Research proposal Essay

Roselle Jardin Ranario, DPA look AdviserOctober 2013ACKNOWLEDGMENTThinking that this was impossible to execute made us realize that everything would be possible especi entirelyy with full overhaul and support from mountain around us. Not only motivating us further a wish well helped us to chase after our goal. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible.To our Heavenly Father, for His divine providence and for giving us enough strength.To our families, for their moral and financial support especially during sticky times.To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. Thank you also for the patience and encouragements.TABLE OF CONTENTSTitlePage NumberINTRODUCTIONrationale4 Theoretical Back scope7Statement of the Problem13Signifi fagce of the Study14RELATED LITERATURE15 explore METHODOLOGY22 investigate DesignResearch Environm entResearch RespondentsResearch InstrumentSelected ground on the operationselective information Gathering Procedures23Treatment of DataDEFINITION OF TERMS24BIBLIOGRAPHY25APPENDICES28CURRICULUM VITAE29IntroductionRationaleThe love and eagerness to spang is the beginning of a beautiful journey towards schooling. The moment we want to know about any concept, we tend todevelop adhesion towards it. By therefore, we would like to learn more about the concept and would do anything to know better.Statistically, Mathematics has been the academic subject that has presented the longest challenge to many students. numerous lookers suggest that difficulties in acquirement mathematics begin as early as pre-school. They argue that inadequate association and ineffective find outing by round teachers plant the seed for future complications in the mathematics classroom.In an effort to address the challenge of poor academic performance in math, there is an abounding amount of literatur e and research on improvement in methods of math instruction. Since then, teachers argon trying to utilize their creativity and initiative to grasp more strategies on how to develop the numeral ability of learners effectively.The students start to dislike math beca persona they do not understand. It builds up each grade direct to the point that they hate it be cause they convey difficulty in information. The learners were not able to master the competency that they need to master each grade level. And because of this, learners develop attitude and perplexity towards math.Computer aid instruction being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This can help learners understand well the concept of numbers, symbols, and objects through clear visual, accurate, and fast learning process and develop more of their mathematical ability. by nub of this, learners ar now more confident to learn math and learning is more effective when teaching-learning method is incorporated with both verbal and visual entity with the use of computing device assisted instruction.This concern draws an interest to the researchers to know the Asian peoples math attitudes and anxieties in information processing system assisted instructions. The researchers attempt to help the learners to hold dear math more and with it, they go out be able to start learning math better. In the long run, the learners will be able to develop their mathematical ability and be able to make use of it on their future chosen field. With the findings, theresearchers whitethorn also be able to relate it to the math learners since the researchers themselves ar also a math instructor in iodine of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with the learners to improve their math performance.Theoretical BackgroundThis study is anchored by these two theor ies Banduras Social Cognitive possible action and Vygotskys Social Constructivist Theory. Banduras Social Cognitive Theory is composed of four processes of goal realization self-observation, self-evaluation, self-reaction and self-efficacy. These components be interrelated, each having an effect on pauperism and goal attainment (Redmond, 2010).Self-observationObserving oneself can inform and motivate. It can be used to assess ones progress toward goal attainment as well as motivate behavioral changes. There are two of import factors with regards to self-observation regularity and proximity. Regularity means the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on ones expectations of outcomes and efficacy (Zimmerman & Schunk, 2001).Self-evaluation Self-evaluation compares an individuals current performance with a desired performanc e or goal. It is affected by the standards set and the importance of the goals. Goals must be specific and important therefore, goals such as, do your best are vague and will not motivate. Schunk and Zimmerman (1994) state that specific goals specify the amount of effort required for success and boost self-efficacy because progress is easy to gauge. If one has little regard for his goal he will not evaluate performance.There are two types of self-evaluation standards absolute and prescriptive. For example, a grading scale would be an example of a fixed or absolute standard. A fond comparison such as evaluating ones behavior or performance against other individuals is an example of a normative standard(Zimmerman &Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they are more likely to continue to exert a high level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989) .Self-reaction Reactions to ones performance can be motivating. If the progress made is deemed acceptable, then one will welcome a feeling of self-efficacy with regard to continuing, and will be motivated towards the achievement of their goal. A negative self-evaluation might also be motivating in that one may desire to work punishinger provided that they consider the goal to be valuable. Self-reaction also allows a person to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are likely to re-evaluate and raise the standard (goal) whereas, if a person has not achieved the goal, they are likely to re-evaluate and lower the standard (goal) to an achievable goal.Self-efficacy Ones belief in the likelihood of goal completion can be motivating in itself (Van der Bijl&Shortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform peculiar(prenominal) tasks. Task-related self-effic acy increases the effort and persistence towards challenging tasks therefore, increasing the likelihood that they will be completed (Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114).Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive development is a hearty activity. Every function in the childs cultural development appears twice first, on the social level, and later, on the individual level first, between people (interpsychological) and then inside the child (intrapsychological). Adolescents develop their own thoughts and attitudes through social moveion and communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observe the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially.Realizing this will help keep teachers aware of just how meaningful their interactions and atti tudesare to a student, and how what they say and do can influence a student. Depending on the social context of the classroom, a student may benefit from being able to interact freely and socially with other students as they learn. The teacher may be socially less(prenominal) accessionable in the classroom context. A ten year study at Harvard (Crouch, & Mazur, 2001) showed that most students learn more from group learning activities than they do studying unaccompanied or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialogue, rather than recite some(prenominal) correct explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and opening their own ad hominem beliefs to eventual modification.Vygotskys important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students Zone of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough proximal to what the student finds challenging, then the student will not develop. Trivial exercises result in for the most part boredom and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or magic middle, where students are challenged, but can cooperate socially to increase their mastery of the task. Such a task is said to be inwardly the ZPD.The concept of a ZPD can also be applied to the way adolescents think and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status to a lower place the adults within society, particula rly in our culture. If we consider that operating within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only inhering that adolescents tend to form groups of their peers and then attempt to understand and imitate adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, & Wenning, 2006) on the implementation of new inquiry- ground lab activities, which are more challenging and more work forboth students and instructors, found that these new and difficult activities must be introduced gradually.The research group achieved great success when they began the course with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational background) and within the students ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to succeed and incre ased their skills and understanding. By working within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this same shape up First I will have to investigate and identify my students ZPD, as they did in the Illinois study.(Wenning, & Wenning, 2006).Statement of the ProblemThis study aims to examine the relationship of Math attitude and anxiety of students in estimator assisted instruction across Asian countries. Specifically, this study aims to know the following1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math anxiety of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxie ty of learners?Significance of the StudyThe results of this research study categorically benefited from many sectors of the educational institutions by providing information on the results of the performance in terms of students language achievement that will enable the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their take. Among the persons who will be directly or indirectly benefited are the following To the lead story concerned, the results of this researchstudy may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Minglanilla National Science High teach as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in English of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future refer ences. He has been provided with the data and information necessary for his experimental analysis utilizing the macro-skills learning performance intended for High School students, particularly in science classes.This will help the English teachers in Science High School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary to bring their training up-to-date. They should as well encourage free lance thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers assigned to teach pilot classes as formative years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can i ntegrate with their own teaching and testing. More significantly, they will realize that in fair play to their students, they should test what they really teach.The secondary freshmen as student entrants of Minglanilla National Science High School will further ameliorate their savvy based on the structured lessons and differ mentally according to the departmentalized lessons, advanced lessons presented, and general learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, reading and writing as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level.REVIEW OF RELATED LI TERATUREThe learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards mathematics (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou & Christou, 1998). For consternation of embarrassment, many adults go to great lengths to avoid admitting that they nonplus reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from lack of confidence to anxiety and even worry.According to Banduras sociocognitive theory, students motivation is a construct that is built out of indivi dual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira & Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards Mathematics have better performance in Mathematics.Latterell (2008) writes in her book about the Math Wars that Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. Ones attitude and behavior must match the belief that hard work leads to success (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities (p. 212). Hammerman and Goldberg (2003) also state tha t to become successful in mathematics requires a positive attitude and belief in ones ability to succeed.The factors touch on mathematics anxiety were mathematics achievement,attitude toward mathematics, trait anxiety, and debilitating anxiety. Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant forecasters of level of mathematics anxiety. Math anxiety is a real trouble facing students, teachers, and parents. instructors and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety mettle real and long-lasting consequences. Ashcraft and Kirk (2001) pull back the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math (p. 224).Extensive literature demonstrates that anxiety, stress, lack of confidence , and phobic reactions in the face of mathematical problems are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including working memory, age, gender, self-efficacy, and mathematics attitudes (Cates & Rhymer, 2003).Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as peoples judgements of their capabilities to organize and execute courses of action required to attain designated types of performances as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an inventor y of skills or prior achievements, and relationships have been found between self-efficacy for solve mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney & Schraw, 2003).Yksel-ahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield &Trujillo, 1999 Ma, 2003). Low grades or failure in mathematics could also lead to mathematics anxiety or exasperate students existing levels of anxiety for mathematics (Ma & Xu, 2004 Norwood, 1994 Reynolds, 2001 Satake & Amato, 1995 Townsend, Moore, Tuck, & Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. myopic performance in mathematics has been linked to an increase in mathema tics anxiety (Furner & Duffy, 2002 Hopko et.al., 2003). Megan R. Smith (2004) said that Math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students crucify it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being signally nervous when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at different ages in different people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and enthusiasm for teaching math (Jackson and Leffingwell, 1999).It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support sy stems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The superlative prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves.Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxietyface real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math (p. 224).Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in unit of ammunition increases anxiety about math.Computer-assisted instruction (CAI) Computer Aided culture (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process. Computer Assisted Instruction (CAI) A self-learning technique, commonly offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.Computer based instruction is a remediation or instruction presented on a computer according to the American Institute of Research, 2004. Johnson (2000) said that the computer opens a wide r ange of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the Department of Education is in the final stage of completing the five year Information and Communication Technology for Education Strategies Plan as Lapus (2008) puts it. Computer based instruction is a remediation or instruction presented on a computer, the American Institute of Research (2004) reiterated.CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learnersaccess to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. many students benefit from the immediate responsiveness o f computer interactions and appreciate the self-paced and private learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010).As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that traditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement.Research MethodologyResearch DesignThis study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation method of deriving data from 4 different Asian countries namely Malaysia, Ind onesia, Singapore and Philippines.Research RespondentsThe respondents of the study will be selected using data mining technique. The 4 Southeast Asian countries including Philippines are among the many that joined the Trends In Mathematics and Science check up on and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records.Research EnvironmentThe research will be conducted within the Four Southeast Asian Countries namely Malaysia, Indonesia, Singapore and Philippines.Research InstrumentFor the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In Mathematics and Science Survey (TIMSS 2003).Research ProceduresGathering of DataAcademic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South East Asian countries will be selected based on their pe rformance in Math.Treatment of DataThe cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help unsex the relationship between Math anxiety and Math Attitude.DEFINITION OF TERMSFor a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation.Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process.Math Anxiety refers to the feeling of tension or fear in Math.Math Attitude refers to the behavior towards MathTRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries.DATA MINING TECHNIQUE getting information from a data set and makes itunderstandable for further use.BIBLIOGRAPHYCrouch, C. H., & Mazur, E. (2001). Peer Instruction Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi10.1119/1.1374249Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, & M. Cole (Eds.), The Cambridge companion to Vygotsky. New York Cambridge University Press.Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students understanding of projectile front concepts. Educational Research and Evaluation, 15(3), 203-222.Ibrahim, B., Buffler, A., & Lubben, F. (2009). Profiles of Freshman Physics Students Views on the Nature of Science. Journal of Research in Science Teaching, 46(3), 248264. Mason, A., & Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754.Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., & Solis J. (2007). Childrens development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. Hasting s (Eds.), Handbook of socialization. New York Guilford.Pachler, Norbert, optic of Excellence for Work-based Learning for Education Professionals, Dept. of learning, Curriculum & Communication, Institute of Education, University of London. 2004.Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journal of Scientific Research 13 (4) 568-572, IDOSCI Publications.Megan R. Smith. (2004). Math Anxiety Causes, Effects, and PreventativeMeasures.Internet Sourcesglwhitcomb.iweb.bsu.eduTago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.phphttp//www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003.Chris.klingerflinders.edu.auhttp//www.icmeorganizers.dk/tsg15/APPENDIX EBUDGET digest1. SuppliesDrawing book P 46.00 Clear FolderP 16.00Cost of Servicesa. Print out P 30.00Total P 76.00Prepared byARMESTIDES M. BARGAYO VIRESEARCH TEAM TREASURER Curriculum Vitae individualized DATANameOdessa M. Bonjoc AvenidoAddressLuyang, Carmen, CebuBirthdayNovember 15, 1983Civil StatusMarriedSexFemale geezerhood29SpouseAriel B. AvenidoEDUCATIONAL stressElementary Luyang Elementary School category graduated 1996Secondary Cebu academy social class Graduated 2000Tertiary University of the Visayas Main Campus stratum Graduated 2004Course Bachelor in Elementary Education Area in Mathematics Graduate Studies Cebu Normal UniversityGraduated PresentCourse reign of Arts in Education Major in ELTEmployment RecordPosition Teacher 2DesignationICT TeacherSchool Luyang Elementary School DepEd ProvincePERSONAL DATAName Armestides M. Bargayo VIAddress Lower Pakigne, Minglanilla, CebuBirthday October 22, 1981Civil Status SingleSex MaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Minglanilla Central SchoolYear Graduated 1994High School Immaculate Heart of Mary AcademyYear Graduated 1998College University of San CarlosYear Graduated 2002Course Bachelor in Secondary Education major in MathGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse moderate of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool University of Cebu Main CampusPERSONAL DATAName Jun Antoinette Z. NavajaAddress 4- E Gorordo Avenue, Kamputhaw,Cebu CityBirthday January 27, 1988Civil Status SingleSex FemaleAge 25 years oldEDUCATIONAL BACKGROUNDElementary Colegio de la Inmaculada ConcepcionYear Graduated 2001High School Colegio de la Inmaculada ConcepcionYear Graduated 2005College University of San CarlosYear Graduated 2009Course Bachelor of Education major in Special EducationGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse scale of Arts in Education major Special Education- MentalRetardationEmployment RecordPosition Substitute TeacherSchool Barrio Luz Elementary School, DepEd CebuPERSONAL DATAName Angelie Lopez SenarosaAddress Catmaran, Basak, Compostela, CebuBirthday April 25, 1982Civil Statu sSingleSex FemaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Panangban Elementary SchoolYear Graduated 2000High School Compostela National High SchoolYear Graduated 2003College Cebu Normal UniversityYear Graduated 2007Course Bachelor in Secondary Education major in MathGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool Mulao National High School, DepEd Cebu