Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School

Genelyn E. Cornejo

doi:doi:10.11648/j.ijssam.20220701.11

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Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School

Genelyn E. Cornejo

Published in International Journal of Systems Science and Applied Mathematics (Volume 7, Issue 1)

Received: 24 August 2021 Accepted: 13 September 2021 Published: 28 January 2022

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Abstract

This study aimed to determine the effectiveness of the modular approach in teaching mathematics, most particularly radicals to the grade 8 high school students at Astorga National High School, Alang- Alang, Leyte. It lasted for 4 weeks from November 9 to December 7, 2019, utilizing the 54 grade 8 junior high school students enrolled during the school year 2019-2020. The 54 students were divided into a comparable group of 27 students each, the conventional group and experimental group. To find the effectiveness of modular approach in teaching radicals in high school the true experimental design was used, employing the pre-posttest control group design. Since the experiment aimed to investigate the effectiveness of the modular approach in teaching mathematics in comparison with the conventional approach most particularly radicals, there was a need to measure achievement through 40 items pretest and posttest. Mean ratings of the students in both groups in the achievement test were analyzed. On the bases of the findings, the achievement of the conventional group and experimental group was the same in the pretest: simplifying radicals was good, adding and subtracting radicals was fair, multiplying, and dividing radicals was fair, while the combination was good. The computed t-values were all not significant. The performance of both groups in the 3 evaluations was all very good but experimental group showed better performance than the conventional group. The achievement of the conventional group in the posttest: simplifying radicals was very good, adding and subtracting radicals was good, multiplying, and dividing radicals was good, while the combination was very good. In the experimental group: simplifying radicals was very good, adding and subtracting radicals was very good, multiplying, and dividing radicals was very good and the combination was also very good. The performance of both groups in the pre-posttest along the three mathematical skills tested is found to be “significant”. Based on the findings and conclusions of this study, the researcher recommends the following: Since modular approach of teaching is more effective than the conventional method, the researcher recommends the use of modules in teaching algebra. Teachers are expected to discuss with the students and parents the need or importance of modular method of teaching not only in mathematics but in other subject areas. Further studies in the use of module in another areas in mathematics should be undertaken to determine what other areas can be taught effectively through modular approach.

Published in	International Journal of Systems Science and Applied Mathematics (Volume 7, Issue 1)
DOI	10.11648/j.ijssam.20220701.11
Page(s)	1-16
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Modular Approach, Intermediate Algebra, Teaching Radicals

References

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Genelyn E. Cornejo. (2022). Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School. International Journal of Systems Science and Applied Mathematics, 7(1), 1-16. https://doi.org/10.11648/j.ijssam.20220701.11

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Genelyn E. Cornejo. Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School. Int. J. Syst. Sci. Appl. Math. 2022, 7(1), 1-16. doi: 10.11648/j.ijssam.20220701.11

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AMA Style

Genelyn E. Cornejo. Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School. Int J Syst Sci Appl Math. 2022;7(1):1-16. doi: 10.11648/j.ijssam.20220701.11

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@article{10.11648/j.ijssam.20220701.11,
  author = {Genelyn E. Cornejo},
  title = {Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School},
  journal = {International Journal of Systems Science and Applied Mathematics},
  volume = {7},
  number = {1},
  pages = {1-16},
  doi = {10.11648/j.ijssam.20220701.11},
  url = {https://doi.org/10.11648/j.ijssam.20220701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijssam.20220701.11},
  abstract = {This study aimed to determine the effectiveness of the modular approach in teaching mathematics, most particularly radicals to the grade 8 high school students at Astorga National High School, Alang- Alang, Leyte. It lasted for 4 weeks from November 9 to December 7, 2019, utilizing the 54 grade 8 junior high school students enrolled during the school year 2019-2020. The 54 students were divided into a comparable group of 27 students each, the conventional group and experimental group. To find the effectiveness of modular approach in teaching radicals in high school the true experimental design was used, employing the pre-posttest control group design. Since the experiment aimed to investigate the effectiveness of the modular approach in teaching mathematics in comparison with the conventional approach most particularly radicals, there was a need to measure achievement through 40 items pretest and posttest. Mean ratings of the students in both groups in the achievement test were analyzed. On the bases of the findings, the achievement of the conventional group and experimental group was the same in the pretest: simplifying radicals was good, adding and subtracting radicals was fair, multiplying, and dividing radicals was fair, while the combination was good. The computed t-values were all not significant. The performance of both groups in the 3 evaluations was all very good but experimental group showed better performance than the conventional group. The achievement of the conventional group in the posttest: simplifying radicals was very good, adding and subtracting radicals was good, multiplying, and dividing radicals was good, while the combination was very good. In the experimental group: simplifying radicals was very good, adding and subtracting radicals was very good, multiplying, and dividing radicals was very good and the combination was also very good. The performance of both groups in the pre-posttest along the three mathematical skills tested is found to be “significant”. Based on the findings and conclusions of this study, the researcher recommends the following: Since modular approach of teaching is more effective than the conventional method, the researcher recommends the use of modules in teaching algebra. Teachers are expected to discuss with the students and parents the need or importance of modular method of teaching not only in mathematics but in other subject areas. Further studies in the use of module in another areas in mathematics should be undertaken to determine what other areas can be taught effectively through modular approach.},
 year = {2022}
}

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TY  - JOUR
T1  - Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School
AU  - Genelyn E. Cornejo
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijssam.20220701.11
DO  - 10.11648/j.ijssam.20220701.11
T2  - International Journal of Systems Science and Applied Mathematics
JF  - International Journal of Systems Science and Applied Mathematics
JO  - International Journal of Systems Science and Applied Mathematics
SP  - 1
EP  - 16
PB  - Science Publishing Group
SN  - 2575-5803
UR  - https://doi.org/10.11648/j.ijssam.20220701.11
AB  - This study aimed to determine the effectiveness of the modular approach in teaching mathematics, most particularly radicals to the grade 8 high school students at Astorga National High School, Alang- Alang, Leyte. It lasted for 4 weeks from November 9 to December 7, 2019, utilizing the 54 grade 8 junior high school students enrolled during the school year 2019-2020. The 54 students were divided into a comparable group of 27 students each, the conventional group and experimental group. To find the effectiveness of modular approach in teaching radicals in high school the true experimental design was used, employing the pre-posttest control group design. Since the experiment aimed to investigate the effectiveness of the modular approach in teaching mathematics in comparison with the conventional approach most particularly radicals, there was a need to measure achievement through 40 items pretest and posttest. Mean ratings of the students in both groups in the achievement test were analyzed. On the bases of the findings, the achievement of the conventional group and experimental group was the same in the pretest: simplifying radicals was good, adding and subtracting radicals was fair, multiplying, and dividing radicals was fair, while the combination was good. The computed t-values were all not significant. The performance of both groups in the 3 evaluations was all very good but experimental group showed better performance than the conventional group. The achievement of the conventional group in the posttest: simplifying radicals was very good, adding and subtracting radicals was good, multiplying, and dividing radicals was good, while the combination was very good. In the experimental group: simplifying radicals was very good, adding and subtracting radicals was very good, multiplying, and dividing radicals was very good and the combination was also very good. The performance of both groups in the pre-posttest along the three mathematical skills tested is found to be “significant”. Based on the findings and conclusions of this study, the researcher recommends the following: Since modular approach of teaching is more effective than the conventional method, the researcher recommends the use of modules in teaching algebra. Teachers are expected to discuss with the students and parents the need or importance of modular method of teaching not only in mathematics but in other subject areas. Further studies in the use of module in another areas in mathematics should be undertaken to determine what other areas can be taught effectively through modular approach.
VL  - 7
IS  - 1
ER  -

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Author Information

Genelyn E. Cornejo

Department of Education, School Head of Astorga National High School, Alang-Alang, Philippines

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Genelyn E. Cornejo. (2022). Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School. International Journal of Systems Science and Applied Mathematics, 7(1), 1-16. https://doi.org/10.11648/j.ijssam.20220701.11

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ACS Style

Genelyn E. Cornejo. Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School. Int. J. Syst. Sci. Appl. Math. 2022, 7(1), 1-16. doi: 10.11648/j.ijssam.20220701.11

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AMA Style

Genelyn E. Cornejo. Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School. Int J Syst Sci Appl Math. 2022;7(1):1-16. doi: 10.11648/j.ijssam.20220701.11

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@article{10.11648/j.ijssam.20220701.11,
  author = {Genelyn E. Cornejo},
  title = {Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School},
  journal = {International Journal of Systems Science and Applied Mathematics},
  volume = {7},
  number = {1},
  pages = {1-16},
  doi = {10.11648/j.ijssam.20220701.11},
  url = {https://doi.org/10.11648/j.ijssam.20220701.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijssam.20220701.11},
  abstract = {This study aimed to determine the effectiveness of the modular approach in teaching mathematics, most particularly radicals to the grade 8 high school students at Astorga National High School, Alang- Alang, Leyte. It lasted for 4 weeks from November 9 to December 7, 2019, utilizing the 54 grade 8 junior high school students enrolled during the school year 2019-2020. The 54 students were divided into a comparable group of 27 students each, the conventional group and experimental group. To find the effectiveness of modular approach in teaching radicals in high school the true experimental design was used, employing the pre-posttest control group design. Since the experiment aimed to investigate the effectiveness of the modular approach in teaching mathematics in comparison with the conventional approach most particularly radicals, there was a need to measure achievement through 40 items pretest and posttest. Mean ratings of the students in both groups in the achievement test were analyzed. On the bases of the findings, the achievement of the conventional group and experimental group was the same in the pretest: simplifying radicals was good, adding and subtracting radicals was fair, multiplying, and dividing radicals was fair, while the combination was good. The computed t-values were all not significant. The performance of both groups in the 3 evaluations was all very good but experimental group showed better performance than the conventional group. The achievement of the conventional group in the posttest: simplifying radicals was very good, adding and subtracting radicals was good, multiplying, and dividing radicals was good, while the combination was very good. In the experimental group: simplifying radicals was very good, adding and subtracting radicals was very good, multiplying, and dividing radicals was very good and the combination was also very good. The performance of both groups in the pre-posttest along the three mathematical skills tested is found to be “significant”. Based on the findings and conclusions of this study, the researcher recommends the following: Since modular approach of teaching is more effective than the conventional method, the researcher recommends the use of modules in teaching algebra. Teachers are expected to discuss with the students and parents the need or importance of modular method of teaching not only in mathematics but in other subject areas. Further studies in the use of module in another areas in mathematics should be undertaken to determine what other areas can be taught effectively through modular approach.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Modular Approach in Teaching Intermediate Algebra Among Grade 8 Students in Astorga National High School
AU  - Genelyn E. Cornejo
Y1  - 2022/01/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijssam.20220701.11
DO  - 10.11648/j.ijssam.20220701.11
T2  - International Journal of Systems Science and Applied Mathematics
JF  - International Journal of Systems Science and Applied Mathematics
JO  - International Journal of Systems Science and Applied Mathematics
SP  - 1
EP  - 16
PB  - Science Publishing Group
SN  - 2575-5803
UR  - https://doi.org/10.11648/j.ijssam.20220701.11
AB  - This study aimed to determine the effectiveness of the modular approach in teaching mathematics, most particularly radicals to the grade 8 high school students at Astorga National High School, Alang- Alang, Leyte. It lasted for 4 weeks from November 9 to December 7, 2019, utilizing the 54 grade 8 junior high school students enrolled during the school year 2019-2020. The 54 students were divided into a comparable group of 27 students each, the conventional group and experimental group. To find the effectiveness of modular approach in teaching radicals in high school the true experimental design was used, employing the pre-posttest control group design. Since the experiment aimed to investigate the effectiveness of the modular approach in teaching mathematics in comparison with the conventional approach most particularly radicals, there was a need to measure achievement through 40 items pretest and posttest. Mean ratings of the students in both groups in the achievement test were analyzed. On the bases of the findings, the achievement of the conventional group and experimental group was the same in the pretest: simplifying radicals was good, adding and subtracting radicals was fair, multiplying, and dividing radicals was fair, while the combination was good. The computed t-values were all not significant. The performance of both groups in the 3 evaluations was all very good but experimental group showed better performance than the conventional group. The achievement of the conventional group in the posttest: simplifying radicals was very good, adding and subtracting radicals was good, multiplying, and dividing radicals was good, while the combination was very good. In the experimental group: simplifying radicals was very good, adding and subtracting radicals was very good, multiplying, and dividing radicals was very good and the combination was also very good. The performance of both groups in the pre-posttest along the three mathematical skills tested is found to be “significant”. Based on the findings and conclusions of this study, the researcher recommends the following: Since modular approach of teaching is more effective than the conventional method, the researcher recommends the use of modules in teaching algebra. Teachers are expected to discuss with the students and parents the need or importance of modular method of teaching not only in mathematics but in other subject areas. Further studies in the use of module in another areas in mathematics should be undertaken to determine what other areas can be taught effectively through modular approach.
VL  - 7
IS  - 1
ER  -

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