Abstract: What are the approaches in teaching that would help students gain interest in studying math? This study evaluated the status of Concept-based Instruction of Grade nine (9) Math students of Gelacio C. Babao Sr. Memorial National High School for the school year 2019 – 2020, with the use of pre-test and post-test score distribution in illustrating the six trigonometric ratios, finding the trigonometric ratios of special angles, illustrating angles of elevation and angles of depression and using trigonometric ratios to solve real life-problems involving right triangles. This study also examined the possible significant mean difference in the pre-test and post-test of the experimental group and the controlled group and the possible significant mean difference in the mean gain of both groups. The quasi-experimental research was done using modified questionnaire from the summative test of the Grade nine Learner’s Material. A pilot test was administered also in the Grade ten students and internal consistency for each scale was measured using Kuder-Richardson 20 (KR-20) & 21 (KR-21) which obtained 0.87202, which means that it fell under the acceptable range. The respondents were the 99 students of grade nine, 47 from the experimental and 52 from the controlled group. It was found out that there is a significant difference between the pre-test and post-test scores on both groups of the student’s achievement in the experimental and there is a significant difference in the mean gain which means that the use of concept-based instruction is more effective compared to the lecture-discussion method or the traditional way of teaching in certain competencies for the Grade 9 students. Thus, the output of this study is hereby recommended for adoption.
Keywords: Teaching Mathematics, Concept-based instruction, Kuder –Richardson, Quasi-experimental.
Title: CONCEPT-BASED INSTRUCTION TOWARDS STUDENT’S PERFORMANCE IN MATHEMATICS
Author: Renante R. Laguda, Marichou L. Carreon, Dev.
International Journal of Mathematics and Physical Sciences Research
ISSN 2348-5736 (Online)
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