Reflective teaching practices and students' statistics performance

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Mathematics | Statistics and Probability


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Antriman V. Orleans

Defense Panel Chair

Minnie Rose C. Lapinid,

Defense Panel Member

Maricar S. Prudente
Lydfia S. Roleda
Voltaire V. Mistades
Auxencia A. Limjap


The present study entitled Reflective Teaching Practices and Students Statistics Performance investigated the reflective teaching practices of teachers and the relationship between these practices and the students performance in Statistics. Likewise, it also aimed to identify the reflective learning practices that students used in solving math problems. The study utilized both qualitative and quantitative analyses of data that were obtained through surveys, interviews, classroom observations and test assessment results. On self-assessment, the teachers admitted that the conduct of reflection is a challenging task and the practice is being controlled by some factors like personal beliefs, subject taught, and students state of being and the idea of covering up all topics in the syllabi, and teaching same subject over a long period of time. As far as the conduct of reflection is concerned, the responses would somehow show that its practice lacks the required regularity. The findings also showed the absence of relationship between the level of reflective teaching practices and students performance in Statistics particularly in the multiple choice questions results. However, significant relationship existed when level of reflective teaching practices was correlated with problem solving results. As regards the reflective learning practices, the students frown upon the use of essay in problem solving because they lack the skills and it requires expression of ones self which is itself a difficulty. But it must be noted that the employment of reflective learning practices can be a possibility because the students are open and have qualities that can be characteristic of being a reflective learner. Some important implications of the study include a review of syllabi to include only contents relevant to the course, reorientation of the importance of students feedback and intensify the exchange of teaching experiences among teachers.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc (167 leaves); illustrations; 4 3/4 inches.


Reflective teaching; Statistics--Study and teaching; Teachers

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