Date of Publication

8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Science and Mathematics Education | Teacher Education and Professional Development

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Honor/Award

Outstanding Dissertation Award

Thesis Advisor

Celina P. Sarmiento

Defense Panel Chair

Minie Rose C. Lapinid

Defense Panel Member

Maricar S. Prudente
Voltaire Mallari Mistades
Socorro E. Aguja
Auxencia M. Limjap

Abstract/Summary

As the Philippines transitions toward the vision of Society 5.0 and Education 5.0—where advanced technologies and human-centered approaches work together—there is an increasing need to prepare teachers for this transformation. Education 5.0 promotes student-centered, technology-enhanced instruction that emphasizes creativity, adaptability, and real-world readiness. To support this shift, teachers must not only access AI tools but also develop the skills to use them responsibly and effectively in lesson planning. This study responds to that need by combining Design Thinking (DT) with artificial intelligence particularly ChatGPT to improve mathematics lesson design. It aimed to: (1) design a professional training workshop on the CSDT Model, (2) examine the lesson planning process using the model, (3) propose a structured design process for lesson development, and (4) evaluate the implementation of CSDT-based lessons. Five Grade 9 mathematics teachers were trained using a workshop based on Darling-Hammond’s principles and explored the use of ChatGPT across all phases of the DT process, helping define the core functions of the CSDT Model. Teachers identified both pedagogical benefits and implementation considerations, such as time constraints and resource limitations. These were addressed through practical strategies to improve AI integration. Expert validation by 10 mathematics teachers, all of whom were at least master’s degree holders, confirmed the model’s relevance (0.96), clarity (0.88), appropriateness (0.90), and usability (0.86), yielding an overall content validity index of 0.90. These experts also evaluated the lesson plans and praised their quality and curriculum alignment. Students showed strong engagement during implementation—especially with game-based and culturally relevant activities—based on the observation of two sections and interviews with 10 students, but their conceptual understanding varied. This highlights the need for continued scaffolding and support to ensure that engagement leads to deeper learning. While the lesson plans developed through the CSDT Model and the model itself demonstrated strong potential, contextual considerations such as resource availability, teacher workload, and training support must be addressed to ensure meaningful and sustainable adoption.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics teachers—Training of; Artificial intelligence—Educational applications; Lesson planning; Educational technology

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Embargo Period

9-2028

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Available for download on Friday, September 01, 2028

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