Date of Publication

9-2021

Document Type

Master's Thesis

Degree Name

Master of Education Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Defense Panel Chair

Maricar Prudente

Defense Panel Member

Voltaire Mistades
Socorro Aguja

Abstract/Summary

The researchers' school adopted the 5E Instructional design for the school year 2020-2021. The 5E Instructional Model is an approach that allows students to develop their own understanding through a series of experiences and inquiries. This action research explores Math teachers' perspectives and experiences as they implement lessons using the 5E instructional design in online distance learning. This study determined the 5E Instructional design, how the Math teachers implemented it, and the effects of its implementation in an online distance setup. The Concerns Based Adoption Model (CBAM) is a framework used by educational leaders and researchers to describe, explain, and predict probable behaviors throughout the change process. This study employed the CBAM dimensions, Stages of Concern(SoC), and Levels of Use( LoU). The essential components and the proper sequence of the 5Es Model are evident in teaching and learning modules. Activities and assessments are clearly stated and aligned with the competencies in each phase of the 5E Instructional Model. Results of the study revealed that all math teachers are experiencing self concerns. Intense concern on Stage 0 means that implementing the innovation is not the only concern of the teachers. Stages 1 Informational and Stage 2 Personal problems are also high. It indicates that teachers want more information about the innovation and have intense personal concerns about its consequences. The data analysis also shows that all math teachers are users of the innovation. The teachers' profiles range from Level III Mechanical Use to Level IVB Refinement in all seven categories. The Math teachers implemented varied activities and assessments in the different phases of the instructional design. The effects of the 5E instructional design: first, it gives teachers a systematic approach to teaching; second, it promotes self-regulated learners and supports the students and teachers in the teaching-learning process. Students' readiness and teachers' adjustment in the instructional design were the limitations experienced by the participants. Students' output verified the positive effects of 5E instructional design on the learning of the students.

Key Words: 5E Instructional Design; Online distance learning, math teachers, case study; Concerns Based Adoption Model (CBAM); Stages of Concern(SoC); Levels of Use( LoU).

Abstract Format

html

Language

English

Format

Electronic

Physical Description

108 leaves

Keywords

Instructional systems—Design; Mathematics--Study and teaching; Distance education; Mathematics teachers

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Embargo Period

10-15-2021

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