COMMUNICATIVE BEHAVIOR OF MATHEMATICS TEACHERS IN TEACHING

MATHEMATICS IN SAGKAHAN NATIONAL HIGH SCHOOL

S.Y. 2016-2017

_____________________

A Research Paper

Presented to the

Faculty of the Languages and Literature Unit

Leyte Normal University

Tacloban City

_____________________

In Partial Fulfillment

of the Requirements in

Eng_103 (Writing in the Discipline)

_____________________

By:

James Ronald Castil

Ralph Rexor Bantugan
Lorraine Versoza
Jonel Appare
Lloyd Agero
Realyn Obiena
 ACKNOWLEDGMENT

We, the researchers express our heartfelt gratitude and indebtedness to the

following who helped us in the completion of this research for without them, this would

not have been made possible.

To the Heavenly and Loving Father, the source of our light and everything and for

giving us encouragement despite the ups and downs of our research;

To our parents for their prayers, love, support, particularly financial support;

To the respondents for their time and honest answers to the survey questionnaire;

To our instructor, Ma. Alith Rivera-Gomez, for her inspirational advices for the

better outcome of this paper;

To Joyce Castil for rendering her support in conducting the survey to the

respondents and especially;

To Jennylyn Joy Cagasan for the companionship and motivation and for lending

us her full support.

Thank you very much.

Researchers
 DEDICATION

The researchers dedicate this

Research paper to their

Parents, loved ones, and teachers.

 TABLE OF CONTENTS

PAGE

TITLE PAGE …………………………………………………………………………... i

ACKNOWLEDGMENT …………...……………………………………………………ii

DEDICATION …………...………………………………………………………………iii

TABLE OF CONTENTS ……….……………………………………………………...iv

CHAPTER

I. INTRODUCTION

Background of the Study ……………………………………………

Statement of the Problem…………..……………………………….

Research Hypothesis……………..…………………………………

Significance of the Study……………..…………………………….

Scope and Delimitation…………..…………………………………

Definition of Terms………………..…………………………………

II. REVIEW OF RELATED LITERATURE………………………………..

 III. METHODOLOGY

Research Design…………………………………………………….

Research Method……………………………………………………

Research Respondents…………………………...………………..

Research Locale……………………………………………………

Research Instruments……………………………………..……….

Procedure of Design………………………………………….…….

IV.PRESENTATION, ANALYSIS, INTERPRETATION OF STATISTICAL

DATA ………………………………………………………………………………

V. SUMMARY, CONCLUSION, AND RECOMMENDATION……….

Summary……………………….…………………………………..

Conclusions…………………………………………..…………….

Recommendations…………………………………..……………..

BIBLIOGRAPHY…………………………………………………..……….

APPENDICES…………………………………………………….………..
 Chapter I

INTRODUCTION

Background of the Study

School is indeed the avenue towards intellectual development of different

learners. However, it is not the task of the school to feed students information; it’s

on the hands of the teachers. It is one of the tasks of teacher to motivate, guide,

and direct its students to the right path. Learning is collaborative and social, not

competitive and isolated (Chickering et al., 1987). It is a quest to the Mathematics

teachers to have an ideal personality in teaching so that the students will be able

to develop their skills in Mathematics. The Mathematics teachers carry a vital

responsibility in the task to raise the level of the academic achievement of the

students.

If the Mathematics teachers possess desirable behavior, competence,

mastery of their subject learning, they can effectively provide the right kind of

learning experiences for the students. The Mathematics teachers can effectively

develop the students’ ability if they are enthusiastic in teaching the subject plus the

favorable performance in the classroom.

Teachers’ effectiveness in directing learning activities in the classroom

depends greatly on what type of person teachers are (Aquino, 1998). A teacher
perceives himself/herself as someone who can effect learning change (sense of

efficacy) because he/she is an expert in what he/she teaches (subject matter

knowledge), and in how he/she teaches (pedagogical knowledge). According to

Stronge (2012), teachers with a major or minor in content area are associated with

higher student achievement especially in Science and Mathematics. It’s not just

the teachers who need to be efficient and effective, also the students. Seventh

principle of effective teaching and learning states that learning is enhanced in an

atmosphere of cooperation. Teachers serve as instrumental cause of students’

intellectual development. Thus, the Mathematics teachers are determinants in the

academic achievement of students in Mathematics subject.

The role of the teachers is anchored in section 21 Act of 1982 and that is to

provide knowledge and develop skills, attitudes, and values essential to personal

development and necessary for living in the contribution to a developing and

changing social milieu.

Though Mathematics is often hated by students by students, it is undeniable

that Mathematics is one of the components that makes up a nation. Marasigan

(1991) stressed that no other subject has generated intensity as Mathematics.

Those with positive attitudes speak of curiosity aroused by the discovery of a novel

problem and excitement flowing during the search for an optimal solution. In that

manner, Gregorio (1976) cites Dr. Jose Rizal’s statement that the ideal teacher

should be kind and sympathetic to his pupils and should possess initiative and

resourcefulness.
 By this reason, the researchers will conduct an investigation into

Mathematics teachers by the means of asking the opinions to the students.

Statement of the Problem

This research aims to determine the communicative behavior of the

Mathematics teachers in the classroom as they relay the information to increase

the academic achievement of the students in Mathematics.

Specifically, this research seeks to answer the following questions:

1. How does the communicative behavior of the Mathematics teachers affect the

mode of learning of the students?

2. Is there a significant relationship between the communicative behavior of

Mathematics teachers to the academic achievements of the students in the same

subject?

3. What behavior does the Mathematics teachers show to their students?

Null hypothesis

There is no significant relationship between the communicative behavior of

Mathematics teachers to the academic achievements of the students.

Significance of the Study

Conducting this research will be of great importance to the:

Students. Conducting this research will provide the analysis and the

assessment of the Mathematics teachers of the students. They would know as to

what adjustments are they supposed to do with respect to the communicative

behavior of the Mathematics teachers.

Teachers. The Mathematics teachers will be able to assess their own

behavior to their students. The findings of this research will let them device

activities to be catered by the students. The result will also determine the

effectiveness and ineffectiveness of their communicative behavior to the students.

School administrators. The findings of this research will allow the

administrators to hold monitoring of the Mathematics teachers in their

communicative behavior towards their students. Also, this may help the

administration to improve their plans in making both the teachers and students

more competitive.

Parents. As parents, they must be aware of the academic performance of

their children especially in Mathematics. In case the performance of the child is not
that satisfying, the parents would know as to what kind of help can they offer to

their children.

Scope and Delimitation

This research focuses on the communicative behavior of Mathematics

teachers. This topic is said to be related to the academic achievements of students

in Mathematics in Sagkahan National High School school-year 2016-2017.

The respondents of this research are selected Grade 7, Grade 8, Grade 9,

and Grade 10 students coming from Sagkahan National High School.

Definition of Terms

To fully understand the terminologies used in this research, the following

terminologies are defined:

Mathematics. It is the science of numbers and their operations,

interrelations, combinations, generalizations, and abstractions and of space

configurations and their structure, measurement, transformations, and

generalizations. In this research, we are pertaining to the teachers who teach

Mathematics.

Communicative behavior. Someone or something which tends to

eagerly and effectively communicate.

In the research, this term is used as to the way the teachers communicate

to the students. It is how the teachers approach the different learners by means

of their actions especially in communicating.

Academic achievement. Academic achievement is the behavior of the

students in the class. It concerns to the performance of the students with the

different activities utilized by the teachers in their discussions.

 Chapter II
REVIEW OF RELATED LITERATURE

Teachers play a vital role in the education of the school children. The teacher is

the one who shapes the mind of the students ( Belvez, 2000). Hence, the relationship of

the teachers to the learners is one of the greatest importance, for it is the teachers’ task

to help students surmount difficulties in learning; to help students discover the best

methods of study and work; to help students develop useful habits of learning; to help

students assimilate and organize knowledge in a natural way; to motivate and stimulate

effort on the part of the students; to make the surrounding conditions, both physical and

mental, favorable to learning; to develop in students an attitude of permanent interest in

knowledge; to help students understand the purpose and the nature of learning.

It is important that every Mathematics teacher should portray characteristics to be

appreciated by the students. The teacher’s characteristics proven to be appreciated by

the students, according to Sandstorm (1970) are: 1) cooperative, democratic attitude; 2)

kindliness and consideration for the individual; 3) patience; 4) wide interest 5) pleasing

personality 6) fairness and impartiality; 7) sense of humor; 8) even temperament and

firmness; 9) interest in the students’ problem; 10) flexibility; 11) willingness to encourage

and praise; and 12) unusual proficiency in teaching a particular subject.

Mathematics is an important subject to be learned by the students. Marasigan

(1991) stressed that no other subject has generated intensity of feelings as mathematics.

Those with positive attitudes speak of curiosity aroused by the discovery of a novel

problem and excitement flaming during the search for an optional solution.
 In a study conducted by Levin and Nolan, the single most important factor in

determining the learning environment is teachers’ behavior. Intentionally and

unintentionally, teachers’ verbal and nonverbal behavior influences student behaviors.

And it was found out that the teacher’s interpersonal communication behavior in

the classroom is known to be one of the vital elements in creating a classroom learning

environment that significantly contribute towards the students’ attitudes and motivation of

learning. In view of this concept, the study was primarily conducted to investigate the

impact of Mathematics teachers’ communicative behave or towards the attitude of

students in learning Mathematics.

Allen and Shaw’s (2009) study, also proves that the elementary and secondary

teachers’ communication behavior found to be predictive of supervisors’ evaluation of

students’ learning and over-all teaching effectiveness.

In a study (John Willey, 2002) conducted in National Chiao Tung University in

Taiwan, Taiwan, on the assessment of the students and teachers’ perceptions of Science

teachers’ interpersonal communication behaviors in their classroom environment

revealed that girls perceived the teachers as more understanding and friendly than boys,

and teachers in biological science classrooms exhibited more favorable behavior toward

their students than did those in physical science classrooms. Positive relationship was

found between students’ perception of their teachers’ communication behaviors and their

attitudes towards science.

Researchers also of mathematical learning have found that students can deepen

their understanding of mathematics by using language to communicate and reflect ideas

and cement their understandings. Classroom talk can cause misconceptions to surface,
helping teachers recognize what students do and do not understand. When student talk

about their mathematical thinking, it can help them improve their ability to reason logically.

(Chapin and Johnson et al. 2006).

An effective mathematics teacher shows skill in facilitating students' ability to

understand, analyze, and solve problems. The teacher presents real-world applications

of math concepts to make the application pertinent to students. The teacher helps

students to think beyond the paper and the pencil to comprehend how mathematics is

evident and applied to everyday life. The room is probably filled with manipulative and

decorated with math-related posters and 3-D constructions. The chalkboard tray holds

oversized replicas of the tools students use, such as protractors and compasses. The

teacher uses these tools to break down the process and provide meaning for the class. If

a student is having difficulty, the teacher is able to diagnose and remediate the gap in

prior knowledge or identify where the student has misunderstood the process to get the

child back on track. Students are asked to compute problems, write about solutions, and

discuss mathematics. Mathematics is not just numbers and symbols; it is a

language for understanding. (James H. Stronge).

 CHAPTER 3
METHODOLOGY

This section presents the discussion of the methods and procedures of the study.

The presentation includes the discussion about the research design, research method,

research respondents, research instruments, procedure of design, and statistical tests

that will be used to analyze the data.

Research Design

The descriptive method of research will be used in the study to determine

the communicative behavior of Mathematics Teachers in teaching math in Sagkahan

National High School. This method is believed to be appropriate since this method is

suited to determine profile of the respondents on the variables presented in the study.

The study will be using a survey questionnaire that the researchers will construct. The

survey questionnaire will be constructed in order to gather data about the communicative

behavior of the Mathematics Teachers.

Appropriate statistical tools will be used in the study in order to find out the

analysis and interpretation of the data that will be gathered.

Research Respondents

The study involves random thirty (30) students from Sagkahan National

High School. The table below shows the total number of the respondents with their

corresponding percentage in the totality of the respondents.

Table 1

The Number of Respondents

Grade Level Number of Respondents Percentage

Grade 7 7 23%

Grade 8 8 27%

Grade 9 7 23%

Grade 10 8 27%

Total 30 100%

Research Locale

This study is conducted in one of the public schools in Tacloban City. This school

is Sagkahan National High School which is located at Calanipawan Street, Sagkahan,

Tacloban City. The population is one the bases of choosing this school as the subject of

our research.
Research Instruments

The researchers use one (1) set of instrument to gather the needed data in

the study. This survey questionnaire concerning the communicative behavior of the

Mathematics Teachers.

This survey questionnaire concerning the communicative behavior is

composed of ten (10) statements which answered on a 5-point scale. The questionnaire

on satisfactory will be accomplished by the students. This will be done so that subjective

judgment or bias will be avoided.

Description Number

Always 5

Very often 4

Often 3

Seldom 2

Never 1

Statistical Treatment

The data that will be gathered will be tabulated, summarized, and consolidated

using the appropriate statistical method and procedures so that the problem cited on this

study would be answered.

 ∑𝑥
Percentage. x=
𝑁

Where: x = the arithmetic mean

∑ 𝑥 = the sum of the scores of the respondents

N = the total number of the respondents

 Chapter IV

PRESENTATION, ANALYSIS, INTERPRETATION OF

STATISTICAL DATA

In most researches, there should be sufficient data and information in order to be

successful. In this chapter, the data gathered based upon the answers of the respondents

by means of conducting survey are presented. The perceptions of the respondents on the

communicative behavior of their Mathematics teachers are presented in graphs.

Graph 1

ASK QUESTIONS THAT REQUIRE ME TO

UNDERSTAND WHAT I HAVE LEARNED IN CLASS IN
ORDER TO ANSWER
Always Very often often seldom never

4%
25%

37%

17%

17%

This graph shows that the Math teachers ask questions that require the students

to understand what they have learned in class in order to answer. 37% for “seldom”.

“Always” got 25%. There is 17% for “very often”. Same percentage at 17% for “often
and 4% for “never”. In this graph, it shows that Mathematics teacher in Sagkahan

National High School seldom ask questions that require the students to understand

what they have learned in class in order to answer.

Graph 2

ENCOURAGE ME TO EXPRESS MY IDEAS WITH

OTHER STUDENTS
Always Very often often seldom never

0%
12%

29%

21%

38%

In graph 2, it shows the information given by the students if they are encouraged

by their teachers to express their ideas with other students. “Seldom” got the highest
percentage with 38%. It is followed by “Always” at 29%. “Often” has 21%. “Very often”

has got 21% and no one answered for always. It simply shows that the teachers seldom

encourage their students to express their ideas with other students.

Graph 3

REALIZES WHEN I DO NOT UNDERSTAND

Always Very often often seldom never

4%
13%

33%

33%

17%

Graph 3 reveals the percentage on the statement “realizes when I do not

understand”. “Never” and “often” both have the same percentage at 33%. It is followed

by 17% for “seldom”. 13% for “very often and “4% for “always”. This graph tells that the
Mathematics teachers realize that their students do not understand given a particular

topic.

Graph 4

DEMANDS THAT I LISTEN TO INSTRUCTIONS

Always Very often often seldom never

4%
13%

4%

17%
62%

It is gleaned on this graph the “Demands that I listen to instructions”. The

following percentage are from the information given by the respondents: 62% for

“always”, 17% for “very often”, 13% for “seldom” 4% for “often”, and another 4% for
“never”. In general, the Mathematics teachers of Sagkahan National High School

demand attention for instructions during discussions.

Graph 5

SOMEONE I CAN DEPEND ON

Always Very often often seldom never

4%
17%

8%

46%

25%

Graph 5 reveals if the students can depend on their teachers. The respondents

came up with this percentage: 46% for “seldom”, 25% for “often”, 17% for “always”, 8%

for “very often”, and 4% for never. It is clear that the respondents see their Mathematics

as someone they can depend on sometimes.

 Graph 6

NODS HIS/HER HEAD TO SHOW SUPPORT WHEN I

AM STRUGGLING TO ANSWER A QUESTION
Always Very often often seldom never

21%
29%

4%

8%

38%

The illustration of the behavior of the Mathematics teachers when their students

are struggling in answering a particular question is found on this graph. The following data

are gathered from the views of the respondents: 38% for “very often”, 29% for “always”,

21% for “never”, 8% for “often”, and 4% for “seldom”. Overall, the Mathematics teachers

very often show support to their students when struggling answering a particular question.
 Graph 7

ENCOURAGES ME TO DISCUSS THE ANSWERS

TO QUESTIONS
Always Very often often seldom never

4%

25% 33%

13%
25%

In graph 7, it is about the encouragement done by the Mathematics teachers to

their students in discussing answers to the questions given to the class. The following

data are tallied: for always, 33%, for “seldom” and “often”, 25%, for “very often”, 13%,

and 4% for “never”. In total, the Mathematics teachers always encourage their students

to discuss answers to the question given to the class.

 Graph 8

ASK QUESTIONS THAT REQUIRES ME TO APPLY

WHAT I HAVE LEARNED IN CLASS IN ORDER TO
ANSWER
Always Very often often seldom never

0%
13%

12%

50%

25%

Graph 8 is about asking questions to the students relevant to the discussion in

order to apply what they learned when evaluation comes. The respondents noted this

mark: 50% for “always”, 25% for “very often”, 13% for “seldom”, 12% “for often”, and 0%

says “never”. It is stated in this graph that the Mathematics teachers of Sagkahan National

High School always ask questions for the application of what they learned during

evaluation.
 Graph 9

ASK QUESTIONS THAT REQUIRE ME TO CAREFULLY

ANALYZE INFORMATION IN ORDER TO ANSWER
Always Very often often seldom never

8%

12%

42%

17%

21%

Asking relevant questions that require the students to carefully analyze

information in order to answer is the statement in graph 9. The following are based on the

interpretation of the respondents to the given statement: 42% answered “always”, 21%

for “very often”, 17% for “often”, 12% says “seldom” and 8% percent answered “never”.

Based on the data given, Mathematics teachers always ask relevant questions that

require the student to carefully analyze information in order to answer.

 Graph 10

WILLING TO EXPLAIN THINGS TO ME AGAIN

Always Very often often seldom never

4%
17%

50%
17%

12%

Graph 10 tells the willingness of the Mathematics teachers to explain things

misunderstood things to the students again. It is supported by the following data: 50%

says “always”, 17% for “often” and “seldom”, 12% for “very often” and only 4% of the

respondents answered “never”. It clearly stated in this graph that the Mathematics

teachers of Sagkahan National High School are always willing to explain misunderstood

topics to the class again.

 Summary of Graphs

Statements Percentage

1. Ask questions that require me to Highest: Seldom-37%

understand what I have learned in class in Lowest: Never-4%
order to answer
2. Encourage me to express my idea with Highest: Seldom-38%
other students Lowest: Never-0%
3. Realizes when I do not understand Highest: Often and Never-33%
Lowest: Always- 4%
4. Demands that I listen to instructions Highest: Always-62%
Lowest: Never-4%
5. Someone I can depend on Highest: Seldom-46%
Lowest: Always-4%
6. Nods his/her head to show support while I Highest: Very often-38%
am struggling to answer a question Lowest: Seldom-4%

7. Encourages me to discuss the answers to Highest: Always-33%

questions Lowest: Never-4%
8. Ask question that requires me to apply Highest: Always-25%
what I have learned in class in order to Lowest: Never-0%
answer
9. Ask question that requires me to carefully Highest: Always -42%
analyze information in order to answer Lowest: Never-8%
10. Willing to explain things to me again Highest: Always -50%
Lowest: Never-4%

In this table, the summary of the information based in their corresponding are

tallied. The highest and the lowest percentage each statement got are shown.
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The purpose of this chapter is to summarize everything in this research, provide

the conclusions, and suggest research recommendation for further analysis that can be

useful for future researchers.

Summary

The focus of the study is to investigate the communicative behavior of the

Mathematics teachers of Sagkahan National High School as they relate to the academic

achievement of the students, school year 2016-2017. Specifically, the study sought to

answer the following questions:

1. How does the communicative behavior of the Mathematics teachers affect the mode

of learning of the students?

2. Is there a significant relationship between the communicative behavior of Mathematics

teachers to the academic achievements of the students in the same subject?

3. What behavior does the Mathematics teachers show to their students?

There are 30 respondents all in all. For Grade Seven and Grade 9, there are 7

respondents each, and 8 respondents coming from Grade 8 and Grade 10. The

descriptive method of research is used in the study to determine the communicative

behavior of Mathematics Teachers in teaching math in Sagkahan National High School.

This method is believed to be appropriate since this method is suited to determine profile

of the respondents on the variables presented in the study. By using the statistical tool,

P=(x/y) *100 where P is the percentage, x is the sum of the scores of the respondents

and y corresponds to the total number of respondents.

Findings

The communicative behavior of the teachers in the classroom has something to

do with the academic of the students. The relationship between the teachers and the

student has a significant role. It is stated that the academic performance of the students

varies to the way the teachers communicate to their students. Their approach to the

students is also essential since it builds camaraderie and breaks the gap between them.

It was found out that the Mathematics teachers have their own calling in teaching the

subject. Such behavior such as asking the students if they learn or not affects the

performance of the students. The way they behave in the classroom creates and shapes

the mode of learning of the students in Mathematics.

Conclusion

After conducting the survey and interpreting the data gathered, the researchers

are able to come up with the following conclusions:

 1. The communicative behavior of the Mathematics teachers affect the mode of

learning of the students. It is safe to say that the behavior of the teachers in the classroom

dictate the academic achievement of the students.

2. There is a significant relationship between the communicative behavior of the

teachers to the academic performance of the students.

3. Mathematics teachers have their own way of communicating to their students.

Finally, it is safe to say that the communicative behavior of the Mathematics

teachers is related to the academic achievement of the students.

Recommendations

1. Mathematics teachers should design active activities to increase the excitement

of the students.

2. It is also suggested for further research to do it in another learning area.

3. Students are always expected to be true. If they do not learn, they must not

hesitate to tell their teacher.

4. The school’s administration must have the focus on monitoring the Mathematics

teachers based upon the performance of the students.

5. The students must engage in the field of Mathematics. They have their own

responsibility like studying the learning area.

 6. instead of thinking the subject hard, try to change the mindset. Believing in

ourselves is important.

7. students must participate and listen to their Mathematics teachers. Never make

it as an impression that Math is always hard.

8. To the teachers, be enthusiastic and approachable. Students may find it difficult

to come near you if they need help.

 BOOKS
Allen, Shaw D. (2009). Teachers’ Communication Behaviors. Ridgefield, CT 06877.
Available at www.tandonline.com>doi>pdf
Eupena, R. (2004). The Teacher Communication Behavior: It’s impact to the students,
attitude in learning science. Available at dx.doi.org
Chapin and Johnson, et al. (2006). Teaching math to English Language Learners
Sandstorm, C. (2003). The Psychology of Childhood and Adolescence Middlesex,
England. Penguin Books Ltd.
Marasigan, J. (2001). Why be Afraid of Math and Other Intellectual Adventures. Makati
City. Bookmark, Inc.

JOURNAL
Willey, J. (2002). Journal of Research in Science Teaching.Taiwan: National Chiao
University. (Impact Factor: 2.64). 01/2002; 39 (1): 63-78. DOI: 10.2002/ten 10009

THESIS
Dadoylan, A., et al (2001). Student Teachers’ Level of Competencies as they Relate to
Performance in Practice Teaching SY 2000-2001: Leyte Normal University.

INTERNET
Mathsolution.com/documents/9780941355841_CH1.pdf
APPENDIX A
 APPENDIX B

Republic of the Philippines

Leyte Normal University
Tacloban City, Philippines, 6500

OCTOBER 16, 2016

____________________
____________________

To the respondents:

Greetings!

We are the students coming from Leyte Normal University taking up Bachelor of
Secondary Education Major in Mathematics. One of our requirements in Eng_103, Writing
in the Discipline is to conduct a research. Our research focuses on “Communicative
Behavior of Mathematics Teachers in Teaching Math in Sagkahan National High School”.

In this regard, we formally ask permission from your good office to allow us to conduct a
survey and interview selected students in your school.

We are hoping for an affirmative response in this request.

Thank you very much and God bless.

Respectfully yours,

JAMES RONALD CASTIL LORRAINE DELL VERSOZA

RALPH REXOR BANTUGAN LLOYD AGERO

JONEL APPARE REALYN OBIENA

Noted:

MA. ALITH RIVERA-GOMEZ

Part-time Instructor, English Unit
 APPENDIX C
Survey Questionnaire

COMMUNICATIVIE BEHAVIOR OF THE MATHEMATICS TEACHERS IN TEACHING

MATH IN SAGKAHAN NATIONAL HIGH SCHOOL

I. Personal Information

Name (Optional): ____________________________________________

Age: _____________________

Gender: [ ] Male [ ] Female

Grade Level: ________

Grade in Math last school year attended: ______

II. Questions
Directions: Put a check ( / ) in the column that corresponds to your answer to the
given statements.

5 – ALWAYS

4 – VERY OFTEN

3 – OFTEN

2 – SELDOM

1 – NEVER

No. Statements 5 4 3 2 1
Ask questions that require me to
1 understand what I have learned in
class in order to answer
Encourage me to express my idea
2
with other students
3 Realizes when I do not understand

4 Demands that I listen to instructions

5 Someone I can depend on

 Nods his/her head to show support
6 while I am struggling to answer a
question
Encourages me to discuss the
7
answers to questions
Ask question that requires me to
8 apply what I have learned in class in
order to answer
Ask question that requires me to
9 carefully analyze information in order
to answer
Willing to explain things to me again
10

11 Others(if possible):