English Language Proficiency and Geometric Proof Skills of Students

Bombio, Winmark; Rosario, Anna Liza Del

doi:10.53378/352890

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…This is corroborated by Lynch et al (2009). They claimed that cognitive and affective domains deal with very different facets of a learner's education (Bombio & Del Rosario, 2022).…”

Section: The Reader To Text and Personal Experiences To Text Componen...mentioning

confidence: 71%

Using Reader Response Strategy and Affective Learning Domain in Teaching Literature to Enhance Critical Thinking

Suarez¹,

Diva²

2022

IJEMDS

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Reading comprehension has been a perennial problem for Filipino students which was reflected in the Program for International Student Assessment (PISA) and in San Bartolome Integrated High School’s Secondary Reading Inventory (SRI) which showed that 281 out of 920 students were at the frustration level of reading. The strategy used by the teacher and reading interest of the students affect students’ learning. This experimental study aimed to find out the effect of Reader Response Strategy in teaching literature and affective learning domain on the level of critical thinking competence among grade 11 senior high school students at San Bartolome Integrated High School for school year 2019-2020. Forty (40) randomly selected grade 11 students served as respondents. Researcher-made 40-item pre-test and posttest on critical thinking competence, and as affective learning inventory were used as instruments. The respondents perceived that the first three levels of affective learning domain namely receiving, responding and valuing are evident in them. They are unsure of their perception of their organizing domain. They do not perceive characterizing is in their system. The respondents showed improvement in three out of four critical thinking competencies namely defining, classifying and drawing conclusions after exposure to Reader Response Strategy. However, there was no improvement in the respondents’ skills in finding relationships. There is no significant relationship between the respondents’ critical thinking competencies and their affective learning domain. It is recommended that Reader Response Strategy may be adopted for a longer period of time to ensure positive results in learners’ overall reading comprehension skills.

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“…This is corroborated by Lynch et al (2009). They claimed that cognitive and affective domains deal with very different facets of a learner's education (Bombio & Del Rosario, 2022).…”

Section: The Reader To Text and Personal Experiences To Text Componen...mentioning

confidence: 71%

Using Reader Response Strategy and Affective Learning Domain in Teaching Literature to Enhance Critical Thinking

Suarez¹,

Diva²

2022

IJEMDS

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“…Oberdorf and Taylor-Cox (1999) argue that pupils' geometric misconceptions are caused by a deficiency in exposure to appropriate language. Bombio and Del Rosario (2022) discovered a notable correlation between reading comprehension and the accuracy of proof and rational thinking. The researchers recommended that teachers provide pupils with a diverse range of reading resources to improve their proficiency in geometric proof.…”

Section: Misconceptionsmentioning

confidence: 99%

Teaching Geometry Using Van Hiele’s Phase-Based Instructional Strategy

Aldiabat,

Yew

2024

IJARPED

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The purpose of this concept paper is to 1. emphasize the use of Van Hiele's Phase-Based Instructional Strategy in teaching geometry, 2. evaluate the advantages of using Van Hiele's Phase-Based Instructional Strategy in teaching geometry, and 3. highlight significant previous studies undertaken in this specific field. The researchers elucidate the significance of learning geometry, its intimate correlation with other fields of mathematics, and the challenges students face when delving into the subject. The researchers offer valuable pedagogical perspectives, comparing the conventional approach to learning geometry with Van Hiele's Phase-Based Instructional Strategy. As the literature indicated, the writers partitioned the crucial paper into three sections. Challenges faced by students in learning geometry in school, factors contributing to teaching difficulties in school geometry, and instructional strategy based on Van Hiele's phases. The literature presents several advantages of Van Hiele's Phase-Based Instructional Strategy. Teachers must be cognizant of the advantages of employing Van Hiele's Phase-Based Instructional Strategy when teaching geometry. Further investigation is necessary to broaden the scope of research in this domain, intending to identify efficacious educational approaches that promote the utilization of Van Hiele's Phase-Based Instructional Strategy in diverse mathematical areas, as well as in other subjects, including physics, science, computer science, and the STEM projects.

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English Language Proficiency and Geometric Proof Skills of Students

Cited by 2 publications

References 25 publications

Using Reader Response Strategy and Affective Learning Domain in Teaching Literature to Enhance Critical Thinking

Using Reader Response Strategy and Affective Learning Domain in Teaching Literature to Enhance Critical Thinking

Teaching Geometry Using Van Hiele’s Phase-Based Instructional Strategy

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