College of Teacher Education
Laoag City
Names : Joebert L. Masaew
Section: BSEd Math 3A
RESEARCH INSTRUMENTS
We as researchers used a structured observation checklist form before and after the
intervention which determined the progress of students in their learning in terms of engagement. In
addition, students were asked to complete a questionnaire form with a Likert scale survey and
openended questions, where they can share their thoughts and insights in relation to the study that was
conducted
APPENDIX
Observation Checklist Form about the Students’ Engagement in Learning
Geometry Before and After the Intervention.
Teacher: Date:
Statement Always Often Sometimes Rarely Never
(5) (4) (3) (2) (1)
1. Students are actively
participating in class
discussions.
2. Students ask questions during
the lesson.
3. Students demonstrate
enthusiasm and interest during
interactive Geometry
activities.
4. Students are motivated and
remain focused throughout the
Geometry lessons.
5. Students show signs of
motivation and eagerness to
learn.
6. Students complete assigned
tasks promptly and with
interest.
7. Students collaborate well with
their peers during activities.
8. Students appear attentive
throughout the lesson.
9. Students are learning and
understanding the topics in
Geometry classes.
10. Students show perseverance
and effort when working on
challenging problems.
APPENDIX C
Survey Questionnaire Form for Students Before and After the Intervention.
Name (Optional): Date:
Part I.
Directions: Rate yourself by putting a checkmark on the appropriate box. Each statement is supposed to
measure your engagement in learning Geometry.
Statement Always Often Sometimes Never
(4) (3) (2) (1)
1. I learn a lot in our
Geometry classes.
2. I am excited to attend our
Geometry classes.
3. I feel comfortable when I
am joining our Geometry
classes.
4. I can openly ask my teacher
about our topic if I don’t
understand it.
5. When I don’t understand
something about our
lesson, I watch online
lectures too.
6. Learning new things in
Geometry is fun for me.
7. In my Geometry class we
practice things over and
over until we get them
right.
8. My teacher uses different
strategies and approaches
in teaching the subject.
9. I find our Geometry
classes interesting and
engaging.
10. My teacher integrates
manipulatives in teaching
Geometry.
APPENDIX D A. Focus Group Interview for Students:
Before the intervention:
1. How engaged do you feel during Geometry lessons using traditional teaching methods?
2. What aspects of Geometry lessons currently hold your attention or interest the most?
3. How often do you participate actively in Geometry class activities and discussions?
4. Do you feel motivated to learn and explore geometry concepts on your own? Why or
why not?
.
5. How do you think using hands-on tools or manipulatives might affect your engagement in
Geometry classes?
.
After the intervention:
1. How engaged did you feel during Geometry lessons after using manipulatives?
2. What aspects of using manipulatives in Geometry lessons captured your interest the most?
3. Did you find yourself participating more actively in class activities and discussions after using
manipulatives? Why or why not?
4. Did using manipulatives increase your motivation to learn and explore Geometry
concepts on your own? Please explain.
.
5. Do you feel that using manipulatives made Geometry lessons more enjoyable and
engaging? Why or why not?
.
B. Interview Questions for the Teacher:
Before the intervention:
1. How would you describe the current level of student engagement in your Geometry classes
using traditional teaching methods?
2. What strategies do you currently use to engage students in Geometry lessons?
3. What challenges do you face in trying to maintain or increase student engagement in
Geometry?
4. How often do students actively participate in class discussions and activities in your
Geometry lessons?
.
5. What are your expectations regarding the use of manipulatives to enhance student
engagement in geometry?
.
After the intervention:
1. How did the level of student engagement in your Geometry classes change after
implementing manipulatives?
2. What aspects of using manipulatives in Geometry lessons did you find most effective in
capturing students' interest?
3. Did you observe any changes in student participation during class discussions and
activities after introducing manipulatives? What can you say?
4. What challenges, if any, did you encounter while using manipulatives to engage
students in Geometry?
.
5. Based on your observation, do you believe manipulatives improved overall student
engagement and enjoyment in Geometry lessons? Please explain.
A. Submit individually your common outputs through the MVLE