Effectiveness Of Inquiry Based and Cooperative Learning- Based Approaches to The Performance of Grade 10 Students In Mathematics

AUTHOR(S)

NOIMIE L. GARBO

ABSTRACT

—This study aimed to evaluate the effectiveness of the inquiry-based and Cooperative Learning-based approaches to the performance of Grade 10 learners in Mathematics in Ipil National High School. The findings of the study were the bases for a Proposed Enhancement Plan. The study utilized random Sampling in identifying the respondents of the study. This also utilized the test of difference between scores in the pre-test and post-test of Grade 10 in Mathematics for both control and experimental group. As shown in table 1-2, it reveals the scores of the respondents or the grade 10 learners responded the different learning competencies or their tasks before and after the integration of the cooperative problem solving based approaches in the delivery of the learning competencies in Mathematics. Based on the results in table 3, it was revealed that the pretest performance in the control group is lesser than the posttest performance. These 2 test results to the computed t value that is lower than the critical t value. So the hypothesis which states that there is no significant difference between the pretest and posttest performance of the Grade 10 students (control group) is rejected. Meanwhile, in the Experimental group, the pretest performance is lower than the posttest performance. These results of the respondents in the experimental group resulted to the computed t value which is greater than the critical t value and the hypothesis which states that there is no significant difference between the pretest and posttest performance before and after the integration of the intervention in the delivery of the most essential learning competencies in Cooperative problem solving based approaches is rejected. Based on the results of the study in table 3, focuses on the control group results implies that when the Grade 10 learners really need to have another intervention considering that from the pretest to posttest almost the same performance were gained thus, they should let them exposed to the different strategies other than the present teaching strategies that the teacher offers in teaching the different learning competencies. There is really a need because from the time that they are expose on the blended learning they are not really creating good learning performances. In the experimental group performance based on the table 3, it implies that the usage of intervention specially is really significant in improving their performances because it creates positive impact to the learning performances of the learners thus, it amplifies their positivity to learn new things with the new learning experiences using the new strategy that the teachers applied during the teaching and learning process in the teaching the mathematical skills. Based on the results of the study in table 4, focuses on the control group and experimental group in the posttest performances implies integrating the cooperative problem solving based approached in delivering the different learning competencies are more significant compared to the other strategies applied by the teacher to the other group or to the control group, meaning, when the learners are already exposed to the strategies that are suitable to them it is really visible that they are more motivated to learn new things even if the lessons are quite challenging. Keywords — Effectiveness, Inquiry Based, Cooperative Problem Solving Based Approach, Performance, Grade 10 Learners, Mathematics