EMPLOYING BLOCK MODEL APPROACH IN TEACHING MATHEMATICS AMONG GRADE VI

LEARNERS
Level of Measurement: Ordinal

Statement of the Data Needed Statistical Tool Results Conclusions

Problem Used
1. What are the Pre-test and Mean The level of The performance
levels of Post-test Scores performance of of Grade VI
mathematics of the Grade VI the Grade VI learners of
performance learners. learners during Banate Central
among Grade the pre-test were Elementary School
VI learners reported as in pre-test using
as a whole “poor” as a whole Lecture-
and when and when Discussion had
categorized categorized better result
according to according to that the
teaching Block Model performance using
approaches? Approach, while Block Model
“fair” for the Approach. After
Lecture- conducting the
Discussion post-test, the
Approach. In results revealed
addition, the that the
level of performance of
performance of Grade VI learners
the Grade VI using Block Model
learners during Approach had
the post-test better results
were reported as than the
“very good” as a performance using
whole and when Lecture-
 categorized Discussion which
according to means Block Model
Block Model Approach is more
Approach while effective
“good” on compared to the
Lecture- Lecture-
Discussion Discussion and
Approach. learners learn
better using
Block Model
Approach.
2. What are the Pre-test and Mean The mean pre-test In terms of the
mean pre- Post-test Scores Standard scores among the respondents’ pre-
test and of the Grade VI Deviation respondent were test and post-
post-test learners. Mean Difference reported as test scores, the
scores in “fair” level learners taught
teaching using the using Block Model
Mathematics Lecture- Approach in
among the Discussion in teaching
Grade VI teaching. On the mathematics have
learners other hand the generally higher
when taught mean pre-test mathematics
using the scores in performance than
Block Model mathematics the learners
Approach and performance among taught using the
Lecture- the respondents Lecture-
Discussion? using Block Model Discussion.
Approach fell in
“poor” level.

The mean post-

test scores in
mathematics
 performance among
the respondents
using the Block
Model Approach in
teaching fell on
a “very good”
level. On the
other hand, post-
test scores in
mathematics
performance among
the respondents
using Lecture-
Discussion in
teaching fell on
the “good” level.
3. Is there a Pre-test and Mean There was a Pre-test and
significant Post-test Scores T-test significant post-test
difference of the Grade VI difference performance in
in the mean learners. existed in the Mathematics of
pre-test and mean pre-test- Grade VI learners
post-test post-test scores was statistically
scores of the subjects comparable
between when taught using between the two
teaching the two different approaches; Block
approaches? approaches. Model Approach
and Lecture-
Discussion.

Both types of
teaching
approaches, Block
Model Approach
 and Lecture-
Discussion,
significantly
improved in the
performance of
pre-test – post-
test in
Mathematics.