Abstract
This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development. Using the descriptive-developmental research design, the study developed RLPBTS with mathematics experts, mathematics department head, bank manager, mathematics teachers, and students as respondents. The RLPBTs consist of instructional plans. Each instructional plan has these components: Introduction, Learning Competency, Learning Outcome, Task Execution, Scoring Guide, and Generalization. The design and content of the instructional plans were assessed as very good. On the other hand, the design and execution of the Tasks were assessed as favorable. Grade 11 students also agreed that real-life performance-based tasks helped them understand better concepts in business mathematics. They claimed that they enjoyed the tasks because of the inclusion of real-life situations that they simulated. The use of the RLPBTs provides another innovation in the teaching and learning concepts in Business Mathematics.
Highlights
According to [1], “students find difficulties in learning Mathematics because of the complexity of using symbols and computations
This study aimed to develop real-life performance-based tasks in Business Mathematics (RLPBTs) following the ADDIE’s model of instructional development
The use of the RLPBTs provides another innovation in the teaching and learning concepts in Business Mathematics
Summary
According to [1], “students find difficulties in learning Mathematics because of the complexity of using symbols and computations. Students lack the needed knowledge and comprehension to advance to the level of study.”. Providing activities that encourage learners to create tangible and useful products to be shared with the world is imperative in the learning process. The teaching and learning process needs more than rote understanding of concepts and performing basic operations and calculations. The whole process calls for on-hand experiences in real-life set-up. Learning Competency 2.67 3.00 3.00 3.00 3.00 2.67 2.67 3.00 3.00 3.00 3.00 2.91 VG Learning Outcome Task Execution Goal
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