Bench Go Fabros
@clsu.edu.ph
College of Education
Central Luzon State University
I'm Bench Go Fabros faculty from the Central Luzon State University, a licensed professional teacher, an educator, international manuscript reviewer, peer reviewer, international speaker, visiting lecturer, guest lecturer, and at present teaching mathematics, research, and allied subjects from junior high school to undergraduate levels in an online and face-to-face modality.
EDUCATION
My journey in academia began at Victoria West Central Elementary School, where I laid the foundation for my academic pursuits. Graduating with distinction in April 2011, I continued my educational voyage at Victoria National High School-Main, culminating in my graduation in March 2015. Driven by a passion for mathematics and pedagogy, I embarked on a transformative educational journey at Central Luzon State University, pursuing a Bachelor of Secondary Education specializing in Mathematics. In June 2019, I proudly attained my baccalaureate degree, laying the groundwork for a fulfilling career in education. Fueled by a thirst for knowledge, I furthered my academic pursuits, obtaining a Master of Science in Education majoring in Mathematics from the same esteemed institution in July 2021.
RESEARCH, TEACHING, or OTHER INTERESTS
Mathematics, Education
Scopus Publications
Scholar Citations
Scholar h-index
Scopus Publications
and Bench G. Fabros
Modestum Ltd
Fraction is the most abundant and most complicated topics in mathematics and also prerequisite to successful operations in major mathematical processes. The goal of the study is to look into the effectiveness of utilizing graphic organizers in improving the conceptual understanding towards operations of fractions and its relationship with attitude towards graphic organizers. The study implemented quasi-experimental design particularly Solomon Four-Group design. A total of one hundred sixteen subjects (N = 116) from the College of Teacher Education, Tarlac State University, Philippines used in the study. The study sought to find out whether there was a difference in post instructional conceptual understanding when learners undergone to graphic organizers. Descriptive statistics and inferential statistics were used for data analysis. The findings revealed that when learners are exposed to graphic organizers, their scores and level of conceptual understanding are improved (F = 13.477, p < 0.01). Graphic organizers is more effective in solving problems towards operations of fractions than using the traditional method. The study established that graphic organizers is an effective approach in improving the conceptual understanding and thus mathematics teachers ought to integrate in their teaching. A Pearson r correlation showed that the relationship between attitude and conceptual understanding is not significant for the first treatment, and significant for the second treatment.