Factor Analysis of Milaplus Instructional Strategy Utilization

Abstract

INTRODUCTION

The study aimed at looking at the different factors (Student-Profile Factors, Student-Related Factors and Teacher-Related Factors) that directly influence the utilization of Mathematics Independent Learning Activity-Practice and Play Unite Scheme (MILAPlus) instructional strategy through the use of Factor Analysis as basis of improving students' performance in Mathematics, and instructional strategy.

METHODS

This study used a non-experimental, quantitative research using descriptive correlational survey through Factor Analysis. The sample consisted of one hundred fifty-seven (157) Grade 9 students of Quezon National High School Iyam, Lucena City, selected using the non-probability purposive sampling technique according to the inclusion criteria set by the researcher. The five instruments that were used in this study were Student Numeracy Test, Reading Comprehension Ability Test, Student Attitude Towards Mathematics, Student Satisfaction Level, and Colorado Students' Perception Survey. The data were presented through Descriptive Analysis, Preliminary Analysis through Kaiser-Meyer-Olkin (KMO), and Bartlett's test of Sphericity. The Main Factor Analysis was run through Principal Component Analysis with eigenvalue extraction and Varimax rotation.

RESULTS

The results revealed that the student-profile factors and student related-factors directly influenced the utilization of MILAPlus instructional strategy even if it loads low on Factor Analysis. The Mathematics performance of the respondents was at satisfactory level, the student numeracy was on the emergent level, and the student reading comprehension was on the instructional level. The student attitudes towards Mathematics fell under the Somewhat category, contrary to student satisfaction level which was extremely satisfied on average. The teacher-related factors were at the higher WAM levels and loaded high on factor analysis.

DISCUSSIONS

MILA Power Plus Instructional Strategy Manual was the output of the study. Based on the findings and conclusions, it was recommended that students continually enhance, discover, and develop their numerical faculty and reading comprehension ability by working in varied learning activities; for the teachers to use the Enhanced MILA Power Plus instructional strategy; and for future researchers to use the present study as basis in investigating further on factors affecting the utilization of an effective instructional strategy in mathematics education.