The effectiveness of math journal in improving the mathematics performance of grade 9 students
Keywords:
math journaling, mathematics instruction, conventional teaching strategy, mathematics learning outcomesAbstract
This study employed a true experimental design to investigate the effectiveness of math journaling on the mathematics performance of Grade 9 students. The study spanned six weeks, with two groups of 25 students each selected to represent the control and experimental groups, respectively. The experimental group engaged in math journaling, while the control group followed a conventional instructional strategy. Both groups underwent pretest and posttest assessments based on Most Essential Learning Competencies. The findings revealed that after the intervention, the experimental group achieved a slightly higher mean post-test score. Statistical analysis indicated significant improvement within both groups after conventional instruction, and the experimental group demonstrating significant improvement with math journaling. Nevertheless, the post-test comparison between the groups did not yield a statistically significant difference suggesting that both instructional methods were equally effective in enhancing mathematics performance. The relevance of this study to mathematics instruction lies in its exploration of innovative strategies, such as math journaling, to potentially improve student learning outcomes in mathematics education.
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