Modified Alternative Co-teaching Approach: Effects on Student Procedural Fluency in Algebra

Abstract

The study investigated the effects of the Modified Alternative Co-Teaching Approach (MACTA) on student algebraic procedural fluency (the ability to perform mathematical algorithm accurately and efficiently). The study used the quasi-experimental two-group pretest-posttest design that involves both quantitative and qualitative approaches. The study utilized two intact classes of a laboratory school in Bay, Laguna. One section was exposed to the Modified Alternative Co-Teaching Approach (MACTA) and the other section was exposed to the Conventional Teaching Approach (CTA). Comparison of the student algebraic procedural fluency between MACTA and CTA groups showed no significant difference between the two groups, but students in the experimental group expressed substantial number of positive remarks about the teaching approach. The design of MACTA including smaller class size, more student-student interaction, and increased collaborative activities is believed to promote increase in procedural fluency, and positive attitude provided longer term of implementation.

Treasure Chess: Worthy Contributions of the Game in the Lives of Student Champions

“…Other researchers in the Philippines suggest to consider studying and applying different pedagogical approaches that will help improve the learners of the country to attain global competitiveness such as in the study employing participatory action research cum action research (Morales, 2016), the pedagogical content knowledge-guided lesson study (Lucenario et al, 2016), and modified alternative co-teaching approach (Angeles et al, 2019). Moreover, Barrows (1996) suggests that the problem-based learning is "effective in facilitating and is focused on building content knowledge coupled with developing problem-solving, self-directed learning, and collaborative teamwork skills (Harvey et al, 2013, pp.114-115)."…”