A Constructivist Approach in Teaching Polynomial Functions and Segments of a Circle in Junior High School

Abstract

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.