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Using the descriptive method of research, this study focused on the assessment of the Grade 8 geometry teaching guide of the K to 12 Basic Education Program based on the van Hiele model of geometric thinking and Department of Education’s standards. The four modules of the teaching guide namely: Reasons Behind Reasoning, Triangle Congruence, Inequalities in Triangles, and Parallelism and Perpendicularity were assessed vis-a-vis the levels of thinking: Level 0 (Visualization/Recognition), Level 1 (Analysis), Level 2 (Ordering), Level 3 (Formal Deduction) and Level 4 (Rigor). The learning competencies, instructional activities and assessment tasks were classified according to the levels. Frequencies and percent values were used to analyze the presence of the levels in the teaching guide. In assessing the consistencies, as well as the presence of some features necessary for geometric instruction, DepEd’s levels of assessment or the Knowledge, Process, Understanding and Products (KPUP) framework was used. It was found out that in terms of the model, the teaching guide bordered on Analysis, Ordering and Formal Deduction. Recognition, and Rigor were given less emphasis in the teaching guide. The guide is commendable for the comprehensive presentation of relevant learning activities and its tendency towards the development of higher order thinking skills. However, there were inconsistencies in the use of the DepEd’s KPUP model. It is recommended that the DepEd may consider the use of the model as a framework to develop the teaching guide’s components. It is also recommended that future researchers consider results of the instruction based on students’ van Hiele levels of thinking.
Bautista et al. (Fri,) studied this question.