Inquiry-Based Approach as Learning Enhancement of Grade 9 Students in Quadratic Equation: A Lesson Study
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 16, Issue 5
Abstract
Students frequently doubt the accuracy of the mathematics they are taught in school and how it relates to their everyday lives. There is a logical contradiction between what is studied in the classroom and what would be required for real-life problems when there is doubt that the mathematics learned in school is useful outside of the classroom. As a result, the failure is directly attributed to the way teachers support learning in the classroom to encourage lifelong learning. This action research was conducted to enhance learning in Mathematics in solving quadratic equation using Inquiry-Based Approach. The respondents were 135 Grade 9 students of Rizal High School, from EBEC sections namely 13, 15, and 31. A quasi-experimental of pre-test-post-test design was employed in this study. The results revealed that there is moderate significant difference on the performance of the students after their involvement in the intervention. This result was proven by two-tailed z-test where the computed value 40.81 is greater than the critical value of 1.96 at 0.05 level of significance. Thus, the result clearly shows that inquiry-based instructional methods had a significant effect on students’ ability to solve decontextualized mathematical problems. The researchers recommend using Inquiry- Based Approach in other topics in Mathematics and/or other field of Sciences to promote unboxed learners.
Authors and Affiliations
Poinsettia Avendaño, Elena Victoria Almeniana
Keywords
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- EP ID EP730888
- DOI https://doi.org/10.5281/zenodo.10516298
- Views 61
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