2C-2I-1R Approaches: Way to Reduce Math Anxiety Among Senior High School Learners

This paper aimed at determining the possible solution to the Math anxiety of Senior High School (SHS) learners of Talangan Integrated National High School (TINHS). Alongside teaching, the teacher-researcher explored different activities which promote the 2C-2I-1R approaches that the Department of Education mandated to be used for 21st-century learners. These activities are TDAR (Think-Discuss-Act-Reflect) which is a collaborative approach, RMFD (Recall-Model-Familiarize-Decide) which is a constructivist approach, 4A's (Activity-Analysis-Abstraction-Application) which is an integrative approach, AICDR (Ask-Investigate-Create-Discuss-Reflect) which is an inquiry-based approach, and TTRA (Think-Talk-Read-Ask) which is a reflective approach. A survey on Math anxiety level among 100 SHS learners of TINHS was conducted and it was found out that they have a moderate level of Math anxiety (mean of 2.96). Different teaching approaches in teaching Mathematics, specifically Statistics and Probability, which is a core subject offered this 2nd semester of the school year 2016-2017, are applied in classroom teaching. After exploring the different approaches in teaching and learning for a period of one month, the Math anxiety level was again measured using the survey question. Learners' Math anxiety level was computed to be at a low level (mean of 2.26). The difference between the level of Math anxiety before the application of different approaches in teaching (2.96) and the level of Math anxiety after the application (2.26) was deemed significant using t-test. At the end of the study, recommendations were given to master teachers, school heads, district heads and officials, and to future researchers.



Author Information
Elymar Pascual, Talangan Integrated National High School, The Philippines

Paper Information
Conference: ACE2018
Stream: Teaching Experiences, Pedagogy, Practice & Praxis

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