CASA DEL BAMBINO EMMANUEL MONTESSORI

Contreras Compound, Alangilan, Batangas City

Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics

Lessons

A Research Proposal Presented to the Junior High School Department

in Partial Fulfillment of the Requirements for

Junior High School Moving Up

Casao, Joy Micah A.

Aguda, Johanna Mae A.

Mercado, Mary Alen M.

Giman, Khristhel Ann N.

Jaway, John Ivan D.

Babao, Karen Faith P.

Bacquian, Roane Althea P.

Espina, Lemuel L.

May 2022
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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APPROVAL SHEET

The research entitled “Elaborating Key Concepts: Its Effectiveness in Understanding High
School Mathematics Lessons” was prepared and submitted by Lemuel L. Espina, John Ivan D.
Jaway, Johanna Mae A. Aguda, Karen Faith P. Babao, Roane Althea P. Bacquian, Joy Micah A.
Casao, Mary Alen M. Mercado, Khristhel Ann N. Giman in partial fulfillment of the
requirements for Junior High School moving up, has been examined and is recommended for
acceptance and approval for oral examination.

______________________
Joycee Ann Apuntar Garbin
Research Adviser

Approved by the committee on oral examination with a grade of ___________ on May

2022.
Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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ABSTRACT

This research determined the effectiveness of

elaborating key concepts with the
understanding of high school mathematics
lessons. Data and information were gathered
from 45 Junior High School students from
Grades 7-10. The research conducted used an
experimental type of study of both qualitative
and quantitative research. The results of the
study show that the elaboration of key concepts
has positive effects on connecting with the
students’ learning methods; however, its
negative effect is that some students find it hard
to understand. Finally, the results point that the
performance of the learners are affected by
their studying methods and their teachers’
teaching methods.

Keywords: conceptual learning, key

concepts, mathematics, teaching methods,
study methods
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Acknowledgment

We would like to extend our deepest gratitude to the individuals who participated and
made this research possible. Your participation is deeply appreciated by the researchers

To their English Teacher, Mrs. Joycee Ann Apuntar Garbin, who guided and gave
suggestions to the researchers;

To their families and classmates for their unwavering support and understanding
throughout our study;

And finally, we'd want to thank God for allowing us to get through the difficulties. We all
sensed your guiding day by day, and we will continue to put our faith in You for our future.

Casao, Joy Micah

Aguda, Johanna Mae

Mercado, Mary Alen

Giman, Khristhel Ann

Jaway, John Ivan

Babao, Karen Faith

Bacquian, Roane Althea

Espina, Lemuel
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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Dedication

We humbly dedicate this study to those who participated and are still working with us to
complete it. 

To our families whose unwavering support and help have made our efforts possible. 

And to our Almighty God, author of knowledge and wisdom, for granting us permission
to undertake this study.

The Researchers
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Table of Contents

Title Page . . . . . . . . . . i
Approval Sheet . . . . . . . . . ii
Abstract . . . . . . . . . . iii
Acknowledgement. . . . . . . . . . iv
Dedication . . . . . . . . . . v
Table of Contents . . . . . . . . . . vi
List of Tables . . . . . . . . . . vii
Introduction . . . . . . . . . . 1
Objectives of the Study . . . . . . . . 3
Statement of the Problem . . . . . . . . 3
Review of Related Literature . . . . . . . . 4
Methodology . . . . . . . . . . 9
Research Design and Methodology . . . . . . 9
Design . . . . . . . . . . 9
Respondents of the Study . . . . . . . 10
Profile Distribution of Respondents . . . . . . 10
Questionnaire Guide . . . . . . . . 11
Data Gathering Instrument . . . . . . . 11
Data Gathering Procedure. . . . . . . . 12
Data Analysis . . . . . . . . . 12
Results and Discussion . . . . . . . . 13
Conclusion . . . . . . . . . . 23
Recommendation . . . . . . . . . . 24
Bibliography . . . . . . . . . . 25
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List of Tables

Table 1.1 Profile Distribution of Respondents. . . . . . 10

Table 1.2 Categorization of Respondents. . . . . . . 14
Table 2.1 Teaching Methods . . . . . . . . 15
Table 2.2 Word Problems . . . . . . . . 16
Table 2.3 Coping Strategies . . . . . . . . 16
Table 2.4 Study Method . . . . . . . . 17
Table 3.1 Confidence & Technicality. . . . . . . 18
Table 3.2 Processing Speed . . . . . . . . 19
Table 3.3 Memory Retention . . . . . . . 19
Table 3.4 Frequency of Participation. . . . . . . 20
Table 3.5 Frequency of Inquiry. . . . . . . . 20
Table 3.6 Quality of Inquiry . . . . . . . . 21
Table 4.1 Possible Application of Concepts . . . . . . 22
Table 4.2 Response to Concepts. . . . . . . . 22
Table 4.3 Perspective on Concepts . . . . . . . 23
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Introduction

Mathematics has been used by humanity throughout history. Generally, it uses the

language of numbers as input and quantitative measurements as output. On the other hand,

logical understanding uses linguistic approaches to formulate solutions. As such, mathematics

uses a medium that is not the kind people typically use to understand everyday problems.

Students apply math realistically by practicing problems. Students are expected to

combine numbers and linguistics when solving applications. More of this skill is required as the

input used in math lessons changes when elementary students graduate as high school freshmen.

This is because learners must learn to transition from solely using real numbers and portions to

also dealing with irrational numbers and variables. Basis of explanations also change from

bringing up established number properties to forming theoretical proof. Proofing bridges these

mathematical sentences into coherent ones, therefore the main source of understanding in higher

mathematics. Although, making sense of these values, procedures, and symbolism will overload

the student’s learning capacity

While memorization is a skill that students must obtain, knowing what to do is

different from knowing how to do with what you know. Ali, A. A., & Reid, N. (2012)

hypothesized that if the procedure becomes automatic, there can be more ease in application.

Automated knowledge gained through procedural learning is limited to its known information

(Arslan, S., 2010), making it unreliable for combinations and alterations that are indefinitely

used for theoretical proofing.

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Specific characteristics that make subjects distinguishable from one

another are then categorized as “key concepts”. For instance: prior to entering

high school, students are supposedly aware of algebraic equations. They can be simply put as

equations that consist of numerical and literal coefficients that are connected by any of the basic

mathematical operations. This is comparable to polynomials whose main difference are rules

regarding degree values and variable placement for the result to be consistently real. (Scaria, T.,

2018). Such differences make polynomials distinguishable, therefore their “key concepts''. Stated

that, concepts must be learned rather than memorized for it can be applied in answering and

learning math problems (Malibiran, H., Candelario-Aplaon, Z., Izondate, M, 2019).

Examples of this are knowing to use proportion properties when encountering

similarly formatted equations with one of the values containing a variable. (Ex. 14:936 = 3x:624)

Idealistically, high schoolers must master these concepts before they step into their grade.

However, with the differences in students’ experiences, it might take longer for them to make

connections with the concepts they come across. With multiple researches proposing conceptual

learning as a basis for a more efficient way of studying (Rillero, P., 2015; Shishigu, A., Hailu,

A., & Anibo, Z., 2017) the researchers seek qualitative proof on the positive feedback it is

reputed of in practice.

This study is for researchers to gauge how key concepts affect students’

mathematical understanding in actuality, and for students to have a clearer understanding about

the sophisticated aspects of Mathematics.

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OBJECTIVES OF THE STUDY

The primary goal of this research is to demonstrate the effects of mathematics on high

school students and teachers. 

This study may be beneficial to:

1. students who want to self-study in a more efficient manner

2. teachers who want to improve their teaching approach for the understanding of

students

3. schools that want to improve their services

4. future researchers who want references to make improvement of self-study

methods or new ones in entirety

STATEMENT OF THE PROBLEM

Our study aims to gather information on the effectiveness of elaborating key concepts

from Junior High School Students from Grade 7-10. 

Specifically, it aims to determine the answers behind the following questions:

1. How are students acquainted/accustomed with conceptual learning based on their:

1.1 age

1.2 gender

1.3 grade level

1.4 teacher’s teaching method

1.5 teacher’s given problems

1.6 student’s coping mechanism

1.7 student’s study method

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2. What effect does elaboration have in relation to student’s performance in

the subject with regards to their: 

2.1 confidence & technicality

2.2 processing speed

2.3 memory retention

2.4 frequency of participation

2.5 frequency of inquiry

2.6 quality of inquiry

3. What are the disadvantages and advantages of elaboration with regards to their

understanding of the subject?

LITERATURE REVIEW

Other Definitions of Key Concepts

Generally, key concepts are abstract representations of objects, their properties,

and phenomena that happens with them. However, concepts themselves are defined

differently by each person and different sectors of knowledge. 

In the field of research itself, Nevarez (2009) defines them as the phenomena that

researchers plan to study. With this information, one can say that key concepts

themselves are researchers’ main ideas that make up the foundation of their theological

proof. It could also be the labels that people put on a group of characteristics to explain

what they personally observe (Bhattacherjee, A, 2021).

In psychology, concepts are known as a categorization of traits (N., Sam M.S.,

2013) to conceive mental manifestations of objects or actions. Conceptualizing anything

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requires you to gather enough characteristics in order to distinguish each

concept from one another (Hunt, E. 2017). This is because concepts can

overlap in certain sectors of knowledge and therefore start associations between ones

with similarities. (Gastaldi, C., et al, 2021)

In educating environments, Fleming, E. (2019) describes it as ideas that are to

remain with a person even after school. Specifically, they are the individual’s core

understanding of the subject. These can be certain words that commonly come up in

multiple subjects, just with slightly modified definitions according to their specific

functions (Smith, S., 2022).

To organize all of this, the definition of key concepts that the researchers used in

terms of understanding mathematics is “the differences of mathematical terms that make

them distinguishable from one another”.

Connecting Branches of Junior High School Mathematics

The K-to-12 Junior High School curriculum’s spiral progression approach

revolves around four main branches of math: algebra, geometry, trigonometry, and

statistics. Merriam-Webster (n.d.) online dictionary defines all above as follows: Algebra

is the branch of mathematics that generalizes arithmetic with the use of variables in place

of numbers to solve abstract operations such as the successive branches. Next, Geometry

is concerned with angles, multidimensional entities, their measurements and properties

with the use of derived formulas. A sub-branch of geometry that deals with relationships

within triangles is then called trigonometry. Lastly, statistics is collecting, organizing,

analyzing, presenting, and interpreting quantitative data. 

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The stated unanimously result in accurate numerical data hidden in

abstract representations; namely, variables, scaled measurements, angles,

graphs and/or tables. Consequently, abstracts “do not have a bounded, identifiable, and

clearly perceivable referent” (Borghi, A. M., et al 2017) resulting in obscure foundations

in foresight. These especially overlap with their use of variables. Algebra uses variables

to represent numbers, Geometry and Trigonometry uses variables to represent

measurements within shapes, and Statistics uses variables to anything that can be

measured and has an assigned probability (Britannica, 2016). Although interconnected,

differentiating these overlapping definitions will help the students get a better grasp of

the function of each branch.

Attitude of Students Towards Mathematics 

When asking about mathematics, students will typically express their distaste

towards the subject. Researchers have attempted to identify why mathematics is less

appealing to students. For instance, Boaler, J. (2016)’s research states that only few

students think that they attend math classes to appreciate its beauty. They believe that

mathematics is different from other subjects in a sense that it is less about learning, and

more about performing. As a result, students have become anxious towards their answers.

Their doubts affect their performance negatively and will inevitably lead to a decline in

their efforts. 

Gafoor, K. A. & Kurukkan A. (2015) found out that self-efficacy or a person’s

belief to achieve their goal directly affects their attitude towards approaching it.

Coincidentally, the same study had the same percentage (82%) of students who dislike

mathematics and of those who are still willing to learn from it. Despite their lack of
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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understanding towards it, they still recognize its importance. The teacher’s

role in this is to further emphasize the importance in achieving these goals

to remedy students’ negative mindsets. 

Chukwuemeka Ph.D, (2013) identifies environmental conditions as a factor that

has a significant impact on an individual’s physical and psychological capabilities. This

led to a collective argument addressing a perspective that many students fail to develop

their potential due to the poor environment and surroundings. Given this situation,

students’ impression of mathematics depends on their surroundings.

Pre-existing Coping Mechanisms

Oliva, J.J.C., et al (2019)’s results suggest that content, skills, and attitude have a

significant effect on the reduction of stress caused by the subject. These factors are not so

easily developed and as a result, different coping strategies were developed. 

Skaalvik (2018) identifies two major types of strategies based on content:

problem-focused and self-protective. Problem-focused strategies aim to understand the

faults made when solving in an effort to do better while self-protective strategies are used

by students to protect themselves and/or the discovery of their performance in an effort to

avoid confrontation, judgment, etc. Self-protective strategies do not promote

understanding at all but some problem-focused strategies are not healthy either. 

Isolated fixation involves a strategy that unleashes deprivation towards students

themselves and others to promote maximization of content intake. For example, strategies

such as time pressuring, cramming and fixation. Time pressuring involves setting a

deadline for yourself to feel pressured into doing the task at hand. Cramming is defined

as jamming your schedule with intensive studying for an upcoming test (Merriam-
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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Webster., n.d.). Lastly, fixation is an extensive cramming without the time

pressure. Instead, it is excessive focus on a task at hand, avoiding

distractions, sometimes even health breaks, until motivation or energy is lost.

Contradicting this, Kellogg, J.S., et al (1999) concluded that time pressure does

not directly affect the student’s anxiety while answering. Instead, the way the information

is presented (stimuli), perceiving the information (perception, Merriam-Webster, n.d.),

and judgment/feedback from others worry them more. Through these, the researchers can

narrow down more direct mechanisms to address these factors. Students may consider

note taking, audio-visual mnemonics, video presentations, self-assessment, peer tutoring,

and one-on-one discussion. The last three are highly recommended as they consider all

three factors at once. However, an optimal method that works for a wider range of study

is still debated on. Our study focuses on identifying where the incorporation of concepts

stands in terms of effectiveness.

Word Problems

Word problems improve students’ mental abilities, improve logical analysis, and

stimulate creative thinking. They are seen in Mathematics as questions that demand the

students to apply their arithmetic skills to a ‘real-life’ scenario (Williams, 2022). It is

composed of terms, numbers, and transitional vocabulary. 

This implies that in order to understand the word problem, students must be

familiar with the terminology linked with the mathematical symbols they are used to.

Certain phrases assist them in determining what they need to do to solve the problem,

such as adding or subtracting. Students must then convert these phrases into number
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sentences, such as “two plus three equals five”. As a result, a student's

ability to solve word problems can be hampered by a lack of reading

comprehension. 

Answering word problems requires full attention. Others lack self-control and

rush through the problem. They may ignore important information or make simple

calculation errors. Another hindrance could be their lack of motivation (Ku, Harter, Liu,

Thompson, & Cheng, 2007). Bates & Wiests (2004) state that the context of

mathematical word problems is sometimes unrelated to the students solving them,

making them more difficult to understand and demotivating to solve. Providing enough

related background information, hypothetically key concepts, will likely increase

motivation. Teachers must be able to find a method that can improve familiarity with

technicality, attention span, and motivation. It should be taken seriously and promoted in

order to generate desire and interest within the students to develop world problem skills.

METHODOLOGY

Research Design and Methodology

This chapter contains information about the method that the researchers are going to use

in the gathering and analysis of data. This contains the design, respondents of the study,

instrument, data gathering procedure, and statistical treatment used.

DESIGN

The researchers aim to adopt a pragmatic system based on the following philosophies: As

opposed to their sources, they utilized a deductive approach instead of an inductive one. This is
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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because they sought to find the implications of the sources’ results in actuality. A

qualitative strategy was used for induction of the students’ learning strategies,

while a quantitative strategy was used to generate the inferences based on some of the students’

performance factors. As such, a combination of structured and unstructured interview types was

used to gather these specifics. An ethnographic research method then deduced the effects of

concepts towards the individual understanding of the respondents was chosen. This is so that the

researchers can observe the learners as they are. Through these philosophies, they aim to reap

detailed discussions of said effects as well.

RESPONDENTS OF THE STUDY

  The focus of this research is the students in the high school level. The researchers have

chosen students from Grades 7 through 10 to be the respondents of the questionnaire. In the

distribution of the questionnaire, a total of 45 responses have been received from the students

who participated in this research.

PROFILE DISTRIBUTION OF RESPONDENTS

n = 45
(Table 1.1)
Demographic Profile Frequency Percentage
Age
12-15 y/o 33 73.30%
16-18 y/o 11 24.44%
19 y/o 1 2.22%
Gender
Male 11 24.44%
Female 29 64.44%
Non-binary 5 11.11%
Academic Level
Grade 7 18 40.00%
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Grade 8 7 15.56%
Grade 9 10 22.22%
Grade 10 18 40.00%

QUESTIONNAIRE GUIDE

The researchers’ questionnaire was written in English for the students to be accustomed

with the mathematical terms. It is divided into five sections: demographics, exposure to concepts

from their learning environment, academic performance, self-interpretation of concepts’ effects,

preferences in the subject. It is composed of 17 questions excluding the respondents’ profile. The

questions are mostly multiple-choice type with a few open-ended questions for further

evaluation.

DATA GATHERING INSTRUMENTS

The researchers created a questionnaire that includes check box and open-ended

questions. The reasoning for this is because it would make the gathering of data for the research

easier, faster, and more convenient. The constructed questionnaire is based on the statement of

the problem. 

The introductory part of the questionnaire contains: the title of the study, a letter for the

respondents that explains their objectives, and the consent form that discloses the discretion of

all the gathered data.

The main body consists of four parts. The first part contains the respondent’s profile and

their approval for the use of their information and data gathered. The second section discerns the

learning environment of the students. This part evaluates how familiar students are with

conceptual learning or how they use concepts. The third section surveys the performance of the
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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students while studying. It aims to identify what effects conceptual learning has

on the performance of the students. The next section identifies the advantages and

disadvantages of conceptual learning. It wants to know what the student’s insights are on the

effects of conceptual learning, how students feel about it, and how it might help students with the

new lessons given to them. The last section requests the feedback of students with regards to

conceptual learning. It gathers student’s preference on the teaching methods to better suit their

own study methods.

DATA GATHERING PROCEDURE     

The researchers followed certain guidelines in conducting this research. The researchers

first constructed a questionnaire in Google Forms. Since there is a pandemic, it is best that the

gathering of data is online and cross-sectional. Different social media platforms have been used

in the distribution of the questionnaire. A message that includes the introduction of the study and

the researchers, and initial consent was then created for the researchers to use. The instructions

and questions were well-explained for the respondents, for them to have ease in answering. The

researchers also ensured that their privacy is ensured. 

DATA ANALYSIS 

The analysis is divided into three steps: 1) determining the relationship of concepts to the

students’ environment, 2) assessing their performance, 3) identifying the advantages and

disadvantages of conceptual learning.

The researchers must isolate the conceptual learners by analyzing the students

individually. Then, they are to see if their profile affects this categorization. To determine their
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
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relationship with their environment, they must know the teacher’s method of

teaching and the student’s individual study methods to see if the students a)

understand their teacher’s method, b) prefer which study method/s, c) have compatible methods

with their teachers.

Next, they assessed the learner’s performance by measuring their a) understanding of

concepts, b) memory retention of lessons, c) participation in class, d) frequency of asking

questions, d) quality of asking questions.

Lastly, they identified the advantages and disadvantages of conceptual learning to

learners with regards to their understanding with the subject.

RESULTS AND DISCUSSION

In this part, the results from the gathering of data and information will be discussed by

the researchers. This is for the researchers to know whether conceptual learning has been

effective to students.

The online form received 45 responses. Then, the students were categorized into

procedural and conceptual learners; with 27 and 18 students respectively. Table 1.1 answers how

acquainted/accustomed students are with conceptual learning in their study mechanism based on

their demographics.

n = 27 n = 18
(Table 1.2)
Demographic Profile Procedural Conceptual
Age
12-15 y/o 18 (66.67%) 15 (83.33%)
16-18 y/o 9 (33.33%) 2 (11.11%)
19 y/o 0 (0%) 1 (5.56%)
Gender
Male 5 (18.52%) 6 (33.33%)
Female 19 (70.37%) 10 (28.57%)
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Non-binary 3 (11.11%) 2 (11.11%)

Academic Level
Grade 7 6 (22.22%) 4 (22.22%)
Grade 8 4 (14.81%) 3 (16.67%)
Grade 9 7 (25.93%) 3 (16.67%)
Grade 10 10 (37.04%) 8 (44.44%)

Table 1.2 shows that students aged 12-15 are more likely to use conceptual learning

(83.33%). For gender, females are more likely to be procedural (70.37%). As for the academic

level, the frequencies are too close to make a differentiation. With this information, academic

level might have no relevance with their acquaintance with concepts.

Section 2 shows how students interact with their environment; either from their teacher’s

inputs or with their method of adaptation.

Table 2.1 shows the methods that the teachers use in teaching which answers: “How are

students acquainted/accustomed with concepts in their study mechanism based on their teacher’s

method of teaching?”

n = 27 n = 18
(Table 2.1)

Learning Environment Procedural Conceptual

How would you describe your teacher’s method of teaching?

brings up real-life examples first 14 (51.85%) 11 (61.11%)

gives a recap and connects the
26 (96.30%) 16 (88.89%)
topic to the current one
jumps straight into discussion 11(40.74%) 5(27.78%)
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asks about prior knowledge 14 (51.85%)  10 (55.56%)

repetition of terms 7 (25.93%) 9 (50%)

The results show that most of the respondents are taught with the strategy of giving a

recap first about the past lesson and connecting it to the current one. By refreshing the past

lessons, learners would have insights about the current or new lessons discussed and they will be

able to get a hold of their connections. This is especially important because mathematics is a

cumulative subject (Kerns, G., 2022) that relies on past knowledge to execute properly. On the

other hand, 7 (25.93%) procedural learners are learning with the teacher’s method of repeating

terms and 5 (27.78%) conceptual respondents report that their teacher immediately starts with

direct discussion. Both do not give space for questions and recalling, only targeted to put the

information in the students’ thoughts. The low frequencies for this response lead to a positive

inference that most of the students are acquainted/accustomed with concepts in their study

mechanism based on their teacher’s method of teaching.

n = 27 n = 18
(Table 2.2)
Learning Environment Procedural Conceptual
When my teacher gives us word problems, they use something similar to:
The given examples in our class, just
5 (18.52%) 4 (22.20%)
with a different construction
“Given that 5x+4 is a factor of 342, what
13 (48.15%)  4 (22.20%)
is the value of 12x?”

“There is a bag with 8 marbles; three

green marbles, two orange marbles, and
one marble for each primary-colored
9 (33.30%) 10 (55.56%)
marble. What is the probability that I get
orange marbles after drawing two
marbles at the same time?”
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Table 2.2 shows the correlation of the student’s study methods to their

teachers’ presentation of problems. Procedural learners tend to notice their

teachers’ use of closed-vocabulary questions (48.15%); therefore, their familiarity with technical

terms is apparent. Meanwhile, conceptual learners seem to notice their teachers’ use of open-

vocabulary questions (55.56%) which use terms outside of mathematics. This data predictably

shows that conceptual learners notice questions that require further analysis more.

n = 27 n = 18
(Table 2.3)
Learning Environment Procedural Conceptual
When presented with new topics to study on, how do you try to understand it?
I don’t have to, my teacher’s explanation 1 (3.70%) 3 (16.67%)
I write down my notes because I can
16 (59.26%) 9 (50%)
understand them more
I just go with what I know 1 (3.70%) 2 (11.11%)
I look for video lectures on YouTube to
8 (29.63%) 4 (22.20%)
see other explanations
I ask for help from my siblings 1 (3.70%) 0 (0%)

Table 2.3 shows the methods used by learners in learning and studying new lessons. This

table shows small variation between the percentages of procedural and conceptual learners. The

most frequent is note-taking (59.26%; 50%). It shows that, in general, students require a sensory

stimulant to focus on information. This is also supported by the second most frequent response:

video lectures (29.63%; 22.20%) that stimulate the eyes and ears.

n = 27 n = 18

(Table 2.4)

Learning Environment Procedural Conceptual

Before a quiz, I study by…

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searching up worksheets to answer 8 (29.63%) 8 (44.40%)

making my own quiz to answer 3 (11.11%) 7 (38.89%)

cramming 12 (44.45%) 6 (33.33%)

going back to previous quizzes and
15 (55.56%) 16 (88.89%)
focusing on making the mistakes right
making abbreviations/mnemonics, ex.
7 (25.90%) 3 (16.67%)
PEMDAS
returning to recorded meetings 18 (66.67%) 12 (66.67%)

others... 3 (11.11%) 0 (0%)

Table 2.4 shows the strategies that the learners use when they study and prepare for an

examination. Turns out that 30 learners, 18 procedural (66.67%) and 12 conceptual (66.67%),

watch the meetings that are recorded in their classroom. In this pandemic, online classes have

been one of the modes used for learning. New technologies are introduced and it helps learners

learn even in our situation right now. This means that the students have learned to adapt with

their resources. More importantly, conceptual learners utilize technology with returning to

returned quizzes to make their mistakes right (88.89%). This method is objective, aiming to

improve their understanding of their shortcomings which is expected of conceptual learners.  The

results also show that making their own quizzes for procedural learners (11.10%) and creating

abbreviations/mnemonics in studying are least used by conceptual learners (16.67%). Self-

assessment is generally objective, while memory-tactics are subjective and only last in short-

term. This reflects their respective learning methods perfectly.

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Data in Section 3 of Tables gauge the effect that concepts have in relation

to student’s performance. Table 3.1 shows the level of confidence that students

have in answering a question whilst unprepared. The researchers have input a question about sets

in the questionnaire wherein respondents have to analyze and answer based on their current

understanding.

n = 27 n = 18
(Table 3.1)
Performance Procedural Conceptual

How would you describe the relation between these sets? A = {set of all prime numbers between 0 and
10}; B = {set of all odd numbers}

confident 6 (22.2%) 3 (16.67%)

fairly confident 11 (40.74%) 6 (33.33%)
not confident 10 (37.04%) 9 (50%)
    

It shows that learners are generally not confident with their answers; some even going to

the extent of copying directly from websites. In addition, the results of their answers show that

both groups were not able to grasp and have already forgotten the concept of sets. In addition,

with the combined 62.94% confidence of procedural learners compared to the combined 50%

confidence of conceptual learners, it looks like conceptual students might have some difficulty

with using terminologies compared to procedural learners.

n = 27 n = 18
(Table 3.2)
Performance Procedural Conceptual
How fast can you identify a formula to use?
As I read the question 0 (0%) 2 (11.11%)
After reading/analyzing the question once 3 (11.11%) 5 (27.78%)
After reading/analyzing the question multiple times 12 (44.44%) 8 (44.44%)
I check other questions first then decide if I use a
3 (11.11%) 1 (5.56%)
similar formula.
I write the given first then I identify the formula. 7 (25.93%) 1 (5.56%)
others... 2 (7.41%) 1 (5.56%)
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 19

Table 3.2 shows the speed of students in analyzing questions and

identifying the formula to be used. The data on the table is evenly distributed,

showing that speed might not be affected by concepts. In fact, it shows that most students,

regardless of method used, have to analyze the question multiple times (44.44%; 44.44%) first

before they get to identify the formula to be used in answering. 

n = 27 n = 18
(Table 3.3)
Performance Procedural Conceptual
How long can you remember topics?
next day 9 (33.33%) 8 (44.44%)
next week 11 (40.70%) 6 (33.30%)
next month 6 (22.22%) 2 (11.11%)
next year 0 (0%) 1 (5.56%)
others... 1 (3.70%) 1 (5.56%)

Table 3.3 shows how long the students remember the topics. Once again, the percentages

are relatively evenly distributed. In general, the majority of the students have trouble retaining

the lessons for more than a week at most and barely any students claim to still remember topics

the next year. As a result, concepts might not affect student’s memory retention after all.

n = 27 n = 18
(Table 3.4)
Performance Procedural Conceptual
How often do you answer in class?
about 1-2 times a week 12 (44.44%) 4 (22.22%)
about 2-3 times a week 8 (29.63) 6 (33.33%)
about 3-4 times a week 1 (3.71%) 4 (22.22%)
about 4-5 times a week 5 (15.52%) 4 (22.22%)
never 1 (3.71%) 0 (0%)

Table 3.4 shows high variation in the frequency of procedural learners’ participation in

class while conceptual learners seem to be evenly distributed. Nonetheless, it shows that
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 20

procedural students are less likely to ask questions in class with a combination of

13 students ranging from never to twice a week (48.15%). However, this does not

change the fact that 16 (37.78%) of all the students do not dare to ask more often or do not ask at

all.

n = 27 n = 18
(Table 3.5)
Performance Procedural Conceptual
How often do you ask your teacher about your topics?
about 1-2 times a week 15 (55.56%) 13(72.23%)
about 2-3 times a week 1 (3.70%) 1 (5.56%)
about 3-4 times a week 1 (3.70%) 0 (0%)
about 4-5 times a week 0 (0%) 0 (0%)
never 10 (37.04%) 4 (22.22%)

This is also reflected in Table 3.5 that shows the procedural and conceptual learners'

frequency of asking teachers about the topics taught. The combination of responses ranging from

never to twice a week shows that 42 (93.33%) of all students rarely have any questions to ask.

However, when given a hypothetical situation similar to Table 3.6, it shows that students

are actually keen on asking questions.

n = 27 n = 18
(Table 3.6)
Performance Procedural Conceptual
What kind of questions do you usually ask your teacher?
I often wonder how I can use it in real life. 5 (18.52%) 5 (27.78%)
I will ask about a hypothetical situation 4 (14.80%) 8 (44.44%)
I will clarify something about the procedure. 23 (85.19%) 14 (77.78%)
I will ask for a different or easier explanation
11 (40.74%) 7 (38.39%)
of the lesson
I will ask for a summary or recap 10 (37.04%) 9 (50%)
others... 2 (7.41%) 0 (0%)
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 21

Table 3.6 shows the kind of questions that a learner would ask their

teacher. The percentages of the students seem to be relatively distributed evenly. This is shown

especially with the most frequent response, 14 (77.78%) conceptual learners and 23 (85.19%)

nonconceptual learners ask their teacher to clarify the procedures done in a lesson. There might

have been a confusion or misunderstanding with the procedures that clarification is needed for

better understanding. Contradicting this, the 44.44% of conceptual students tend to ask more on

hypothetical situations compared to only 14.80% of procedural students. Hypothetical situations

require out-of-the-box troubleshooting. Apparently, conceptual students can handle that

troubleshooting more than procedural ones, making them slightly advantaged in unfamiliar

situations.

This last section aims collate the disadvantages and advantages of elaboration with

regards to their newfound understanding.

n = 27 n = 18
(Table 4.1)
Evaluation Procedural Conceptual
What do you think are the effects of conceptual learning?
I think it can be used to have advanced knowledge
23 (85.19%) 17 (94.44%)
with new lessons.
I think it can help in boiling down the topics to a
18 (66.67%) 14 (77.78%)
simpler way of understanding.
I think it can make you look very closely at the
12(44.44%) 11(61.11%)
relationship between the subjects.
I think it’s not as good as it seems since concepts you
spot may be inaccurate if you aren’t too familiar with 7 (25.93%) 3 (16.67%)
the topic.
I think it will be hard to apply since there are no rules
3 (11.11%) 4 (22.22%)
or guidelines on how to create the connections.
I think it can be too hard that I forget the basics. 4 (14.81%) 2 (11.11%)
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 22

Table 4.1 shows a high percentage of students that generally agree that the

elaboration of concepts can help them understand future lessons. This is

maximally important as recalling the concepts as basics do reflect on the students’ beliefs.

Supporting this, the least frequent respondents consist of 4 (14.81%) procedural and 2 (11.11%)

conceptual learners saying that conceptual learning can be too hard and that they forget the

basics. This is overpowered by the most frequent response that consists of 23 procedural and 17

conceptual learners, saying that it can be used to have advanced knowledge with new lessons.

This table shows that 85.19% and 94.44% of both procedural and conceptual learners see the

advantage of conceptual learning.  

n = 27 n = 18
(Table 4.2)
Evaluation Procedural Conceptual
How do concepts make you feel?
It gives me confidence. 4 (14.81%) 9 (50%)
It makes me confused. 10 (37.04%) 9 (50%)
I think there’s too much to analyze. 7 (25.93%) 8 (44.44%)
I think it’s a natural way of learning. 12 (44.44%) 10 (55.56%)
I think I can use it with my study method 17 (62.96%) 12 (66.67%)
I think finding them on my own will be hard. 9 (33.33%) 1 (5.56%)
I think it will be good for me in the long-term. 11 (40.74%) 5 (27.78%)
others... 1 (3.70%) 0 (0%)

Table 4.2 shows what concepts make learners feel. It strongly shows that they believe

that concepts can be used with their study method. This is supported by 17 (62.96%) of

procedural learners and 12 (66.67%) of conceptual learners who find concepts useful in their

study method. On the other hand, 9 (33.33%) procedural students and 1 (5.56%) conceptual

student said that finding them on their own would be hard.

n = 27 n = 18
(Table 4.3)
Evaluation Procedural Conceptual
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 23

How do concepts help in having advanced knowledge with the new lessons to be studied?
It requires you to look closely at the relationship
24 (88.89%) 12 (66.67%)
between the subjects
Concepts you spot may be inaccurate if you aren’t too
3 (11.11%) 6 (33.33%)
familiar with the topic.
There are no rules or guidelines to creating the
0 (0%) 0 (0%)
connections.

Table 4.3 shows how concepts might help the learners in having advanced knowledge

with the new lessons to be studied. The results show that most students believe that concepts

urge them to look closely at different subjects to have advanced knowledge about a lesson

because of the elaboration. This means that with the help of key concepts in learning, the

adaptive strategies are grasped more by the learners. It can be implied that it is one of the

advantages of studying with key concepts. On the other hand, 3 procedural learners (11.11%)

and 6 conceptual learners (33.33%) are concerned that the concepts they spot may be inaccurate

if they aren’t too familiar with the topics. This shows the disadvantage of concepts, that it can be

different from everyone based on their proficiency. If the differences are discussed, this

disadvantage can be eliminated to maximize the effects of concepts.

Conclusion

This study identifies the effectiveness of elaborating key concepts as an instructional strategy

in understanding high school mathematics lessons which are abstract. The findings show that:

1. Elaborating key concepts was effective in helping students understand a higher order of

abstraction and improving their attitudes toward learning.

 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 24

2. Doing key concepts in mathematics, such as fractions and ratios, can be

difficult for students, especially at the high school level. In order to

understand and become proficient with the concept, students need to have a strong

foundation in which inequalities can be identified along with determining when both

sides of an equation need to contain equal signs. 

3. Some students are not able to grasp the idea of key concepts. According to the analysis,

the students must read the question multiple times in order to fully understand it. The vast

majority of learners also said that they could only remember the topics until next week.

These things are greatly affected by the teachers’ method of teaching or the students’

themselves. 

4. Key concepts are essential to learning and understanding. Based on the majority of

learners that found concepts useful in their study but for a few, (9 procedural students and

1 conceptual student) said that finding them on their own would be hard. 

5. Small gains in math achievement and high levels of engagement indicate that using

interactive technology in the class improves math learning.

6. Lack of reading comprehension can affect a student's word problem solving skills. Based

on the results seen from the questionnaire, some of the learners are not confident/merely

fairly confident with their answers because they misinterpreted the question. 

7. Based on the analysis, the majority of students have difficulty remembering lessons for

more than a week at most, only a few claims to remember them until the following year.

8. Mathematics learning is most effective when it aims to help students develop a deep

understanding of mathematical concepts.

 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 25

Recommendation

After a thorough analysis of data, the following recommendations are hereby made:

1. One-on-one tutorials may be recommended for students who don’t have the courage to

address their questions. 

2. Using interactive whiteboards that show videos on how to solve math problems

efficiently and effectively, cooperative learning to encourage students to interact with

their classmates while solving mathematical problems together and inquiry-based

instruction which encourages learners to ask questions to gain deeper understanding of

mathematical concepts are some strategies that can be adopted to improve math skills. 

3. Students must enhance their word problem solving skills through practice. Answering

word problems requires full attention.

4. Teachers will be able to identify the effectiveness of elaborating key concepts; thus,

creating instructional materials to enhance learning of the students. They would need to

be innovative for possible adoption of a method through which students learn best

through different communication channels.

5. Special programs that support after normal classes lessons should be devised by schools

for improvement of the services offered.

6. Future researchers can take data from this study to analyze how students can improve

their performance factors that are not affected by concepts.

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Survey Outline
Respondents’ Profile
Age
Gender
Academic Level
“By answering this questionnaire, you are giving consent to the gathering of data and
information from your responses.” [Consent Form]

Learning Environment
“How would you describe your teacher’s method of teaching?”
“When my teacher gives us word problems, they use something similar to:”
“When presented with new topics to study on, how do you try to understand it?”
“Before a quiz, I study by…”
 Elaborating Key Concepts: Its Effectiveness in Understanding High School Mathematics
Lessons 30

Performance
“How would you describe the relation between these sets? A = {set of all prime numbers
between 0 and 10}; B = {set of all odd numbers} *hint: state the differences and/or similarities
of the sets that you notice” [open-ended]
“How fast can you identify a formula to use?”
“How long can you remember topics?”
“How often do you answer in class?”
“How often do you ask your teacher about your topics?”
“What kind of questions do you usually ask your teacher?”

The Advantages and Disadvantages of Conceptual Learning

“What do you think are the effects of conceptual learning?”
“How do concepts make you feel?”
“How do concepts help in having advanced knowledge with the new lessons to be
studied?”

Feedback
“What can you say about the schedule of your Mathematics subject?” [open-ended]
“What kind of exercises do you prefer?”
“What can you say about the teaching method used by your teacher? Do you think it's clear,
confusing, etc.?” [open-ended]
“What can you say about the assessments given to you?”