K-12 Constructivist Teaching Approach: Effect on Mathematics Performance of Grades VII and VIII Students at Sulu State College Laboratory High School

Abstract

This study was designed to investigate the effect of the K-12 Constructivist Teaching Approach on the Mathematics Performance of the grades VII and VIII students in Sulu State College Laboratory High School. 138 selected grade VII students were used as respondents in the study. A checklist questionnaire was used to collect the data on the profile of the respondents. Grading sheets were collected from the class adviser of grade VII (2014-2015) and grade VIII (2015-2016) for gathering the grades in Mathematics. The performance of the students was represented by the percentile average grades in Mathematics. Frequency and percentage distribution were used to determine the profile. Mean was used to determine the level of performance of the students. The t-test for independent samples in One Way Analysis of Variance was used in testing the hypotheses. Five problems were answered, and two were tested.

The analysis and interpretation of the data show the following significant findings: The majority of the respondents are female; the father and mother are government employees with an income of 5-10 thousand pesos. The level of performance of the grade VII students in Sulu State College Laboratory High School is approaching proficiency during the school year 2014-2015. The level of performance of the grade VIII students in Sulu State College Laboratory High School is approaching proficiency during the school year 2015-2016. The two null hypotheses were accepted. There is no significant difference between the level performance of grade VII and grade VIII students in Mathematics under constructivist approach of teaching. There is no significant difference between the performance of the grades VII and VIII students when the data are grouped according to gender and socio-economic status.

The study concluded that the level of performance of the grades VII and VIII students is approaching proficiency. These levels of performance do not differ significantly.