PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Survey Questionnaire on the Implementation of K-12 Grade 6 Mathematics

Curriculum

Dear Respondent,

The undersigned are completing their Research 2. Currently, they are conducting
their research titled Grade-VI Teachers’ Perception on the Implementation of K-12
Mathematics Curriculum in the selected schools in Prosperidad, Agusan del Sur.

In consonance with this, they would like to request you to answer this
questionnaire.

Rest assured that the information which will be gathered in this study will be
treated with utmost confidentiality.

Very truly yours,

LORR ANGEL S. ALMANZOR

CRISCILLE JANE S. ARINGAY

JESRIEL KIM C. GERAWON

CHRISTINE O. MAMBURAO

MARIECRIS F. OLVIDADO
Researchers
 39

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Part I Respondents’ Profile

Name (Optional): ______________________________Age: ______

Gender:___Male___Female

Educational Background: Please check any of the courses below which corresponds to
your degree.

BEED _________
Others, please specify: _________

Years in Teaching Mathematics: ________

Part II. Perception of Teachers on the Implementation of

K-12 Grade 6 Mathematics Curriculum

Rationale of the K-12 Mathematics

A. Content

Directions: Please check the appropriate column that best describe your perception on
the implementation of K-12 Grade 6 Mathematics Curriculum in your
school in terms of its content using the following scale:

5 - Strongly Agree 3 – Undecided 1 – Strongly Disagree

4 – Agree 2 – Disagree
 40

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
 41

5 4 3 2 1
Curricular content

1
Contribute to the attainment of concepts,
process skills, and affective objectives based
on the new learning competencies of the K to
12 Grade 6 Mathematics.

2
Relevant and responsive to human
experiences, problems and issues needed by
the students in the acquisition of 21st century
skills.

3
Adaptable in terms of learner’s abilities and
home/cultural background.

4
Develop competencies in values, attitudes, and
cultural identity of the learners.

5
Ensure integrated and meaningful learning
because they are contextualized.
6
Allow learners to master mathematical
competencies and give more emphasis to the
development of students’ understanding
because they are decongested.

7
Make learning built upon prior knowledge,
skills and attitudes because there is continuity
of Mathematics competencies from elementary
to secondary and they are in a spiral
progression.

8 Others, please specify:

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
A. Pedagogy

Directions: Please check the appropriate column that best describes the status of the
implementation of K to 12 Grade 6 Mathematics curriculum in your
school in terms of its pedagogy using the following scale:

5– Very Much Observed 3– Observed 1– Poorly Observed

4 – Much Observed 2 – Fairly Observed 42

5 4 3 2 1
Pedagogy in Teaching
1 Mathematical concepts are presented from
simple to complex to ensure deeper
understanding of the concepts.
2 Application of life-skills and experiences in
the learning activities.

3 Use of standard-based assessment.

\

4 Learners are given the opportunity to work

with fellow learners to learn new
mathematical concepts as they engage in a
shared task.

5 Learners are allowed to ask relevant

questions to discover new ideas.

6
Use of collaborative teaching strategies
(team teaching and use of resource
person/s).

7 Teachers are facilitators /guides of the

learners in the teaching and learning
process.
8 Others, please specify:

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

C. Assessment
 Directions: Please check the appropriate column that best describe your
perception on the implementation of K-12 Grade 6 Mathematics
curriculum in your school in terms of assessment using the
following scale:
43
5- Strongly Agree 3– Undecided 1– Strongly Disagree
4 –Agree 2 – Disagree

5 4 3 2 1
Assessment of Student Learning

Provides basis for profiling students’

1
performance in math.

2 Holistically measures students’ mathematical

skills.

3 Measures students’ critical and problem

solving skills.

4 Places teachers in better position to assess

student’s performance by using appropriate
assessment tool.

5 Reflects on what the students are able to do

with their learning.

6 Enable teachers to properly diagnose students’

strengths and weaknesses objectively.

7 Help teachers classify easily their students

based on the level of proficiency.

8 Protect students’ dignity and help them build

self-confidence by using coded grades.
Others, please specify:
9

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

D. Learning Module
Directions: Please check the appropriate column that best describes your perception on
learning module using the following scale:
44
5- Strongly Agree 3– Undecided 1– Strongly Disagree
4 -Agree 2 – Disagree

Learning Modules 5 4 3 2 1
Appropriate activities were designed in the
1 presentation of mathematical concepts.

2 Relate mathematical concepts to daily life activities.

4. 35. Use mathematical symbols correctly.

6.
4 Anticipate students’ possible difficulties about the
topic.
Appropriate examples for students’ developmental
5 levels are provided.

Design a lesson plan for the topic.

6
Accurate assessment tools are provided after each
7 lesson/topic.

Complete learning module and teaching guide.

8
Contents are well edited and presented.
9
Instructions of the different activities are clear and
10 easy to follow.
Presentations of concepts are from simple to
11 complex.
All information needed to support the topics is
12 provided completely.
Others, please specify:
13
PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Part III Problems Encountered by Grade 6 Mathematics Teachers on the

Implementation of the K-12 Grade 6 Mathematics Curriculum
Directions: Please check the problems you encountered on the implementation of the
K-12 Grade 6 Mathematics. Use the scale below to rate the extent of the
problem.
45
5- Very much a problem 3- Quite a problem 1- Not a problem
4- Definitely a problem 2- Not much a problem

A. Content 5 4 3 2 1
1 Continuity of the topics from the topics in elementary
mathematics.
2 Quantity of the lessons for the given time.
3 Appropriateness of the topics for the grade 6 students.
4 Topics are very broad.
5 Expertise of the teachers on the given topics.
6 Competence to prepare the lesson plans in conformity with
K-12 Grade 6 Mathematics program
7 Mastery of the basic concepts in elementary topics
Others, please specify:
B. Pedagogy
1 Applying appropriate strategies in teaching Grade 6
Mathematics.
2 Using suitable strategic intervention materials.
3 Designing activities that are suited to the topic and the level
of the learners.
4 Using technology in delivering the lesson.
5 Contextualizing the learning activities.
Others, please specify:

C. Assessment
1 Knowledge in making standard rubrics for students’
performance in the given activity.
2 Assessing students’ performance using the different levels of
proficiency.
3 Determining the level of students’ critical and problem solving
skills.
4 Recording student’s performance.
5 Analyzing and interpreting the result of student’s performance.
Others, please specify:

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
 D. Learning Module
1 Availability of the hard copy of the learning modules.
2 Clarity of instructions in the activities to be done.
3 Completeness of the concepts presented.
4 Appropriateness of terminologies being used.
5 Adequacy of time allotment in each topic/activity.
6 Correctness of spelling of the words.
7 Consistency of the topics with the learning standards.
Others, please specify:

Part IV Proposed Solutions on the Problems Encountered in the Implementation

of the K-12 Grade 6 Mathematics Curriculum

Directions: Please check the proposed solutions on the problems you encountered. Use
the scale below.

5- Very strongly recommended 3- Recommended 1-Not recommended

4- Strongly recommended 2- May be recommended

A. Content 5 4 3 2 1
1 Revisit the elementary mathematics topics/lessons and
that of the Grade 6 mathematics for coherence.
2 Proper time budgeting.
3 Make topics appropriate for the grade 6 students.
4 Content-training of teachers.
5 Grade 6 readiness test must be administered.
6 Others, please specify:

B. Pedagogy
1 More training for teaching strategies.
2 Trainings in developing and using appropriate instructional
materials.
3 Send teachers to trainings in the use of technology.
4 Home visitation and community immersion for
contextualization of teaching and learning activities. 46
5 Others, please specify:

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
A. Assessment 5 4 3 2 1

1 Assessment training including standard rubrics

making.
2 Develop skill in determining the proficiency level of
students.
3 Develop skill in determining the level of students’
critical and problem solving skills.
4 Practice proper recording of student’s performance.
5 Develop skill in analyzing and interpreting the result
of student’s performance.
6 Others, please specify:

B. Learning Module 5 4 3 2 1

1 Providing learning modules prior to the start of the

class.
2 Get teachers’ and students’ feedback on the module as
basis for revision.
3 Use simple and appropriate terminologies.

4 Employ different activities addressing students’

individual differences.
5 Thorough review on the instructions of the activities
presented.
6 Additional information to complete the concepts
presented.
7 Adequacy of time allotment in each topic/activity.

8 More editing for the correctness of spelling and

grammar.
9 Consistency of the topics with the learning standards.
10 Others, please specify: