Calculus has long been instrumental in advancing knowledge in mathematics and related disciplines. Despite its significance, many students struggle with its concepts, particularly Integration by Parts, a fundamental integration technique. This study aimed to develop an instructional design for teaching Integration by Parts using the Lesson Study approach. The process involved goal-setting, lesson planning, implementation of a research lesson, and post-lesson debriefing. The Lesson Study was conducted among 15 third-year BSE-Mathematics students from Global Reciprocal Colleges, aged 19 to 22 years. Findings from classroom observations and post-lesson discussions revealed two key themes. First, instruction often leaned toward procedural and mechanical delivery, which limited opportunities for fostering higher-order thinking. Although the Tabular Method offers efficiency, it requires proper contextualization to prevent student misconceptions. Second, a supportive classroom environment and the integration of the Tabular Method enhanced student engagement. However, there remains a need to design learning experiences that promote collaboration and critical thinking. The study concluded that both the Tabular and Conventional Methods are essential for developing student mastery of Integration by Parts. Moreover, Lesson Study proved to be an effective tool for crafting instructional designs that foster deep understanding, critical thinking, and meaningful learning. The researchers recommend its continued application, especially at higher levels where mathematics becomes more technical, to ensure the development of well-informed, student-centred pedagogical strategies.
Author
(s) Details
Leroy
A. Flores
President Ramon Magsaysay State University, Iba, Zambales,
Philippines.
Levi
Elipane
College of Graduates Studies and Teacher Education Research,
Philippine Normal University, Manila, Philippines.
Please see the book here:- https://doi.org/10.9734/bpi/lleru/v5/5424
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