Integrative and Constructivist Approaches and the Performance of Grade 10 Students in Mathematics at San Vicente National High School

Abstract

INTRODUCTION

This research aimed to determine if there was a significant difference in the level of performance of Grade 10 students in mathematics before and after implementing the integrative approach and constructivism and to know students' perceptions about these two pedagogical approaches.

METHODS

This was a descriptive experimental research which used purposive sampling with a total of 50 Grade 10 student-respondents. Pre-test and post-test were administered; T-test was used to find the significant difference between the two mean scores. The researcher made interviews, surveys, and field notes. The average score was calculated to summarize the responses that described their assessment of the approaches. The data analysis incorporated both qualitative and quantitative methods which triangulated the research findings to address the key research questions in a trustworthy manner.

RESULTS

The pre-test mean score was 7.38 and the post-test mean score was 21.38. It was found that t-value was-18.99 and the p-value was less than 0.00001 at 5% level of significance. Thus, there was a significant difference in the level of performance of students in mathematics.

The self-assessment tools about students’ perceptions on the implementation of the constructivist approach and integrative approach revealed that over-all result of the responses was 4.085 (SA) and 4.176 (SA), respectively, which implied positive effects in students' mathematical performance. In the constructivist approach, students were able to connect their prior knowledge to the present lesson and they liked most the KWLH (Knowledge, What, Learn and How) Chart; next was Mapping. They also liked the POE (Prediction, Observation & Explanation) Method. On the other hand, integrative approach encouraged students more to do better in mathematics; the practical application made them aware of the significance of mathematics in the other subjects.

DISCUSSIONS

The results of this study implied that there was a significant difference in the performance of students with the use of integrative and constructivist approaches and revealed students' positive perceptions on these which encouraged inquiry and collaboration. Further research was warranted to evaluate the long-term effects of these on student’s mathematical achievement.