Contextualized Approach in Improving the Mathematics Achievement of Selected Grade 10 Students

Abstract

INTRODUCTION

Mathematics is still often perceived as an almost exclusively solitary activity, cut off from the problems of the real world and independent of technology. Furthermore, students find difficulty in relating the different concepts of mathematics in the real world. This misunderstanding affects teaching mathematics, students' academic performance and raise barriers to quality mathematics education for all. This study determined the effectiveness of a contextualized teaching approach in teaching/learning mathematics among junior high school students.

METHODS

This study used quasi-experimental research because it aimed to match the effectiveness of Contextualized Approach on the mathematics achievement of the students over the Problem-Based Teaching Approach. The researcher used a self-made module which was validated by experts in Mathematics education. This study utilized the quantitative method in comparing the pretest, formative test, and post-test of the two groups of Grade 10 students.

RESULTS

The pretest performance of the two groups of students was at a low level of performance as reflected by the same mean score. The result of the first and the second formative test of the comparison and experimental group implied that both groups of students were able to perform beyond the passing performance level. Regarding the comparison of the performance level of the two groups, the performance of the group of students under the Contextualized Approach was more promising than the performance of the group of students under the Problem-Based Teaching Approach. With regard to the post-test result, the comparison group got an average performance level and the experimental group got a high-performance level.

DISCUSSIONS

The results of the formative test and post-test of the comparison group and experimental group imply that the mathematics achievement of the students exposed to the Contextualized Approach was better than the mathematics achievement of the students under the Problem-Based Teaching Approach. This was supported by the mean difference and magnitude of mean difference which was interpreted as "very large", and was favorable to the performance of the students from the experimental group.