The Effectiveness of Student-Generated Visualization Strategy in Increasing Students' Participation and Attitudes Towards Mathematics

Abstract

INTRODUCTION

Educational researches sought to overview the usage of teaching approaches that proved useful in gaining deeper understanding, concepts, and skills of students in mathematics. However, these attempts drove students' learning outcomes rapidly declining and lessened their interest in lessons. In our research, visualization in mathematics had successfully increased students' learning engagements. In this study, we explored the extent of effectiveness using student-generated visualization strategy to cope up more interactive and visual class discussions inclusively grounded with constructivism and cognition theory.

METHODS

The researchers employed multiple methods design and descriptive-correlation survey to 368 grade 7 students. Two types of data were collected. First, a transcription of participation records from observations, and second, the obtained analysis of attitudes through rating scale instrumentation in the semi-structured survey. Pearson product moment correlation was used to measure the extent of the relationship between dependent variables (visualization strategy) and independent variables (participation and attitude).

RESULTS

To ascertain the appropriate scoring and data interpretation, researchers used means and standard deviation. Gathered data were analyzed, tabulated, and interpreted to measure the effectiveness of visualization strategy. Purposeful visualization was both highly and effectively increased students' attitudes of 4.40 mean (Positive), and 89.56% (very evident) for participation. This is notably higher than without visualization with 3.62 for students' attitudes and only 49.50% rate of participation. Overall findings revealed remarkable progress in participation analysis for Independent Cooperative Learning (I.C.L,) with 90.94% (very evident) compared to previous 53.56%.

DISCUSSIONS

Results illustrate how visualization effectively increased grade 7 students’ participation and attitudes in mathematical discussions. There is a remarkable realization of teaching effectiveness. First, a realization for teachers of challenging mandate to advocate active learning atmosphere in a classroom context. Second, it is in relevance for educators nowadays that visualization strategy has the potential to increase interest and decrease frustration levels of academic learners.