1

Effect of Agile Learning Approach on the Mathematics

Performance of Grade 10 Students

Ma. Angie A. Reliente

Chapter 1

Introduction of the Study

Chapter 1 was composed of five parts, namely: (1)

Background and Theoretical Framework of the Study, (2)

Statement of the Problem and Hypotheses, (3) Significance of

the Study, (4) Definition of Terms, and (5) Delimitation of

the Study.

Part One, Background and Theoretical Framework of the

Study, gives the introduction, justifies the need for

investigation, discusses the importance of selecting the

problem and presents the theoretical framework, which

supports the existence of the study.

Part Two, Statement of the Problem and Hypotheses,

gives the general as well as the specific problems the study

sought to answer. It also presents the hypotheses to be

tested.
 2

Part Three, Significance of the Study, identifies the

stakeholders of the research and the benefits each can get

from the results.

Part Four, Definition of Terms, conceptually and

operationally defines the important terms in the study.

Part Five, Delimitation of the Study, states the scope

of the research in terms of research design, variables,

participants, research instrument, and statistical tools

used in the study.

Background and Theoretical Framework of the Study

Students often quote Mathematics as their least liked

school subject. Regardless of being a major subject,

students at times took for granted Mathematics and showed

lack of interest toward it. It is difficult to engage

students when they do not enjoy and they lack interaction in

their Mathematics class. Teachers often have classes with

varied learners in the same classroom portraying different

learning styles, intelligences, and capabilities. Teachers

must decide how to meet the needs of the individual students

in their classrooms and employ different strategies that

will suit the abilities of the student- strategies that will

make learning amusing and worthwhile. Indeed, educators

nowadays must be flexible and must be ready to engage

 3

learners to cope with the fast changing society, equip them

with knowledge and skills to be productive and competitive

individuals for education plays a relevant role in the

learners’ lives. According to World Bank, education can

also be one of the strongest instruments for reducing

poverty, there upon improving the well-being of the people.

However, to establish and maintain a high-quality

educational system, proper investments must be made

(Philippine Institute for Developmental Studies, 2012 as

cited by Falcis (2017).

A Science and Education Institute study on Trends in

Mathematics and Science Study (TIMMS) in 2003, cited by

Consolacion (2018), showed that students’ skills and

competencies in Math ranked a pitiful 42nd out of 46

participating countries. Results of the Student Achievement

Test indicate very poor performance, specifically in

Mathematics and Science. These problems have serious

implications for the academic trajectory of the many

underprepared students who will enter post secondary

education. Despite the allocation of considerable resources

to development education, many students in college-credit

courses display continuing difficulties in applying these

foundational skills to the learning of subject matter.

 4

As cited in the Newfoundland Labrador (2015), students

are curious, active learners with individual interests,

abilities, and needs. They come to classrooms with varying

knowledge, life experiences and backgrounds. A key component

in developing mathematical literacy is making connections to

these backgrounds and experiences. Students learn by

attaching meaning to what they do, and they need to

construct their own meaning of Mathematics. This meaning is

best developed when learners encounter mathematical

experiences that proceed from the simple to the complex and

from the concrete to the abstract. Through the use of

manipulative and a variety of pedagogical approaches,

teachers can address the diverse learning styles, cultural

backgrounds, and developmental stages of students and

enhance within them the formation of sound, transferable

mathematical understandings. Students at all levels benefit

from working with a variety of materials, tools, and

contexts when constructing meaning about new mathematical

ideas. Meaningful student discussions provide essential

links among concrete, pictorial, and symbolic

representations of mathematical concepts. The learning

environment should value and respect the diversity of

students’ experiences and ways of thinking, so that students

feel comfortable taking intellectual risks, asking questions

 5

and posing conjectures. Students need to explore problem-

solving situations in order to develop personal strategies

and become mathematically literate. They must come to

understand that it is acceptable to solve problems in a

variety of ways and that a variety of solutions may be

acceptable.

As a Mathematics teacher and a researcher, it was

observed throughout the First Quarter’s Written and

Performance tasks that the Mathematics performance of Grade

10 students was weakening as what has been revealed in their

First and Second Quarter Test results. It has been observed

that students showed misconceptions on some topics

particularly in the Basics of Mathematics. The researcher

also observed that the students knew the terminologies but

were not able to explain their meanings and the uses to

real-life situations. For the first two years in teaching

Mathematics, the approach seems to spun mostly in discovery,

lecture, discussion, and problem solving. It became

successive daily routines in Math Learning and seems to be

memorized already by the students. Still, the researcher

observed that the result of the quizzes, performances,

assessments, and departmental tests were still weakening. It

has been observed also that not all students actively

participate during the classroom activities.

 6

Through these experiences and observations, immediate

and accurate actions must be given into consideration in

order to cater the needs and to strengthen the academic

performance of the students, particularly in Mathematics.

Being in the service for 2 years will not hinder the

researcher to find a solution to this weakening performance

and to find out the effectiveness of using the Agile

Learning Approach in the teaching learning process.

In recent years, a transition to agile learning in

education settings has been gaining a lot of momentum. In

contrast to traditional classroom layouts, agile learning

spaces are designed to be fluid, adjustable, and flexible.

They are intended to promote classroom discussion and

collaboration, improve student engagement, and enhance

creativity. Research also suggests that learning

environments can improve academic performance, so you can

see why it has become such a hot topic. The organization for

Economic Co-operation and Development’s (OECD) Centre for

Educational Research and Innovation (CERI) identified seven

key aspects of an Innovative Learning Environment, each of

which is hampered by the design of traditional classrooms:

considers student-centered learning, considers social

learning, considers emotional development, leaves room for

individualization, stretches students, considers assessment

 7

for learning, and builds horizontal connections. Traditional

classroom layouts feature rows of desks all focused on a

blackboard or white board at the front of the classroom.

They were designed to allow only the person at the front to

be in control of learning and limited the types of

experiences one could have in the space. Their primary role

is to provide a basic shelter for a group of children and an

adult. Today one might expect to see adjustable

standing/sitting desks, beanbags, cushions, amphi-theatres

and breakout spaces. The most significant difference is that

one will see learners moving around the classroom. These

spaces allow the teacher and the student to explore many

different types of settings and experiences, sometimes

within the same day. It also shifts the teacher’s position

from authority of power, to leader of learning

(http://info.trinity.nsw.edu.au/blog/5-benefits-of-agile-

learning-spaces-for-boys)Retrieved July 10, 2018).

Agile learning is a relatively recent buzzword that can

take several meanings. There seems to be quite a confusion

between "agile planning of instruction" (as one may find on

commercial e-learning web sites), introducing "agile design

methodology" in the project-oriented and/or reflective

classroom and finally introducing "agile thinking" in a

given population. A similar idea is to favor dynamic

 8

planning of learner activities in teaching. Many inquiry-

based learning settings require dynamic agile planning for

both the teacher and his students. A very typical example

would be the knowledge-building community model.

There is a variety of meaning that composes agile

learning. Agile learning also can refer to running a class

like a development group. This implies that one has to

provide students with practice in agile development,

regardless of their subject area, and to use agile

principles in working together with students to achieve the

learning objectives of the module. Agile learning also can

refer to supporting emerging individual learning path, i.e.

how students’ progress through a set of learning objectives

in traditional learning. From the teaching perspective, this

can be summarized as "give students what they need when they

need it".

Whereas in the conventional view, Math lessons in

secondary schools have changed relatively little in recent

decades. Math teachers tend to spend most of their time

standing at the front of the class and asking questions,

while pupils listen and copy down notes (http://www.sec-

ed.co.uk/news/traditional-teaching-methods-dominate-in-

maths-lessons/)Retrieved Oct. 14, 2017.

 9

According to (White-Clark, et. al, 2008 as cited by

Ferguson, 2010), 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.

According to the study conducted by the academics at

the University of Manchester (2012) entitled “Teaching and

Learning Practices in Secondary Mathematics: Measuring

teaching from teachers’ and students’ perspectives”

presented to the British Educational Research Association’s

annual conference, the study found that traditional teaching

methods dominate in today’s Math lessons, largely because of

time constraints and the pressure to prepare pupils for

exams.

This study was anchored on the “Experiential Learning

Theory” of Kolb (1984). He believed that, ‘experiential

learning’ is a broad umbrella term to cover this wide

variety of approaches to learning by doing. Experiential

learning focuses on learners reflecting on their experience

of doing something, so as to gain conceptual insight as well

as practical expertise. As to Kolb, he suggests four stages

in this process: active experimentation, concrete

 10

experience, reflective observation, and abstract

conceptualization.

In addition to the above interaction in teaching

learning process, learning style of an individual is

important to undergo different learning cycle. The three

main types of learning styles are auditory, visual, and

kinesthetic. Whenever the task is given for an individual,

the above learning styles can be adopted; meanwhile if the

task is for a team with different learning styles of a

student, then there is a need to focus on the style of

learning. The three styles of learning are active learning,

cooperative learning, and problem based learning (Salunke,

et.al,2016)(http://www.journaleet.org/index.php/jeet/article

/view/85524, Retrieved: 9/3/18).

This study investigated the effects of Agile Learning

Approach on the Mathematics performance of Grade 10 students

of Milibili National High School, Milibili, Roxas City for

school year 2018-2019.

The independent variables were the two distinct

strategies used in instruction such as Agile Learning

Approach and conventional teaching strategy in teaching

while the dependent variable was the Mathematics

performance.
 11

The variable relationship in this study was shown in

Figure 1.

Independent Variables Dependent Variable

Agile Learning
Approach
Mathematics Performance

Conventional
Teaching Strategy

Figure 1. A Schematic Diagram Showing the Effect of Agile

Learning Approach on the Mathematics Performance of Grade 10
Students

Statement of the Problem and the Hypothesis

This study aimed to compare the effect of Agile

Learning Approach and Conventional Teaching strategy on the

Mathematics performance of Grade 10 students of Milibili

National High School, Roxas City for school year 2018-2019.

Specifically, the study sought to answer the following

questions:

1. What is the Mathematics performance of Grade 10

students in the pretest and posttest of the control and the

experimental groups?
 12

2. Is there a significant difference in the Mathematics

performance in the pretest of the control and the

experimental groups?

3. Is there a significant difference in the Mathematics

performance in the pretest and posttest of the control and

the experimental groups?

4. Is there a significant difference in the Mathematics

performance in the posttest of the control and the

experimental groups?

5. What is the effect size of Agile Learning Approach

on the mathematics performance of Grade 10 students?

In view of the preceding problems, the following

hypotheses were tested:

1. There is no significant difference in the

Mathematics performance in the pretest of the control and

experimental groups.

2. There is no significant difference in the

Mathematics performance n the pretest and posttest of the

control group.

3. There is no significant difference in the

Mathematics performance in the pretest and posttest of the

control and experimental group.

 13

4. There is no significant difference in the

Mathematics performance in the posttest of the control and

experimental group.

5. The Agile Learning Approach has no effect on the

Mathematics performance of Grade 10 students.

Significance of the Study

The result of this study was beneficial to the

following stakeholders: Students, Mathematics Teachers,

Parents, School Administrators, Education Program

Specialists, and Future Researchers:

Students. Through the use of Agile Learning Approach in

the teaching-learning process, the students may be able to

recognize individual strengths for an active participation

in classroom activities. As they engage in interactive and

lively activities, they will be able to learn the concepts

meaningfully and will increase retention and their

performance in the subject.

Mathematics Teachers. The findings may provide hints

for the teachers to better identify and address their

students' most pressing learning needs. This will deepen the

understanding of the teachers on the weakening performance

of the students. In an interactive teaching-learning

process, the students may be more interested to the subject

 14

and will correct some misconceptions. The teachers may

provide greater retention to the student by providing a

strategy that is fun and exciting yet meaningful.

Parents. This study can provide the parents ample

information on their children’s difficulties. The awareness

will arise to them and will encourage them to monitor their

children’s performance in school. By knowing such

difficulties, the parents can spend time to provide

solutions and to support their children in order for them to

participate well in the class and to improve their

performance not just in Mathematics but in all the subject

area.

School administrators. The discoveries of this study

will provide information and solution to the principals

about the problem arousing through the weakening performance

in Mathematics that will be a basis for changes in the

Mathematics curriculum and for encouraging their teachers to

create an expressive teaching-learning process through the

utilization of the Agile Learning Approach.

Education Program Specialist. The results of this study

will provide sufficient information for the EPS in

Mathematics to incorporate Agile Learning Approach in the

content and classroom activities. This will add to the new

strategies that may be useful in increasing retention in the

 15

subject area whereas to achieve a positive result in the

assessments.

Future Researchers. The findings gained in this study

would serve as a basis for future studies that is related to

the utilization of Agile Learning Approach to cater the

needs of the students and to improve their performance in

Mathematics.

Definition of Terms

For better clarification and understanding of the terms

related to this study, the following terms were defined

conceptually and operationally.

Agile Learning Approach- refers to the strategy that

any approach to content development that focuses on speed,

flexibility, and collaboration to create the same goal

(Kiang, 2014).

In this study, “Agile Learning Approach”, referred to

the intervention given in the weakening Mathematics

performance through running a class like a development group

that promotes collaboration, time bounded-tasks, and agile

learning or acquiring and applying new knowledge to solve

problems. This implies that one has to provide students with

practice in agile development, regardless of their subject

 16

area and to use agile principles in working together with

students to achieve the learning objectives.

Control Group — refers to the group that was not

exposed to the same factor to which the experimental group

was exposed to, or it received a different treatment or it

was left to its usual way of doing things (Ardales, 2008).

In this study, “control group”, referred to the group

of students exposed to Conventional Teaching Strategy such

as lecture and discussion as a method of Mathematics

learning.

Experimental Group—refers to the group exposed to the

influence of a factor, an intervention or treatment under

consideration (Ardales, 2008).

In this study, “experimental group”, referred to the

group of students exposed to Agile Learning Approach in

instruction of their Mathematics subject.

Mathematics Performance —refers to the ability to

perform and execute mathematical computations and problem

solving (Merriam- Webster Dictionary).

In this study, “Mathematics Performance”, referred to

the scores obtained by the Grade 10 students in the 55-item

researcher-made Mathematics Performance Test during the

pretest and posttest. The scores obtained from this test

were interpreted as: did not meet expectations (0.0-11.00),

 17

fairly satisfactory (11.01- 22.00), satisfactory (22.01-

33.00), very satisfactory (33.01-44.00) and outstanding

(44.01-55.00).

Posttest – refers to the test given to the participants

after the treatment or intervention has been applied to a

certain group (Best and Kahn, 2003).

In this study, “posttest”, referred to a 55-item

Mathematics Performance Test with four options which was the

same as that of the pretest but the items were scrambled so

that it will appear different from the pretest. This was

given to the participants after exposing them to Agile

Learning Approach and Conventional strategies within four

(4) weeks.

Pretest – refers to the test given to the participants

before the treatment or intervention has been applied to a

certain group (Best and Kahn, 2003).

In this study, “pretest”, referred to a 55- items

researcher’s made Mathematics Performance Test with four

options divided into four weeks upon regrouping the class to

undergo Agile Learning Approach and Conventional Teaching

Strategy. A 15-item pretest for week 1, 16-item test for

week 2, 9-item test for week 3, and 15-item test for the

fourth week were given to student respondents.

 18

Delimitation of the Study

This quasi-experimental research design study was used

to determine the effect of Agile Learning Approach and

Conventional Teaching Strategy on the Mathematics

performance of Grade 10 students of Milibili National High

School, Roxas City for school year 2018-2019.

It utilized two sections of Grade 10 students composed

of thirty one(31) students each group; one group was

exposed in Agile Learning Approach while the other group was

under the Conventional Strategies of teaching. The number of

participants for both groups was determined by comparing

their average grades in the first and second grading to

ensure similarity of both groups. Elimination of students in

each group was made until their grades became comparable

using t-test for independence. Those students who were

selected in the first group was assigned in the experimental

group and taught under the Agile Learning Approach while the

second group was assigned in the control group and taught

under the conventional strategies of instruction.

A 55-item researcher-made multiple choice Mathematics

Performance Test with four options was utilized to measure

the Mathematics performance of the students. The Mathematics

performance test underwent content validation and item

 19

analysis. After the validation, it was pilot tested to

thirty (30) students who were not included as participants

of the study. After the item analysis, items left were used

as pretest and posttest instruments.

The independent variables in the study were the Agile

Learning Approach and Conventional Teaching Strategy in

teaching while the dependent variable was the students’

Mathematics performance.

The statistical tools used in data analysis were mean,

standard deviation, t-test for independent and dependent

samples for inferential tests set at 5% alpha level of

significance.