Abstract

This study assessed the performance level of Grade IX students in Mathematics after being exposed to conventional teaching approach (CTA) and the eclectic teaching approach. It intended to: (1) describe the profile of students in Mathematics; (2) determine the performance level of students in the pretest and posttest; (3) compare the significant mean improvement from the pretest to the posttest; and (4) find out the significant difference in mean gains of students exposed to both approaches. This experimental study compared the effectiveness of CTA and ETA based on the students’ performance level before and after the exposure of these approaches, using the Pretest-Posttest Control Group Design. The students’ performance in Section A with CTA and Section B with ETA was low in the pretest, with a minimal improvement in the posttest. No significance in pre-post mean gain was found out in the performance of students in Mathematics IX using both CTA and ETA. Moreover, it was determined that there was no significant mean gain difference between the students’ performance in CTA and ETA, which proved that the effectiveness of these approaches were comparable. The findings indicate that ETA can be an alternative way to CTA.

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