THE EFFECT OF TASK-

BASED STRATEGY ON THE

PERFORMANCE OF
STUDENTS IN LEARNING
STATISTICS AND
PROBABILITY

ROSALIE C. BALDEZAMO
CHAPTERS CHAPTER 1:
THE PROBLEM AND ITS SCOPE
1

CHAPTER 2:
METHOD 2
1
CHAPTER 1
THE PROBLEM AND ITS SCOPE
 Introduction

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 The usefulness of mathematics and its remoteness from real

life has always been the subject of discussions and one of
the main reasons for numerous reforms of mathematical
education in different times and in different countries.
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The Third International Mathematics and Science Study
(TIMSS) 1995 and recently (2015), Trends in Mathematics
and Science Study (TIMSS) and International Association
for the Evaluation of Education of Educational
Achievement (IEA) 2003 data revealed the alarming facts
for the participating countries most specially in the
Philippines. The recent TIMMS 2003 data showed that
Filipino students’ poor mathematical performance has
placed the country in the 36th rank out of 38 nations
worldwide. (Sangcap, 2015).
Knowledge of statistics is becoming increasingly
necessary as we are called upon to make decisions
based upon incomplete or uncertain data. In schools,
statistics are coming into the physical, biological and
social sciences (Moris,1989).
Since teaching mathematics in the high school is
integrative for all levels, most of the students do not fully
absorb the subject matter, especially in statistics. The
syllabus for the teaching of statistical concepts is
generally scheduled in the last grading period. There are
4 grading periods in the High school. Hence, most
teachers are unable to teach the subject matter in depth
for reasons of time constraints. (Agalabia, 1999).
 Teaching the students all mathematical concepts by
using chalk-talk strategy all throughout the lesson, and
considering so much learning competencies with a
short period of time because of a lot of activities in
school, cluster, division and even region level with that
the teachers are busy for the preparations of the
activities. The students could be possibly make them
bored, demotivated and confused because of the
chalk-talk strategy and most of the time the teacher is
not around. That is why the researcher look for a
strategy that might be the answer to the problem.
 Review of Related Literature and Studies

(Ball, 2008; Education, 2011; Lips & McNeill, 2009).

Improving mathematics education continues to be of national
concern, given the poor performance of US students compared to
other nations and the growing need for creating a workforce
skilled in science, technology, and mathematics.

(SEI-DOST & MATHTED, 2011)

The goal of mathematics education is to develop a mathematically
empowered citizenry. For Filipino students, the goal of Mathematical
Empowerment focuses on developing critical and analytical thinking
skills among all Filipino students.
 Lawrence Mundia of Universiti Brunei Darussalam
Results from the Wide Range Achievement Test and the Woodcock-
Johnson Psycho-Educational Battery indicated that the students
had wide ranging difficulties in learning mathematics under the
ongoing inclusive education. This explains the unending search for
teaching methods and strategies that can stir up interest in
mathematics in quite diverse categories of students.

Ball (2003)
The task-based lessons provide students opportunities to engage.
 (Hiebert, 1999)

The challenge of the strategy is to enable such students to build conceptual

understandings for ideas that they had formerly assimilated only procedurally.A
set of carefully sequenced task-based lessons, rather than a textbook, serves as
the focus and primary learning resource.
 (Teppo, 2007)
The task-based lesson design consists of five phases.
1) An a priori, or pre-activity analysis identifies mathematical strands, big ideas,
and key concepts that inform the overall sequencing of the lessons as well as the
individual task construction.
2) Specific tasks are designed to flesh out the instructional sequences.
3) Students process the tasks during smallgroup work, followed by a whole-class
discussion.
4) Student solutions and classroom observations from the implemented lessons
are analyzed and the mathematics is further unpacked where necessary to
understand the students’ strategies. These reflections may prompt a further
reiteration of design and implementation (design cycle).
5) The task and an accompanying selection of student solutions are written up as
a set of Teacher Notes that illuminates a discussion of the unpacked
mathematical structure anchoring each lesson
 Statement of the Problem

1 2 3 4 5
What is the level What is the level Is there a Is there a significant Is the TASK-based
of pretest mean of post test mean significant difference on the (Teams Up!, Analyze,
score of the score of the difference on the post test mean Synthesize and Keep
Control and Control and pretest mean score score between up!) strategy on the
Experimental Experimental between Control Control and performance of
Group in Group Statistics and Experimental Experimental Group students in learning
Statistics and statistics and
and Probability? Group Statistics Statistics and
Probability? probability effective?
and Probability? Probability?
 Hypothesis

Ho2= There is no
Ho1= There is no significant
significant difference
. difference in the
in the pretest mean post test mean
score between the score between the
control and control and
experimental groups experimental
in the area of groups in the area
Statistics and of Statistics and
Probability. Probability.
 Significance of the Study

The Grade 7 students 1 2 The teachers

3
School administrators
 Theoretical / Conceptual Framework

A. This study is anchored on the theory of Collaborative

and Cooperative learning theory by Christopher Pappas.

B. The study is achieved on the theory of Social

Development Theory by Lev Vygotsky

03 The study is achieved on the theory of

Experiential Learning Theory (ELT).
The researcher paradigm that guided this study is shown in
Figure 1. It follows the Input – Process – Output approach.

Input Process Output

Pre – Test Analysis on the

Installation and
Introduction of utilization of TASK- significant
TASK-based based strategy: difference of
strategy: Statistics Statistics and students
and Probability Probability for performance in
experimental group experimental group
Formative Test
and control group.
result Post – Test
Summative Test
result
Statistical treatment
 DEFINITION OF TERMS

Task-based strategy- A task that composed of 4 stages (Teams Up!, Analyze, Synthesize and Keep up!)
that use as a strategy in learning statistics and probability in grade 7.
Strategy- method or plan chosen to bring about a desired future, such as achievement of a goal or
solution to a problem.
Teams Up! (Activity) – it is a starting task in which it helps the students to active their prior knowledge
and be motivated in their new lesson.
Analyze- it is a task the let the students examine methodically and in detail the lessons.
Synthesize- it is a task that let the students process their analyzation and evaluate information from
various sources, making connections between the found, and combining the recently acquired
information with prior knowledge to create something new.
Keep up! (Application) – it is a task to test the students understanding on the lesson.
2 CHAPTER 2

METHOD
 Research Design

The study will make use of a quasi-experimental

design. The data gathered were coming from the result of
the pretest and post test that consist of every subtopic
discussed in the class for the duration of the experimental
period. The experiment was done to determine The Effect
of TASK-Based Strategy in Learning Statistics and Probability
in the performance of the students.
 Research Respondents

The respondents of the study are the students of Marilog High

School of Agriculture Grade 7 Camia and Rose.

Sampling Procedure
Complete Enumeration was used in the selection of the
participants. The study used the two sections of the grade seven levels.
One section was assign as the “Experimental Group” and the other
section was the “Control Group”.
 Locale of the Study

This study will be conducted at Marilog High School of

Agriculture for the school year 2018-2019. The school is one of the
school in cluster 8 where most of the students enrolled are
Matigsalog. The school is composed of 16 teachers.
The school has two departments: Junior High School
Department and Senior High School Department. Presently the
students’ population is distributed to seven sections in the Junior
High School Department and two sections in Senior High School
Department.
 Research Instruments

The researcher will make use of the test

questionnaire coming from the Departmental
Questionnaire in Davao Del Norte consist of questions in
the fourth quarter in grade 7 mathematics. In the test
construction, items were framed following the Table of
Specification (TOS). The test was validated by the master
teachers in language and mathematics in Davao Del
Norte.
 Data Collection Procedures
Step 7. Post test Administration

Step 6. Intervention for Experimental Group.

Step 5. Pretest Administration

Step 4. Teaching Statistics and Probability in the control group was done using
the conventional chalk-talk method.

Step 3. Asking the parents and the students to be part of the study. Fourth, the pretest was
administered in both experimental and control group before the delivery of the lesson.

Step 2. Asking permission at the office of Principal of Marilog High School of Agriculture to conduct the study and
to let the researcher to swap the teaching loads with the researcher’s co-teacher.

Step 1. Seeking permission to conduct the study at the Davao City Division Office.
 Data Analysis Procedures

After collecting all the pretest and post test from the
participants, the data were then checked and tallied. The
researcher used paired t-test as the method in analyzing the
average weighted mean scores for the pretest and post test
of the control and experimental groups in order to measure
the significant difference in the utilization of TASK-Based
Strategy in Learning Statistics and Probability in the
experimental group.
 Ethical Consideration

The researcher ask the permission of the

parents to let their children to be part of the
study through parent consent. Also, ask the
permission of the students to be the respondents
of the study through letter of assent. The
researcher will insure the confidentiality of the
results.
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