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Sagaing University of Education
Department of Curriculum and Methodology
Research Proposal for Master of Education Thesis
Name - Ma Yoon May Phoo
Roll No. - ၁မဟာ/ပညာ(သင်ပြ) - ၆၈
Supervisor -
Research Title: The Effectiveness of Concept Formation Teaching Model in
Teaching Mathematics at the Upper Secondary Level
1. Importance of the Research
When we think about education, the first thing that strikes in our minds is gaining
knowledge. Education is a tool which provides people with knowledge, skill, technique,
information and enables them to know their rights and duties toward their family, society
as well as the nation. It also gives us knowledge of the world around us. It develops in us
a perspective of looking at life. One will not explore new ideas without education. It
means one will not able to develop the world because without ideas there is no creativity
and without creativity, there is no development of the nation (Prasad & Gupta, 2020).
Teaching in today’s school is complex challenging, and it requires developing a

learning community that supports teacher learning. Expectations for teachers are high and
responsibilities are demanding. Teachers must not only focus on the day-to-day learning
of an increasingly diverse student population, but they must also make sure students
achieve success on high-stakes accountability measures. Additionally, society expects all
students to acquire complex intellectual skills needed to be successful in today’s
knowledge society; unequal student outcomes are no acceptable (Arends & Kilcher,
2010).
In this world of today nobody can live without mathematics for a single day.
Mathematics is intimately in every moment of everyone’s life. It is also believed that
mathematics is an exceptionally difficult subject, i.e., its study requires special ability and
intelligence. Day-to-day evaluation in life or daily self-evaluation and overall life-
evaluation provide us assessment, judgment, guidance and direction for the future. This
evaluation will have to be mathematical in nature to a great extent (Sidhu, 1995).
Mathematics is regarded as the mother of all sciences. Those who understand and
can do mathematics have significantly enhanced opportunities and options that will open
doors to productivity. Those who lack mathematical competence will find such doors and
options closed (Zubair, 2012). Young (as cited in Zubair, 2012) stated that mathematics is
the only subject that encourages and develops logical thinking. It enables the student to
discriminate between essential and non-essentials. It helps them to gift facts, to draw
conclusions tersely and without ambiguity and that is the subject by which they may learn
what is meant by rigid reasoning. Plato (as cited in Zubair, 2012) stated that mathematics
is subject which provides an opportunity for the training of the mind to close thinking,
stirring up a sleeping and uninstructed spirit.
Traditional teaching approaches that employ narrow tasks to emphasize rote

memorization or application of simple procedures will not help students to become
actively involved in the learning process. To improve the academic achievement of
students, teachers should use various teaching models, methods and techniques. Teacher’s
responsibility is to facilitate students’ learning at the maximum level for their balanced
development. As the sole purpose of education is the clarification of concepts, teachers
should use be very careful in selecting methods. Therefore, there is need to devise such
methods and models which not only clarify concepts but also make students able to link
previous knowledge with new and present one ( Irshad & Ullah, 2017).
Concept teaching
According to Khan (2014), concept formation teaching model follows a specific

and systematic pattern to achieve pre-determined objectives, clarified misconceptions and
develops new concepts or ideas by asking questions and involving them in decision and
activity. Misconceptions are detached and new, strong and valid concepts are made. The
steps of concept formation teaching model are instructional objectives, previous
knowledge, presentation (motivational set and subject-matter), conclusions,
generalizations, evaluation and home-task.
Instructional objectives based on Bloom’s Taxonomy of Educational Objectives to
checks students’ understanding, comprehension and application level. Previous
knowledge is assessed to determine students’ existing concepts, identify their
misconceptions, create new concepts on already made information and connect new
concepts with earlier information to make concepts stronger. The presentation was based
on motivational set and subject-matter. Motivational set means mental preparedness of
students to learn new concepts. Subject-matter means the content taught in the classroom
by applying the principles of concept formation. At the end of the lecture, main points
were concluded by the students. New formulas, laws, and principles were established in
generalization part of the lesson. The whole lesson was recapitulated to check students’
progress on instructional objectives. At the end of the lecture, thought to provoke home
task was assigned to students. The process of concept formation is based on these
principles are advance organizer, guided discovery, elaboration, guided practice,
inductive reasoning, deductive reasoning and experiential learning ( Irshad & Ullah,
2017).
In conclusion, concept formation teaching model should be used to change the
usual classroom in which students solve their problems with the help of teachers. In
concept formation teaching model students grasped knowledge about the concepts and
their processes, they make decisions and solve their problems by themselves. Therefore, it
is important to study the effectiveness of concept formation teaching model in teaching
mathematics at the upper secondary level.
2. Purpose
The purpose of this study is to investigate the effectiveness of concept formation

teaching model in teaching mathematics at the upper secondary level.
3. Specific objectives
The specific objectives of the study are as follow:

1. To explore the effect of concept formation teaching model on the teaching of
mathematics.
2. To compare the mathematics achievement of students who are taught by
concept formation teaching model and those who are not.
3. To give suggestions and recommendations based on the result of the study for
the development of teaching mathematics.
4. Research Hypotheses
The research hypotheses of this study are as follow:
1. There is a significant difference between in the mathematics achievement

between students who are taught by concept formation teaching model and
those who are not.
2. There are significant differences in answering remembering, understanding,
applying and analyzing level questions between students who are taught by
concept formation teaching model and those who are not.
5. Scope
The following points indicate the scope of the research study:
1. This study is geographically restricted to two selected High Schools in
Zayarthiri Township, Nay Pyi Taw.
2. Participants in this study are Grade Ten students from the selected schools in
(2023-2024) Academic Year.
3. In this study, the experimental groups are taught by concept formation
teaching model and the control groups are taught by usual method.
\
6. Method
In this study, one of the quasi-experimental designs, “non-equivalent control
groups design” will be used.
7. Procedure
Relevant data will be used through educational journal, book and the internet for
theoretical information. Literature review will be made based on these obtained data. The
pretest-posttest control group design will be used to carry out an experimental study. To
learn through concept formation teaching model for four weeks, these groups will be
randomly assigned. On the other hand, the control groups will be taught through usual
method. After one month, these both groups will conduct with a posttest. The result of
posttest will be analyzed by Independent Sample t-test. According to findings, the
suggestion will be made for the teachers in teaching mathematics.
References
Arends, R. I., & Kilcher, A. (2010). Teaching for student learning. New York: Routledge.
Irshad, A., & Ullah, I. (2017). Concept formation teaching model. Journal of
Management and Marketing Review, 2 (1), 33-37. Retrieved from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3005210
Joyce, B., & Weil, M. (2003). Models of teaching (5th ed.). New Dehli: Prentice-Hall of
India.
Khan, A. S. (2011). Role of concept formation teaching model on conceptual change.
Strength for Today and Bright Hope for Tomorrow, 11, Retrieved from
http://www.languageinindia.com/oct2011/aamnaoct.pdf
Prasad, C., & Gupta, P. (2020). Educational impact on the society. International Journal
of Novel Research in Education and Learning, 7, 1-7. Retrieved from
https://www.noveltyjournals.com/upload/paper/paperpdf-1604924792.pdf
Sidhu, K. S. (1995). The teaching of mathematics (4th ed.). New Dehli: Sterling Publisher
Pvt. Ltd.
Zubair, P. P. (2012). Teaching of mathematics. New Dehli: APH Publishing Coporation.

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Sagaing University of Education

Department of Curriculum and Methodology

Research Proposal for Master of Education Thesis

Name - Ma Yoon May Phoo

Roll No. - ၁မဟာ/ပညာ(သင်ပြ) - ၆၈

Research Title: The Effectiveness of Concept Formation Teaching Model in

Teaching Mathematics at the Upper Secondary Level

1. Importance of the Research

Teaching in today’s school is complex challenging, and it requires developing a

Traditional teaching approaches that employ narrow tasks to emphasize rote

According to Khan (2014), concept formation teaching model follows a specific

The purpose of this study is to investigate the effectiveness of concept formation

The specific objectives of the study are as follow:

1. There is a significant difference between in the mathematics achievement

Zubair, P. P. (2012). Teaching of mathematics. New Dehli: APH Publishing Coporation.

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