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`Achievement and Attitude towards Mathematics of Grade 9

Learners”,

CARCELLER, GEORGIE R.

Abstract

National High School, Division of Bukidnon during the school year 2017

research design. Out of ten sections of grade 9 junior high school, two

intact groups were selected at random. In the same manner, one section

was randomly assigned as the control group and the other section the

was taught with POGIL approach; while the control group was taught

The first research instrument used in this study was the 30-item

achievement test. This was used in the pretest and posttest of the two

groups. The second research instrument was the 25-item attitude scale.

2

learners’ taught with POGIL approach and those without the POGIL

approach.

between the experimental and the control group. The learners taught

Introduction

learning, where the teacher delivers content in a way that students can

spokesperson, or reflector.

in schools, but some strategies are more appropriate and effective than

3

skills for POGIL include both cognitive and affective processes. There

as well as, the medians of the trapezoids are difficult for them to absorb.

4

effective, learners will have difficulties with the basic concepts even if

they are already in the higher grades. To address this problem teachers

Mathematics instruction.

5

of the knowledge that they are provided and move forward in construct

learning takes place as children are interacting with each other and

connection.

6

greetings to train values to the learners. Then, the main activity follows.

given to the students. The closing activity comes in the form of tests and

performance activities.

7

the variables in the study. The first box contains the two learning

group). The first box is connected with an arrow pointing to the second

Teaching Approaches

Mathematics

A. Teaching

Mathematics using Achievement of

Lear

POGIL Grade 9 Learners

1. Orientation

2. Learning Cycle

Exploration Phase

Concept Invention

Phase

Application Phase

3. Closure Attitude of

B. Teaching Learners towards

Mathematics Mathematics

Without Using

POGIL

What to know?

What to process,

to reflect on and

understand?

What to transfer?

Study

8

the learning cycle, the model can be a figure, an equation, a table, text

answer some critical thinking questions, which are crafted to lead the

application phase.

this phase, the students are given some exercises designed to give

textbook.

the material that they learned. The learners will be trained to believe in

9

material learned for the day. They make a reflection on their learning.

to apply.”

10

Bukidnon. This was conducted during the third grading period of the

POGIL approach?

11

Methodology

group, and the control group. The experimental group was taught using

Process Oriented Guided Inquiry Learning while the control group was

taught without the POGIL approach. The two groups were given the

achievement test and attitude scale before and after the conduct of

lessons in Quadrilaterals.

of 2,016 where 936 are males, and 1080 are females for the Junior High

These teachers were able to attend the regional mass training for

12

Lantapan National High School who are enrolled for the school year

2017 – 2018. Two heterogeneous and intact classes were used in the

study. The two sections were randomly taken from the ten

selecting the experimental group and control group. In this study, the

The students from the control group were matched with the

There were 30 students from the experimental group, and each student

was matched with 30 students from the control group. The participants

Inquiry Learning approach used three phases: Phase I, Phase II, and

includes the choice of topics, constructing the task analysis matrix and

13

Phase III is the validation and revision stage covered by the evaluation

Mathematics.

experts. The criteria for the evaluation were on the acceptability, clarity,

14

of their evaluation was used as the basis for improving, revising, and

The instruments used in the study were the achievement test, the

attitude scale test and the prompts for Experience. A variety of tools will

answer problems 1 and 2, the mean and standard deviation were used

mathematics of the learners who were taught with the use of the POGIL

approach and those that were taught without the POGIL approach. One

POGIL approach and those that taught without the POGIL approach.

POGIL approach and those taught without the use of POGIL approach,

the means obtained from their scores were used. The data showing the

mean and standard deviation of the two groups in their pretest and

both groups did not meet the expectations. This shows that the students

struggle with their understanding and have not yet acquired the skills

15

means values between the two groups reveals that the experimental

skills and core understanding but needs help throughout the authentic

task while the control group struggles with understanding the pre-

Table 2

Experimental and Control Group

Range

Level of of

Proficiency Scores Experimental Group Control Group

f % F % F % F %

Outstanding 27 – 30 0 0% 1 3.33% 0 0% 0 0%

Very

Satisfactory 24 – 26 0 0% 2 6.67% 0 0% 0 %

Satisfactory 21 – 23 0 0% 9 30% 0 0% 1 3.33%

Fairly

Satisfactory 18 – 20 0 0% 14 46.67% 0 0% 14 46.67%

10.7 20.13 9.57 16.77

Sd 2.71 2.99 3.25 2.74

DME – Did not Meet Expectation sd – standard deviation

16

and Kowalski, (2010) disclosed that when students are actively involved

achievement as they interact with each other and create their meaning

of new ideas. This was supported by Hussain (2013), who upheld that

Oriented Guided Inquiry Learning (POGIL) and those taught without the

The result shows that the p-value is less than the 0.05 level of

significance. Hence the finding reveals that the hypothesis which states

group performed better than the students in the control group. Thus,

17

During the conduct of the study, the researcher observed that the

than those students who were taught with the conventional method.

Table 3

grade 9 Learners

Type III Sum Mean

Source of Squares Df Square F Sig.

Pretest 14.565 1 14.565 1. 796 .186

Group 146.035 1 146.035 18.007 .000

Error 462.268 57 8.110

Total 21071.000 60

18

utilize prior knowledge along with the acquired information from the

idea. Learners look back to the previous two stages if their concept is

in the present study. The study of Fishback and Daniel (2011) adopted

19

students taught using the POGIL strategy. This was also supported

given to them, the activities and experiences and the techniques drawn

the activities most were not doing anything and were dependent on their

member had their specific roles; some of the learners in the control

20

approach had a better effect than the method used without it. The

participating with their ideas and thoughts. POGIL has been a positive

2013).

approach before the conduct of the study. As seen in the table, the

learners from both the experimental and control group have the same

21

Table 4

Experimental Control

Items

Mean Sd QD Mean Sd QD

1.Math is subject that I am afraid of* 2.50 1.07 A 2.33 .84 A

2.When I work with Math problems my thinking 3.70 .79 A 3.77 .90 A

and reasoning are sharpened

3. I am unable to think clearly when working with 2.60 .93 U 3.33 1.09 U

Math*

4. I feel excited learning about Math 3.53 1.07 A 3.50 1.07 A

5. Studying of Math is not important unless you 4.23 1.16 SD 2.23 1.01 A

are an engineer*

6. Learning Math Makes feel bored* 3.60 1.16 D 3.27 .98 U

7. I feel bored listening to people talking about 3.80 .96 D 3.10 1.15 U

Math*

8. Math is a topic I greatly enjoy. 3.70 .99 A 3.23 .89 U

9. Of all my teachers , I like Mathematics teachers 2.57 .86 A 3.07 .83 U

least*

10.Being with people who are good in Math is 3.97 .99 A 3.70 .79 A

enjoyable

11. No matter how hard I try , I cannot 2.80 1.06 U 2.97 1.21 U

understand Math*

12.I feel happier in my Math class than any other 2.97 .99 U 3.07 .69 U

class

13. Math give me such satisfaction 3.40 .89 A 3.33 .84 U

14. Math is not necessary in our country* 3.90 1.30 D 3.77 1.10 D

15. I find math useful for problems of everyday 4.40 .89 SA 3.60 1.10 A

life

16. I don’t enjoy going beyond assigned work on 3.27 1.01 U 3.03 .93 U

Math*

17. I feel I have a good foundation on Math 3.23 .86 U 3.47 .94 A

18. I study Math just to pass the year level* 2.53 1.04 A 2.57 1.04 A

19. I feel nervous in math class* 2.97 1.07 U 2.70 1.14 U

20. I have a feeling I can get high grade in Math 3.33 1.09 U 3.53 1.17 A

21. I feel uncomfortable listening to math* 3.23 .82 U 2.87 .97 U

22. I would not enjoy working with math* 3.43 .86 A 3.17 1.01 U

23. Learning math makes me feel great 3.70 .92 A 3.30 .95 U

24. Being with people who are good in Math is 4.18 .77 D 3.53 .97 D

boring*

25. I am confident when solving math 3.27 1.20 U 2.80 1.09 U

Overall 3.39 .38 U 3.17 .33 U

Legend: SA – Strongly Agree A – Agree U – Undecided D – Disagree

SD – Strongly Disagree *negative stated statements

22

The table also shows that before the conduct of the study the

experimental group had a higher mean value than the control group

with a very slight difference. The overall value shows that they were

Undecided with their attitude. This indicates that the learners in both

groups were not sure of their attitudes towards math. This indicates

further that both groups were Undecided since the teaching approach

was not yet introduced to the experimental group. However, the pre-

that they had mixed responses, though there are still statements where

they have similar responses. Varied responses can be shown from their

results.

23

Table 5

Learners’ Attitude towards Mathematics after the conduct of the study.

Experimental Control

Items

Mean Sd QD Mean Sd QD

1.Math is subject that I am afraid of* 4.23 .63 SD 3.27 1.26 U

2.When I work with Math problems my thinking 3.90 .76 A 3.67 1.02 A

and reasoning are sharpened

3. I am unable to think clearly when working with 3.90 .84 D 3.07 1.04 U

Math*

4. I feel excited learning about Math 4.23 .68 SA 3.57 0.94 A

5. Studying of Math is not important unless you 4.27 .83 SD 3.67 1.03 D

are an engineer*

6. Learning Math Makes feel bored* 4.20 .89 SD 3.27 .98 U

7. I feel bored listening to people talking about 3.93 .74 D 3.00 1.11 U

Math*

8. Math is a topic I greatly enjoy. 3.80 .85 A 3.27 .87 U

9. Of all my teachers , I like Mathematics teachers 3.27 .83 U 3.17 .75 U

least*

10.Being with people who are good in Math is 4.23 .63 SA 3.60 .89 A

enjoyable

11. No matter how hard I try , I cannot 3.97 .67 D 3.57 1.01 D

understand Math*

12.I feel happier in my Math class than any other 3.36 .81 U 3.07 .74 U

class

13. Math give me such satisfaction 3.77 .68 A 3.07 .91 U

14. Math is not necessary in our country* 4.17 .75 D 3.63 1.09 D

15. I find math useful for problems of everyday 4.30 .75 SA 3.43 1.10 U

life

16. I don’t enjoy going beyond assigned work on 3.90 .66 D 2.83 .83 U

Math*

17. I feel I have a good foundation on Math 3.67 .64 A 3.40 .89 A

18. I study Math just to pass the year level* 4.18 .86 D 3.57 .97 D

19. I feel nervous in math class* 3.97 .85 D 3.57 .97 D

20. I have a feeling I can get high grade in Math 3.83 .83 A 3.67 1.15 A

21. I feel uncomfortable listening to math* 3.77 .93 D 2.80 .96 U

22. I would not enjoy working with math* 3.90 .76 D 3.17 1.01 U

23. Learning math makes me feel great 3.87 .73 A 3.37 .96 U

24. Being with people who are good in Math is 4.37 .61 SD 3.47 1.01 D

boring*

25. I am confident when solving math 3.53 1.04 A 2.90 1.06 U

Overall 3.95 .25 A 3.32 .37 U

Legend: SA – Strongly Agree A – Agree U – Undecided D – Disagree

SD – Strongly Disagree *negative stated statements

24

One of the reasons behind this good outcome is the use of Process

subject. Moreover, the approach used in the teaching makes them more

mean value, still the attitude of the learners towards mathematics did

not change.

POGIL and those learners taught without POGIL was tested using

value is smaller than the significance level. This leads to the rejection

This finding shows that using POGIL in the lesson would help the

in the classroom. Fishback and Daniel (2011) found out that POGIL

and Marcus (2009) found out that learner in the POGIL group ended

25

Table 6

Summary Table comparing the attitude of grade 9 Learners

Type III Sum Mean

Source of Squares Df Square F Sig.

Pretest 2.307 1 2.307 38.586 .000

Group 3.339 1 3.339 55.851 .000

Error 3.407 57 .060

Total 804.253 60

communication.

given activities. With this, learning becomes more effective because they

feel that they are part of the learning process. The rotation of roles in a

group also provided interest to the learners because these help them to

the different activities, they were very eager to present their answers. It

showed really that they understood the lessons given to them. The

departure from a routinary teacher talk and activities following the page

in the textbook did not have the same excitement as being involved in

the POGIL lesson. This means that the learners found POGIL to be an

enjoyable experience.

26

Findings

Conclusions

27

Recommendations

POGIL be conducted.

28

References

Chemical Education, 63, 873.

introductory anatomy and physiology course with a diverse

student population. Advances in Physiology Education, 34: 150-

155. Retrieved July 2017 from

http:// www.ncbi.nlm.nih..gov/pubmed/20826770

teaching

medicinal chemistry. Retrieved from

https//www.ncbi.nlm.nih..gov.pmc/articles/PMC2972515

for

the K-12 Basic education Program

80

general chemistry course, J. Chem. Educ., 76, 570-574

and

Acquisition of 21st century skills through implementation of

Inquiry-based learning strategies

inquiry learning. SUNY: Stony Brook University.

Piaget, J. (1973). The child and reality: Problems of genetic psychology.

(Trans. Arnold Rosin). Oxford, England

outcomes from process oriented guided inquiry learning (POGIL)

strategy in an introductory chemistry course for non science

majors: An action research study. The Chemical Educator,

volume 14 issue 2 pp. 85 – 93

Retrieved: https://www.education.com/reference/article/why-

people-have-difficulty-geometry/

effective approach in enhancing students’ academic performance

29

retrieved from:

https//pdfs.semanticscholar.org/6df4/19f58f5c2189dc0fb6267

f1fcbdb8dfdd6a70.pdf

Cambridge, MA

Wilson, C.D, Taylor, J.A., Kowalski, S.M. & Carlson, J. (2010). The

Relative effects and equity of inquiry-based and commonplace

science teaching on students’ knowledge, reasoning, and

argumentation. Journal of research in Science Teaching, 47, 276

–

301

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