A Constructivist Approach in Teaching Polynomial Functions and Segments of a Circle in Junior High School
Keywords:
Constructivism, 5E model, academic achievement, mathematics, quasi-experimental research designAbstract
The study evaluated the effectiveness of the constructivist approach in teaching polynomial function and segments of circles on the academic achievement of Junior High School Students in a Public School in the Northern Province of Cebu. The quasi-experimental research design was used. Two sections were conveniently selected with 87 Grade 10 student participants. A modified, adapted questionnaire was used as the instrument to measure the academic achievement of the students. Data were treated using a t-test of sample groups. The study showed a significant difference in pre-test and post-test achievement in both groups (p<0.05); however, upon comparing the achievement of the two groups in their post-test, results showed no significant difference (p>0.05). Both approaches show the same impact on student's academic achievement in Mathematics. However, using the constructivist approach shows that students had a higher mean with slightly consistent performance than direct instruction. The findings demonstrated that the constructivist approach could be used in a Mathematics classroom, which shows a favorable effect on the development of lesson engagement and enhances students' achievement. Additionally, this approach develops active involvement with the lesson and their critical-thinking skills.
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