Loading Scheme for the Mathematical Proficiency of Secondary Sophomores

Authors

  • Riza R. Noceto

Keywords:

mathematical proficiency, cognitive load theory

Abstract

This study is anchored in the Cognitive Load Theory which plays an important role in proficiency and mastery in Mathematics. Cognitive Load Theory refers to the load on working memory during problem solving, thinking and reasoning processes. It involves understanding how many discrete units of information can be retained in short term memory before information loss occurs. This theory has been designed to provide guidelines in the presentation of information in a manner that encourages learners to engage in activities which optimize intellectual performance. It is an instructional design theory which aims to assist instructional designers to reduce the load caused by poor design of the learning materials. The ultimate concern of this study is to determine the effectiveness of the loading scheme of Mathematical proficiency among second year students of San Joaquin-Kalawaan High School, during the school year 2011-2012. This research involved three groups of respondents, according to the loading scheme of below average, average and the above average. The teaching strategy applied in this study was anchored from the Cognitively Load Theory which utilized the worked-example method wherein students were believed to learn and increase their proficiency level in Mathematics. This study utilizedthe quasi-experimental research. Data were gathered by conducting the pre-test and post-test which were constructed by the researcher. The data gathered were treated statistically using Mean, Standard Deviation, t-Test for Dependent Sample and Analysis of Variance. To measure the statistical data, the researcher used the Statistical Package for the Social Sciences(SPSS) program. No significant difference was noted in the pre-test results of the three groups, namely; the below average, average and the above average groups. Since the topics and the intervention have not been introduced yet; the computed F value of 2.11828 is less than the F critical value of 3.199582 at 5 percent level of significance. The pre-test results revealed that each group of respondents had almost similar knowledge of the lessons at the start of the experimentation. With regards to the proficiency level of each group in the pre-post test using the loading scheme, it was found that there was a significant difference. Therefore, the null hypothesis was rejected. The marked improvement in the level of proficiency could be attributed to the effectiveness of the loading scheme. The post-test results of the three groups revealed that they performed better than in the pre-test. The computed value of 17.17889 is greater than the critical value of 3.195056 at 5 percent level of significance. This implies that the loading scheme in improving proficiency in Mathematics among second year students is effective. Since the method is effective, it is valid to be used. In the light of the previous findings, the researcher concludedthat it is very helpful to classify the level of performance of the students based on their previous Mathematics grades, so as to determine their needs. The Cognitive Load theory has significant benefits in terms of reducing training time, and improved performance on tasks using the learned knowledge and skills in Mathematics. Moreover, the worked-examples strategy is considered valuable and helpful in increasing the level of mastery and proficiency among students. Furthermore, the loading scheme is effective in improving the proficiency of students in Mathematics. It is therefore recommended that teachers should utilize this teaching strategy since its effectiveness in improving proficiency has been established. The school administration should provide training to teachers on the utilization of the loading scheme to enhance the mathematical proficiency among the students. Likewise, instructional designers must develop materials that are cognitively efficient with the aim of assisting the students to reduce the cognitive load. The loading scheme of mathematical proficiency should be tested on a bigger scale and for a longer duration, so that the other aspects of the learning process can be explored. Finally, it is hereby recommended that further researches be conducted along the same line, probing on the variables related to students’ proficiency and its relation to their academic performance in Math.

Published

2018-09-18