Effectiveness of Worktext in Teaching Grade Seven Mathematics Students

Abstract

INTRODUCTION

Teachers believe that the utilization of instructional worktext could be one effective means of addressing the difficulty since it enhances knowledge, thinking skills, problem-solving abilities of all students, as well as incorporate recent advances in disciplinary content (Nicoll, 2008). However, the issue of lower than expected mathematics achievement is a persistent worry for education leaders and policymakers. In Jose Sanvictores Sr. National High School between 2013 and 2016, there has been no significant change in NAT results. To this result, the researcher found out that the students are experiencing difficulty in mathematics subjects, particularly in Mathematics 7 as usually reflected in their scores. With this problem, the researcher sought to find out if the use of worktext in teaching mathematics enhances the academic performance of the students in grade 7 mathematics.

METHODS

This study used the pre-test and post-test noncomparative quasi-experimental design to determine the implications of the strategies in teaching mathematics to students' academic performance in their mathematics subject. This design is the same as the Classic Controlled Experimental Design except that the respondents cannot be randomly assigned to either experimental or control group, or the researcher cannot control which group will get the treatment. In other words, participants do not all have the same chance of being in the control or the experimental group, or of receiving or not receiving the treatment.

RESULTS

There was a significant difference in the achievement of students in Mathematics Seven when taught using work text and without using work text as teaching approaches. There was a significant difference in the achievement of students in Grade Mathematics when taught using the two teaching approaches and when grouped according to their Mathematical Level. There was a significant interaction effect in the achievement of the students when they are exposed using two teaching approaches and when grouped according to their mathematical level.

DISCUSSIONS

During the conduct of the study, it was observed that students who were taught using the worktext showed inclination upon receiving the worktext since they used the instructional material such as worktext as their primary tool in the learning process. Moreover, the students in the experimental group could study the lessons in the worktext repeatedly and made them obtain a significant increase in their mean score.