Abstract
Teachers must encourage their students to embrace mathematics and study it as simple as possible because majority of the students consider mathematics as one of the difficult subjects. This study aimed to investigate how the conceptual understanding and problem- solving performance of the students in mathematics were affected by the concept scaffolding teaching approach on the topic domain such special products and equations and inequalities in one variable. Quasi-experiment with pretest-posttest control group design was utilized. Participants were Grade 7 students from Mindanao State University-Saguiaran Community High School. The results revealed that after intervention, there was a significant difference on the mean scores between the control and experimental groups on the conceptual understanding test. Similarly, a significant difference was observed on mean gain scores between control and experimental groups on the conceptual understanding test. The mean score on the problem solving performance test showed a significant difference on control and experimental groups as well. However, it was discovered that there was no significant difference on the mean gain scores between the control and experimental groups on the problem solving performance test, even though the experimental group had a higher mean gain score than the control group. The results of this study showed that the concept scaffolding teaching approach has a favorable effect on the conceptual understanding and problem solving performance of students in mathematics. The study was unable to distinguish the difference in the mean gain scores on the control group and experimental group in the problem solving performance test.
Author Information
Asgar M. Anda, Mindanao State University, Philippines
Jocelyn P. Aman, Mindanao State University, Philippines
Paper Information
Conference: ACE2022
Stream: Teaching Experiences
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Anda A., & Aman J. (2023) Effects of Concept Scaffolding Teaching Approach on Grade 7 Students’ Conceptual Understanding and Problem Solving Performance in Mathematics ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.27
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.27
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