Promoting Students’ Conceptual Understanding through Directive Teacher Guidance and Non-directive Teaching Model in a Collaborative Problem Solving

Abstract

This study examined and aimed to promote students’ level of conceptual understanding in
problem-solving through Directive Teacher Guidance (DTG) and the Non-directive Teaching
Model (NDTM). The study employed sequential-explanatory mixed research using quasi
experimental switching replication treatment involving quantitative and qualitative data. Two
groups of Grade 8 students of Bulacan State University Laboratory High School were used as
participants in the study. One group had 36 students, and the other had 38 students exposed to
DTG and NDTM approaches. Quantitative data were obtained from the score of students from
the pretest, first posttest, and second posttest about the system of linear equations, linear
inequalities, and system of linear inequalities. While qualitative data were from the analysis of
participants’ responses in problem-solving, focus group discussion, and classroom observation.
The t-test for the dependent sample was utilized to determine the significant change in
students’ level of conceptual understanding after the first and second implementation phases,
while the t-test for the independent sample was used to find out the significant difference of
the pretest, first post-test, and second posttest between two groups. Results showed that
students’ conceptual understanding and problem-solving skills significantly improved after
exposure to the two teaching approaches. The two groups’ levels of conceptual understanding
in switching replication treatment are found to have no significant difference. Moreover,
participants preferred guided questions and guided directions and believed in the importance of
attaining a conceptual understanding of the lesson. It is suggested to integrate DTG and NDTM
as teaching strategies and conduct a study considering a longer span of implementation to
determine the effectiveness of the two teaching approaches.
Keywords: conceptual understanding, directive teacher guidance, non-directive teaching model,
collaborative problem solving, switching replication treatment