International Journal For Multidisciplinary Research

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Enhancing Geometry Understanding in Grade 8: Development and Evaluation of a Learning Package

Author(s) Tyndale Faith H. Castillon, Daniel B. Judicpa, Mark Angelo A. Ramos, Skezeer John B. Paz
Country Philippines
Abstract This study developed and evaluated a comprehensive learning package for Grade 8 Geometry, aligned with the curriculum to address diverse student needs. The package included a teacher’s guide, modules, manipulatives, PowerPoint presentations, and lesson plans. Evaluators assessed the package based on instructional, content, and technical quality, rating it as very good. A quasi-experimental approach was employed to measure the package's effectiveness in enhancing geometric knowledge and problem-solving skills. The study involved two schools, one public and one private, each with two sections of Grade 8 students. One section in each school served as the experimental group, while the other served as the control group. Effectiveness was determined by comparing pretest and posttest scores using appropriate statistical tests. The results indicated significant improvements in student performance due to the learning package, with notable differences between public and private school students. These findings emphasize the importance of tailored educational interventions that consider the specific contexts of different school environments. It is recommended that teachers adopt this learning package to enhance student learning in geometry.
Keywords Geometry, Instructional Learning Package, ADDIE Model, Quasi-Experimental, Student Performance
Field Mathematics > Statistics
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-08-01
Cite This Enhancing Geometry Understanding in Grade 8: Development and Evaluation of a Learning Package - Tyndale Faith H. Castillon, Daniel B. Judicpa, Mark Angelo A. Ramos, Skezeer John B. Paz - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.24534
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.24534
Short DOI https://doi.org/gt556w
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