The Use of Integrative Approaches in Lesson Planning in Mathematics

This study determined the integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics. Specifically, it answered the following sub- problems: 1. What are the integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics? 2. What is the level of usage of the integrative approaches along: activity, analysis, application, abstraction, and assignment? 3. Is there a significant difference on the level of usage of the integrative approaches between the Junior High School and Senior High School along the different parts of the lesson plan? 4. What are the problems encountered by the teachers on the use of integrative approaches? and 5. What lesson exemplar as model on the use of integrative approaches may be developed? The researcher employed the survey-comparative type of research. The integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics were identified and the level of usage to the different parts of the lesson. The hypothesis that there is no significant difference on the level of usage of the integrative approaches between the Junior High School and Senior High School along the different parts of the lesson plan were also tested. Likewise, the problems encountered by the teachers on the use of the integrative approaches determined and lesson exemplar was developed as model on the use of integrative approaches. The study has a total of 126 respondents but only 118 responses were retrieved or 94 percent retrieval rate. The data on the integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics was treated using frequency count and percentage. However, on the level of usage of the approaches in the lesson, frequency count and weighted mean were used. Frequency count and ranking were utilized to identify the problems encountered by the teachers.