Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681

QUALITY POLICY

Central Bicol State University of Agriculture commits to lead

PHILOSOPHY innovations in instruction, research, extension and resource generation for
clients’ satisfaction, resilient and sustainable communities.
Education for Sustainable Human Development CBSUA is dedicated to uphold its core values and principles, satisfy
all applicable requirements and standards through continual improvement
VISION of the quality management system.

An Agricultural Research University of Global UNIVERSITY GOALS

Standards
1. Enable transformative and inclusive learning experience
2. Generate and utilize new knowledge and technologies
MISSION 3. Engage and empower communities
4. Intensify internationalization and resource generation
Leading innovations, building resilient and initiatives
sustainable communities 5. Establish one E-Governance system
6. Enhance management of university resources

CORE VALUES
 Quality and Excellence  Teamwork and Unity
 Professionalism  Liberalism
 Institutional Pride

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 COLLEGE OF EDUCATION
UNIVERSITY
COLLEGE GOALS GOALS
1 2 3 4
1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of
instruction, research and publication, and extension;
2. Promote quality teacher education programs that prepare world-class teachers;
3. Develop relevant and responsive educational technologies through research;
4. Catalyze development through community engagement; and
5. Improve human and physical resources.

PROGRAM OUTCOMES COLLEGE GOALS

After four years, the graduates of the BSE shall: 1 2 3 4 5
1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environments.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery
and educational assessment.

5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

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 COURSE SYLLABUS

1. Course Code Math 112

2. Course Name Assessment and Evaluation in Mathematics
3. Courses The course deals with traditional and authentic assessment methods for evaluating mathematics
Description learning. It covers the purposes of instruction and assessment to content and performance standards,
and discussions on the issues and trends in assessment.

4. Credit Units 3 units

5. Contact Hours 3 hours per week
6. Prerequisite Math 100 – History of Mathematics
7. Course Learning Outcomes Program Outcomes*

At the end of the course, the students should be able to: 1 2 3 4 5 6 7

A. Exhibit competence in mathematical concepts and procedures

I P P P E D E
B. Exhibit proficiency in relating mathematics to other curricular areas
I P P P E D D
C. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics I P P P E E D
D. Demonstrate competence in designing, constructing and utilizing different forms of
assessment in mathematics
E. Demonstrate proficiency in problem-solving by solving and creating routine and non-
routine problems with different levels of complexity
F. Use effectively appropriate approaches, methods, and techniques in teaching
mathematics including technological tools
G. Appreciate mathematics as an opportunity for creative work, moments of enlightenment,
discovery and gaining insights of the world/

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 H. Outcomes:

*Level: I – Introductory, P- Practice, E – Enabling, D – Demonstrative

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9. Course Coverage
Time Teaching and Learning Assessment
Allotment Intended Learning Outcomes (ILOs) Topics Activities Task
In this learning experience, the A. Outcome Based
students are expected to: Education  Lecture Discussion
a. A. Inculcate the sense of B. Assessment in Performance
b. pride and the core values of Outcome Based in  Slides Presentation Task
c. CBSUA. C. Purposes and Porfolio
d. B. Demonstrate knowledge and Principles of  Recitation
e. understanding of the school Assessment  Open- ended
f. purpose system. D. The Content Principle  Leveling of expectation questions
g. C. Orient and acquaint about the E. The Equity Principle
course, outline, requirements, F. The Learning Principle
h. grading system and classroom G. Educational Purposes
i. policies. of Assessment

At the end of the sessions, the

Week 1-3
students should be able to: Chapter I – Traditional
Assessment Methods for
A. identify various purposes of Mathematics Punctuated Lecture
writing research. I - Paper Pencil Assessment
The teacher will provide input to
A. Selective Response students, pause and elicit  Filled-out
B. discuss the importance of
1.Multiple Choice questions/ clarifications from the Concept Map /
research in educational setting
2. Binary students and continues after  Spider Map
C. identify different types of 3. Matching Type providing answers to questions /
research designs. clarifications.
B. Constructive Response
1. Short Answer
2. Completion
3. Label a Diagram

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 4.Oral Questioning

III – Authentic Assessment

Methods for Mathematics
A. Performance
Assessment/Tasks
B. Short Investigation
C. Open Responses
Questions
D. Portfolio

B. The Purposes of
Educational
Research
C. Types of Educational
Research
Designs
D. The use of research
in validating theories
and establishing
trends in addressing
issues in
Mathematics
Education
Week 4 Assessment 1

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 Time Intended Learning Outcomes (ILOs) Topics Teaching and Learning Assessment
Allotment Activities Task
At the end of the session/s, the Chapter II - Ethical Issues in Application Card
students should be able to: Educational
Research Research critiquing of journal (In the application
A. identify various theories article in Mathematics education card, the students
Mathematics teaching and A. Theories of Research will write down at
Week 5 - 6 learning (these theories can B. Trends and Issues in least one real-
be utilized as anchor reported action Placemat Consensus world application
theories for writing a research for what they have
research) C. Trend and Issues in just learned. This
B. identify trends and issues in Teaching Mathematics will determine
reported action research D. CBSUA Guidelines in how well the
C. identify trends and issues in Student Researches students can
Mathematics teaching and apply the theory
learning to address the
D. Familiarize the Guidelines of issue/problems.
CBSUA Student Researches
At the end of the sessions, the
students should be able to:
A. discuss the basic framework
Week 7 of fundamental/basic Learning Station/Walk
research process vs. action Chapter III - Fundamental
research process research process Each group will present Similarities and
B. identify the procedure done and Action one step in conducting Differences T-Chart
in each step based on the research process fundamental research vs
sample reported action action research
research article differentiate
research process between
conducting fundamental /
basic research and action
research

Time Intended Learning Outcomes (ILOs) Assessment Task

Topics
Allotment Teaching and Learning

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 Activities

Week 8 Assessment

At the end of the sessions, the  Rally Table

students should be able to:  The students will take turns
A. identify research passing a paper and pen,
Week 9 phenomena in the current Chapter IV - Identifying each student will write
teaching and learning Research phenomenon, issue, and/or
practices in Mathematics Phenomenon Double Entry Chart
problem in teaching and
B. discuss the phenomena
C. discuss issues / problems learning Mathematics
/practices that can be
addressed by conducting  Project-based Learning:
research to improve Research
teaching and learning Paper
Mathematics
At the end of the sessions, the Chapter V - Research
students should be able to: Question/s
A. generate possible research Development  Round Robin Discussion
questions from the research A. Research Question/s  Set of Research
phenomenon identified Development
B. select relevant and Questions
appropriate research  Placemat Consensus
questions that can be interest  Student Reporting
of study B. Theoretical (Students with report  Theoretical
C. develop research questions Framework updates of their research Framework
D. discuss the relevance and Development paper Outline
appropriateness of the
theoretical perspectives the
researchers
Time Intended Learning Outcomes Topics Assessment Task
Allotment (ILOs) Teaching and Learning
Activities

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 E. evaluate the theory to be
used as anchor theory of the
research study
At the end of the lesson/s, the Rally Table
students should be able to: Library Work

Week 10 A. identify relevant and Concept Paper Presentation Literature Review

appropriate literature and VI. Literature Reviews
studies on the research Suggestion: Each group will be Outline
problem/s identified VII. Literature Review given a 10-minute presentation
B. collect literature and studies Writing of their concept paper.
relevant to the research
problem/s identified

A. synthesize relevant and

Week 11 appropriate literature and Literature Review
studies on the research Manuscript
problem/s identified

Week 12 Title Defense

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 Time Intended Learning Outcomes Teaching and Learning Assessment Task
Topics
Allotment (ILOs) Activities

At the end of the lesson/s, the 12. Samples, Validity Rally Table Research
Week 13 graduates should be able to: Methodology Outline
and Reliability
A. identify samples, sampling
technique that is appropriate to Data Gathering
the research study 13. Data gathering Punctuated Lecture
Procedure
B. discuss validity and reliability
procedures Matrix
C. identify data to be gathered
D. identify sources of data

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 Teaching and Learning
Time Intended Learning Outcomes (ILOs) Topics Activities Assessment Task
Allotment

At the end of the lesson/s, the

students should be able to: =

Week 14 A. identify appropriate research

Research Instrument Interactive Lecture Developed Research
instrument to be utilized to gather
Instrument
data Development Provide input to students; the
B. identify the appropriateness of teacher will pause and asks
adapting and/or adopting questions to draw out answers
research instrument that will lead to deeper
discussion of the lesson.
C. discuss the characteristics of
good research instrument
D. develop research instrument
appropriate to their research
study
At the end of the lesson/s, the
students should be able to:

gather relevant information / data

15. Collecting Data Actual data gathering Gathered data
with intellectual honesty

At the end of the lesson/s, the

graduates should be able to:

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 A. identify various statistical tools
used in data analysis
16. The use of statistical Hands-on activity Generated data from
B. select statistical tool
tools the software used
appropriate to be used
B. •utilize a software (SPSS,
JASP, PSPP, etc) to run the
data gathered
At the end of the lesson/s, the
students should be able to:
Data Analysis Rally Table Analyzed data
A. identify trends and patterns in
Draft of the full-report
action research data
of the
B. examine the data under Report Writing
study/investigation Action Research
C. analyze results of data Paper
B. write a clear research report

Summative Assessment
At the end of the lesson/s, the Reporting Results Final Defense - Research Full-Blown Action
students should be able to: Presentation Research Paper
Presentation of the action
A. present a clear research report research paper (Oral and
written presentation)

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 At the end of the lesson/s, the
students should be able to present
Final Defense
their action research or study based
on the results reported during the Assessment 3 The students will present their Action Research
Week 18 presentation. action research based on the Output
Presentation of Action results reported during the
Research thru hardcopy presentation thru hardbound Hardbound Research
copy Study

10. Grading System

Course Evaluation Weight (%)

Assessment 1 - 30
Assessment 2 - 30
Assessment 3 - 40
Total 100

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 11. References
A. Books
 Navarro, R. L., et al. (2019). Assessment of Learning
Publications.
Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. California: Wadsworth
Cengage Learning.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research.
Boston: Pearson Education.
Martella, R.C., Nelson, J.R., Morgan, R.L., & Martella-Marchand, N. (2013). Understanding and interpreting educational
research. New York: The Guilford Press.
McMillan, J.H. (1996). Educational research: Fundamentals for the consumer. New York: Harper Collins Publishers.
Opie, C. (2011). Doing educational research. Retrieved from eric.ed.gov
Postlethwaite, T.N. (2005). Educational research: basic concepts and terminology. Retrieved from www.sacmeq.org DOI:
iiep/web doc/2005.01

B. Online Sources
 Youtube.com
 Google Forms
 Google.com
 Google Drive
 Messenger & Gmail

Course Title: Research in Mathematics

Date Effective: 1st Semester, SY 2023-2024

Prepared by: Recommending Approval: Approved by:

SALVACION A. EJE
Assistant Professor III
Date Signed:

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