Cooperative-Based Programmed Instruction on Fractions: Its Utilization and Effectiveness

Abstract

INTRODUCTION

Pupils' performance in the National Achievement Test showed that aside from Science, English, Filipino and HEKASI, Mathematics continues to be the most difficult field of study in basic education. One of the main factors for this is the low system approach. The researcher believes that learning is most effective when learners are actively involved in sharing ideas and work cooperatively to complete academic tasks. To achieve this, the researcher developed programmed instructional materials on fractions.

METHODS

The experimental method of research was used in this study to determine the effectiveness of the Cooperative-Based Programmed Instructional Materials. This method relies on controlled methods, random assignment, and the manipulation of variables to test a hypothesis. The respondents were Grade 6 pupils of Sto Domingo Elementary School, Nabua West District, Division of Camarines Sur for the school year 2011-2012. The respondents were divided into two (2) groups that consisted of forty-five (45) pupils each from two classes. One group of students were tagged as the control group where the traditional method of instruction was used. Another group of students was tagged as the experimental group in which cooperative learning was applied. Both groups of students were administered with pre-test and post-test exams. This was done to determine the effectiveness of the Cooperative-Based Programmed Instructional Materials.

RESULTS

Based from the findings of the study, the mean score obtained by the experimental group during pre-test was slightly higher compared to the control group; meanwhile it was significantly higher during the post-test implying that Cooperative-Based Instruction in the group was very effective. A high statistically significant difference was obtained between the mean scores of the control group that used traditional instructional methods and the experimental group that used the cooperative learning approach. The Cooperative-Based Programmed Instructional Materials on fractions was developed based from the needs of the pupils to achieve critical thinking, higher order thinking skills, and improved problem-solving ability.

DISCUSSIONS

Cooperative learning is found to be an effective instructional approach; hence the programmed instructional materials were developed. This typically consisted of self-teaching aids that is structured in logical and empirically developed sequence that serve as a useful basis for instruction and enhancement of learning of the pupils. The materials can also facilitate the teaching task of the teacher.