Mathematical Cognitive Skills and Competencies Drawn from the ZPD Context Instructional Process

Abstract

INTRODUCTION

The problems do not lie on the level of ability that students have but on how we could deliver mastery of the skills on them to build up the attitude of confidence based on the knowledge acquired and reach out individual potentials. Levs Vygotsky’stheory of instruction about mediation learning or assistance known as Zone of Proximal Developmetn (ZPD) in 3 stages scaffolds: Teacher-Students/GroupCommunity. This is to measure what children can do with help and without help regardless of the child mental ability. In view of this ZPD contextualized teaching, the researcher desired to meet the outcome benefit for the school itself.

METHODS

This study utilized the target sample group from 50 student participants in Mathematics Grade-10 St. Luke. The Quasi-experiment of Modified Instructional Process of Vygotsky was conducted for 6 classroom sessions. Systematically the post-test was administered after the 6 days treatment teaching sessions July 21, 22and 23, 2015. Nevertheless, the gathered data were analyzed and compared using Mean, SD, MPS and One-Way ANOVA to test the significant difference of the hypothesis and the extent of post-test Performance over Pre-tests.

RESULTS

It was revealed Significant wherein the computed F value 5. 97 is greater than the tabular value of 5. 14 in favor of the treatment. Likewise, the null hypothesis is rejected giving a sound conclusion to Levs Vygotsky’scontextualized teaching. The student participants were classified Above Average by 83. 34 percent after the series of post-tests had been interpreted using mean and SD and thus the mastery of competencies of 92. 84% were mastered very high. Moreover, using the Basic Time-Series design the observations gathered before and after the treatment.

DISCUSSIONS

In as much as mathematical cognitive skills and competencies of students are considered low; thus, the teacher should be innovative in giving varied activities which are related to the experiences of students. As far as the instructional process is structured; then, teachers can make a necessary and appropriate modification to meet the academic needs of students. Since the instructional methodology drawn from ZPD context of Vygotsky theory of instruction was found to be of success in the teaching-learning process to develop students’ cognitive skills and competencies; so, the department heads may consider using the proposed instructional methodology in all subject areas.