Integration of Values and English in Mathematics Teaching: Effects of Understanding, Confidence and Problem Solving

Abstract

This study determined the effects of integrated mathematics curriculum to high school geometry students. It sought to determine the effects of integrating Values and English in Mathematics on problem-solving skills among the respondents, their mathematics confidence, their level of critical and creative thinking, and their conceptual understanding. The values referred to in the integrated Mathematics-Values-English curriculum are critical and creative thinking. Moreover, this study determined if there is a significant effect of integrative instruction and mental ability on the problem-solving skills, conceptual understanding and mathematics self-confidence of students.

The quantitative and qualitative methods of descriptive and experimental research were used to gather data from the two third-year classes of one of the schools in the Division of Tarlac Province in SY 2007-2008. For the quantitative experimental research, one group was exposed to integrative instruction while the other one was exposed to traditional instruction. For the analysis and interpretation of the data gathered, the Pearson-Product Moment Correlation Method, the Chronbach’s alpha, the t-test for independent sample, the Multivariate Analysis of Variance (MONOVA) and the Friedman Two-Way Analysis of Variance were used. Classroom observation, interview, analysis and review of the written documents, such as test papers and journal of the students were the data gathering techniques for the qualitative data and needed in the second part.