Design Thinking-Based Lesson Plans in Statistics and Probability
DOI:
https://doi.org/10.54536/ajmri.v3i3.2815Keywords:
Design Thinking, Lesson Plans, Needs Assessment Survey, Performance Task, ValidityAbstract
The study focused on the development of Design Thinking-based Lesson Plans (DTLPs) in Statistics and Probability based on the learning competencies that need performance tasks as perceived by the Grade 7 Mathematics teachers of the Diocese of Laoag Catholic Educational System (DLCES). The study used descriptive research design incorporating the three (3) phases of Research and Development (R & D) methodology, namely, the planning phase, development phase, and validation phase. There are two (2) data gathering instruments used in this study, namely, 1) Needs Assessment Survey on Performance Tasks and 2) Validation Tool for the Design of Thinking-based Lesson Plans (DTLPs). The needs assessment survey was based on the learning competencies prescribed by the K to 12 curriculum. Meanwhile, the validation tool was aligned with the general characteristics of a performance task established by McTighe et al. (2020) and patterned with the Assessment Validation Checklist by the Center for Collaborative Education (2012), and Hess (2009). Frequency count, percentage distributions, and rank were used to determine the learning competencies that need performance tasks. Meanwhile, means were used to describe the validity of the developed DTLPs along with content, instructional, and assessment characteristics. The developed DTLPs were validated by the panel of experts as highly valid in all the three (3) identified characteristics. Thus, the developed DTLPs can be used in classroom instruction to foster creativity, problem-solving and critical thinking skills among learners in teaching Grade 7 Statistics and Probability.
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