. D. Fulay, & S. Janer, (2022). KWATRO: Its Effect on Improving Students’ Performance in Addition of Integers » UIJRT. UIJRT » United International Journal for Research & Technology. https://uijrt.com/paper/kwatro-its-effect-on-improving-students-performance-in-addition-of-integers
16. A. T. Buan, A. Z. M. Ali, & R. Gomez, (2021). Development and validation of contextualized lesson in mathematics. Journal of Physics: Conference Series, 1835, 012100. doi:10.1088/1742-6596/1835/1/012100
17. A. L. Madrazo, & R. V. Dio, (2020). Contextualized Learning Modules in Bridging Students’ Learning Gaps in Calculus with Analytic Geometry through Independent Learning. https://eric.ed.gov/?id=EJ1294581
18. Regional Memorandum No. 22 (2019). Localized Policy Guidelines on Contextualizing Learning Resources. Retrieved from https://region2.deped.gov.ph/wp-content/uploads/2019/04/RM.-22-LOCALIZED-POLICY-GUIDELINES-ON-CONTEXTUALIZING-LEARNING-RESOURCES-.pdf
19. D. Karweit, (1993). Contextual learning: A review and synthesis. Baltimore: Center for the Social Organization of Schools, Johns Hopkins University.
20. R. Abdulrahim, E. De Mesa, & P. A. Roxas, (2023). Real-life application and appreciation of mathematics of grade eight (8) students. World Journal of Advanced Research and Reviews, 17(02), 619–625. https://doi.org/10.30574/wjarr.2023.17.2.0266
21. K. Premadasa, and K. Bhatia, (2013) "Real Life Applications in Mathematics: What Do Students Prefer?," International Journal for the Scholarship of Teaching and Learning: Vol. 7: No. 2, Article 20. Retrieved from https://doi.org/10.20429/ijsotl.2013.070220
22. K. Stoehr, E. Turner, & A. Sugimoto, (2015). One teacher’s understandings and practices for real-world connections in mathematics. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1150 –1153). East Lansing, MI: Michigan State University.
23. R. Akapame, (2022). Connecting the “Real-World” to the Math Classroom: Implementing Professional Development for Mathematical Modeling. Northwest Journal of Teacher Education. 17. 10.15760/nwjte.2022.17.1.2.
24. P. N. Diago, & L. R. Dillo, (2022). The Practices of Filipino Teachers in Contextualizing Mathematics. International Journal of Science and Research (IJSR), 11(7), Retrieved from https://www.ijsr.net
25. B. W. Furidha, (2024). Comprehension of the descriptive qualitative research method: a critical assessment of the literature. Journal of Multidisciplinary Research, 1–8. https://doi.org/10.56943/jmr.v2i4.443
26. P. Regoniel, (2024). Descriptive Qualitative Research: A brief guide. Research-based Articles. https://simplyeducate.me/2023/04/10/descriptive-qualitative-research/
27. C. J. Estrellado, & J. O. I. Perspectives, (2024). MATATAG Curriculum: Why Curriculum [must] Change? Zenodo. https://doi.org/10.5281/zenodo.10336930
28. K. A. Rawson, R. C. Thomas, & L. L. Jacoby, (2015). The power of examples: Illustrative examples enhance conceptual learning of declarative concepts. Educational Psychology Review, 27(3), 483–504. https://doi.org/10.1007/s10648-014-9273-3
29. A. K. Khasanah, Wiryanto, & T. Y. E. Siswono, (2025). The effectiveness of realistic mathematics education to improve student’s problem solving skills in elementary schools: literature review. Jurnal Cakrawala Pendas, 11(1), 188–199. https://doi.org/10.31949/jcp.v11i1.12186
30. S. Hidi, J. M. Harackiewicz, (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research. 2000;79:151–179. doi: 10.2307/1170660.
31. M. Wang, (2024). Innovative teaching strategies: a breakthrough to traditional teaching in secondary vocational schools. International Journal of Education and Humanities ISSN: 2770-6702 | Vol. 14, No. 3, 2024
32. A. I. Jr. Basister, & R. H. Motus, (2023, July 8). Lived experiences of teachers teaching intermediate mathematics in far flung areas. Neliti. https://www.neliti.com/publications/583710/lived-experiences-of-teachers-teaching-intermediate-mathematics-in-far-flung-are
33. N. Jabeen, (2023). Impact of training on teacher’s performance in Karachi, Sindh, Pakistan. Pakistan languages and humanities review, 7(II)  https://doi.org/10.47205/plhr.2023(7-II)59
34. Pardimin & M. Huda, (2018). Investigating Factors Influencing Mathematics teaching Performance: an empirical study. https://eric.ed.gov/?id=EJ1183591
35. J. M. Chin, G. S. Ching, F. Del Castillo, T. Wen, Y. Huang, C. D. Del Castillo, J. L. Gungon, & S. M. Trajera, (2022). Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability, 14(1), 470. https://doi.org/10.3390/su14010470
36. B. V. Cafarella, (2014). Exploring best practices in developmental math. https://eric.ed.gov/?id=EJ1033969
37. L. Leonard, & P. Leonard, (2003). The Continuing Trouble with Collaboration: Teachers Talk. http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1615
38. J. Mccullouch, (2016). The contribution of teacher confidence to ‘excellent’ mathematics teaching. Philosophy of Mathematics Education, (30). http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome30/index.html
39. J. Q. Chen, J. McCray, M. Adams, et. al. (2014). A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math. Early Childhood Educ J 42, 367–377 https://doi.org/10.1007/s10643-013-0619-0
40. Pratiwi, S.A, & Widjajanti, D. (2020). Contextual problem in mathematical problem solving: core ability in Realistic Mathematics Education
41. H. Fatta, M. Zakaria, & Z. Maksom, (2019). Game-based learning and gamification: searching for definitions. International Journal of Simulation: Systems, Science & Technology.
42. A. K. Erbaş, M. Kerti̇L, B. Çeti̇Nkaya, E. Çakiroğlu, C. Alacaci, & S. Baş, (2014). Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches. Educational Sciences Theory & Practice. https://doi.org/10.12738/estp.2014.4.2039
43. R. S. Asempapa, & D. J. Sturgill, (2019). Mathematical Modeling: Issues and challenges in mathematics education and teaching. Journal of Mathematics Research, 11(5), 71. https://doi.org/10.5539/jmr.v11n5p71
44. A. Abramczyk, & S. Jurkowski, (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402
45. J. Li, H. Luo, L. Zhao, M. Zhu, L. Ma, & X. Liao, (2022). Promoting STEAM education in primary school through cooperative teaching: A design-based research study. Sustainability (Switzerland), 14(16). https://doi.org/10.3390/su141610333
46. Westwood, P. (2008). What teachers need to know about teaching methods.Camberwell, Vic.: ACER press. https://books.google.com.ph/books?hl=tl&lr =&id=vd7kjZd_M-EC&oi=fnd&pg=PR3&dq= teaching+strategy+and+methods&ots=x4RMEyXsIr&sig=yC1MSkJAR7JunwDfM-NJZw6ldaA&redir_esc= y#v=onepage&q=teaching%20strategy%20and%20methods&f=false
47. F. Yoshida, G. J. Conti, T. Yamauchi, & M. Kawanishi, (2023). A teaching Styles typology of practicing teachers. Journal of Education and Learning, 13(1), 1. https://doi.org/10.5539/jel.v13n1p1
48. R. Watermeyer, (2011). Curriculum alignment, articulation and the formative development of the learner. The University of Bath’s Research Portal. https://researchportal.bath.ac.uk/en/publications/curriculum-alignment-articulation-and-the-formative-development-o
49. J. Gainsburg, (2008). Real-world connections in secondary mathematics teaching. Journal of Mathematics Teacher Education, 11(3), 199–219
50. A. Bora, & S. Ahmed, (2019). Mathematical modeling: an important tool for mathematics teaching. SSRN Electronic Journal, 6(2), 252–256. https://files.eric.ed.gov/fulltext/ED594778.pdf
51. M. B. B. Chavez, & M. R. C. Lapinid, (2019). Improving Students’ Motivation, Engagement and Performance in Mathematics through Real-Life Applications.
52. https://www.researchgate.net/profile/Minie-Rose-Lapinid/publication/340129053.pdf
53. T. G. Kibret, (2016). Lesson Planning and Students’ Performance Feedback Data Use. (Doctoral dissertation, University of Koblenz-Landau, Campus Landau, German)
54. V. Cicek, & H. Tok, (2014). Effective use of lesson Plans to Enhance Education in U.S. and Turkish Kindergarten thru 12th Grade Public School System: A comparative study. International Journal of Teaching and Education, 2(2), 10-20.