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As stated by Pal (2009), the traditional classroom instruction is not any more conducive to meet the new way of student’s learning. This is due to many misconceptions brought by the lack of clarity by the instruction that the teacher teaches. In addition, as indicated by Honor as cited by Pagtulon-an and Tan (2018), there are numerous components that add to low achievement in Mathematics among students. These incorporate classroom condition, educator’s identity and showing approaches (Turner et al, 2002). A large portion of these reasons are because of the way that educators don’t develop their classroom style and are more centered around what they ought to do as opposed to what the students ought to do. This is an acknowledgment that the conventional classroom guideline isn’t any longer helpful for meet the better approach for student’s learning.