Problem-Based Mastery Learning on Learner’s Achievement in Mathematics 7

TABLE OF CONTENTS

Page

Title Page ………………………….. i

Acknowledgement ………………………….. ii

Table of Contents …………………………. iii

Abstract …………………………. viii

Context and Rationale ………………………….. 1

Proposed Innovation, Intervention, and Strategy ………………………….. 3

Conceptual Framework ………………………….. 4

Statement of the Problem ………………………….. 5

Hypothesis of the Study ………………………….. 6

Significance of the Study ………………………….. 6

Scope and Limitations of the study ………………………….. 7

Method ………………………….. 7

Type of Research ………………………….. 7

Respondents and Sampling Method ………………………….. 8

Data Gathering Procedure and

Ethical Considerations ………………………….. 9

Research Instrument ………………………….. 9

Data Analysis Plan ………………………….. 10

Results and Discussions ………………………….. 10

Achievement of the Respondents in Algebra ………………….. 10

Learners’ Engagement to the Lesson during the Utilization

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 Problem-Based Mastery Learning on Learner’s Achievement in Mathematics 7

of Problem-Based Mastery Learning Method …………. 14

Findings of the Study ………………………….. 17

Conclusion ………………………….. 18

Recommendations ………………………….. 18

Action Plan ………………………….. 20

References ………………………….. 21

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 Problem-Based Mastery Learning on Learner’s Achievement in Mathematics 7

LIST OF TABLES

Table

1 Distribution of Respondents of the Study ………………… 8

2 Pre-test Results of the Experimental

and Control Groups ………………….. 11

3 Post-test Results of the Experimental

and Control Groups ………………….. 12

4 Significant Difference between the

Achievements of the Experimental Group
and Control Groups based on Pretest and Posttest …………….. 13

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 Problem-Based Mastery Learning on Learner’s Achievement in Mathematics 7

LIST OF FIGURES

Figure

1 Conceptual Model of the Study …………………… 5

2 Mean Scores of the Pre-test for the

Baseline Data …………………. 12

3 Raw Scores Distribution in the Pre-test ………………….. 12

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 Problem-Based Mastery Learning on Learner’s Achievement in Mathematics 7

LIST OF APPENDICES

Appendix

A Research Proposal Application Form ……………………. 23

B Endorsement of Immediate Supervisor ……………………. 25

C Work Plan ……………………. 26

D Cost Estimates ……………………. 27

E Letters of the Researchers ……………………. 28

F Declaration of Anti – Plagiarism ……………………. 36

G Declaration of Absence of Conflict of Interest ……………………. 37

H Research Instruments ……………………. 38

I Lesson Plans ……………………. 47

J Raw Score Results of Pre-test and Post-test ……………………. 59

K Photos ……………………. 60

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 Problem-Based Mastery Learning on Learner’s Achievement in Mathematics 7

ABSTRACT

Critical thinking and problem-solving skills are vital elements of 21st century skills

much needed of the learners in learning mathematics. In view thereof, the researcher opted

to conduct action research regarding the effectiveness of problem-based mastery learning

as an instructional method to develop critical thinking and problem-solving skills in order

to improve learner’s achievement in mathematics.

In this study, the respondents of the experimental group (N=30; 11 males and 19

females) and control group (N=30; 11 males and 19 females) were based on their First

Periodic Test, chronological age, sex and pre-test using pair matching analysis.

This study utilized explanatory sequential design where both quantitative and

qualitative data were collected aimed to determine the effectiveness of problem-based

mastery learning used as method of instruction to improve learner’s achievement in

learning Algebra. The t-test of dependent means was used in order to determine the

significant difference of learner’s achievement test scores before and after the

implementation of the program. Also, process observers were invited to observe learners

engagement to the lesson during the utilization of the intervention.

The findings of this study showed that prior to the intervention, pre-test results of

both groups had the same level of achievement (t value 0.08 < critical value 1.67; P> 0.05)

but after the given intervention both groups were improved (t value 3.84 > critical value

1.67; P> 0.05). In addition, process observers affirmed that there was a significant

improvement in the participation and interaction of the learners during learning activities.

Thus, the intervention was effective in developing critical thinking and problem-solving

skills in order to improve learner’s achievement in mathematics.

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