Developing Students’ Critical Thinking Skills in Mathematics Using Online-Process Oriented Guided Inquiry Learning (O-POGIL)

Artuz, John Kevin A.; Roble, Dennis B.

doi:10.12691/education-9-7-2

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…Specifically, it improved their performances in mathematics even if it was conducted in a short period and increased their confidence in problem-solving [20] . Aligned with the use of differentiated activity, a quasi-experimental study introduced an online Process-Oriented Guided Inquiry Learning (POGIL) environment aimed at developing students' critical thinking in mathematics [21] . This innovation encouraged active participation and improved learning.…”

Section: K To 12 Mathematics Curriculummentioning

confidence: 99%

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Abiog

2024

JCER

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Learning mathematics requires an effective and strategic teaching approach. This study aimed to assess themathematics performance of the learners with the implementation of the numeracy enhancement strategy QD2R (Questions, Drills, Repetition, and Recitation) and to propose a strategy implementation plan to elevate their performances. This study employed the use of a quasi-experimental research design, purposive sampling with 70 Grade 10 students of Lian National High School who were distributed equally to control and treatment groups. The pre-test and post-test results were statistically analyzed using independent and paired sample t-tests, and a survey questionnaire was examined by getting the mean and standard deviation. The results indicated that better performance was achieved by the students from the treatment group compared to the students from the control group, as revealed by the Mean Percentage Score (MPS) results, mean scores, and P values of their pre-test and post-test scores. The learners’ perception of the implementation of this strategy was to a great extent, wherein it was perceived to be more helpful in concepts related to understandingthe lesson compared to concepts related to developing their attitude and skills. Moreover, the proposed implementation plan of numeracy enhancement strategy QD2R had three expected outcomes: elevated understanding and performance in mathematics lessons; modified strategy to focus on the development of attitude and skills towards mathematics; and refined and well-implemented QD2R strategy in teaching mathematics. Relative to these expected outcomes, appropriate measures, timeframe, and resources of each were comprehensively formulated.

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Section: K To 12 Mathematics Curriculummentioning

confidence: 99%

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Abiog

2024

JCER

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“…Many researchers have focused on the causes of students' inability to solve non-routine problems [7], the development of conceptual understanding in problem-solving [8], teaching strategies for non-routine problems [9,10], and so on. Others have suggested using a constructivist approach to problem-solving as well as cooperative teaching strategies [11].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of 5E Instructional Model on Students’ Performance in Mathematics Non-routine Problem

Adu

Folson

2023

AJARR

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The study's aim was to determine the impact of the 5E instructional model on students' performance in non-routine mathematics problems. The population was made up of junior high school students in Oforikrom municipality, Ghana's Ashanti Region. The study used a quasi-experimental non-equivalent design. A total of 84 students were drawn at random from Oforikrom's two Junior High Schools. The experimental and control groups were assigned at random to the two schools. The experimental group was taught using the 5E instructional model, while the control group received traditional instruction. In both the pretest and posttest, students were given a non-routine achievement test consisting of mensuration, percentages, and equations. The independent sample t-test, Mann-Whitney U and Wilcoxon W tests, and Kruskal Wallis test were used to analyze the results. The study's findings showed that the 5E model has a positive effect on students' performance in non-routine mathematics problems. It also found that there is a significant difference between the control and experimental groups in favour of the experimental group. Furthermore, there was no significant difference in performance between male and female students in the experimental group. Finally, the study discovered no significant difference in the experimental group's performance based on the topics.

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“…Based on what Polya (1973) and Hayuningrat & Listiawan (2018) stated, the solution steps are understanding a problem, planning the solution of the problem, implementing the planned plan, and looking back at the solution of the problem for examination. At the stage of re-examining the answer can foster positive effects on problem solving skills (Kevin & Roble, 2021). Mathematical problems given are usually in the form of problems.…”

Section: Introductionmentioning

confidence: 99%

Causes of Student Errors in Solving Numeration Problems : A Case Study on Students with a Strongly Field Independent Cognitive Style

Alfarisi,

As’ari,

Sukoriyanto

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This research aims to uncover the causes of errors in solving numeracy problems related to trigonometry among students with a strongly field-independent cognitive style. The research method employs a case study with a qualitative approach. The subjects of this study are students of class XI MA Ibadurrochman Malang. The instrument in this study consists of the main instrument, namely the researcher himself and supporting instruments consisting of GEFT (Group Embedded Figure Test) sheets and Numeration Problem Solving Test Sheets (TPMN) and interview guidelines. This data analysis technique used interactive model analysis. The research findings indicate that the causes of student errors in solving numeracy problems are primarily rooted in their previous knowledge, which results in these errors. In other words, their previous knowledge is unable to serve as a foundational material for generating ideas in solving new problems encountered. These new problems related to trigonometry are used not only to apply previously acquired knowledge to the issues at hand but also to learn new mathematical concepts. Consequently, numeracy problems become a solution for students to study mathematics coherently.

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Developing Students’ Critical Thinking Skills in Mathematics Using Online-Process Oriented Guided Inquiry Learning (O-POGIL)

Cited by 8 publications

References 8 publications

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Effectiveness of 5E Instructional Model on Students’ Performance in Mathematics Non-routine Problem

Causes of Student Errors in Solving Numeration Problems : A Case Study on Students with a Strongly Field Independent Cognitive Style

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