ENHANCING STUDENTS’ CONCEPTUAL AND PROCEDURAL UNDERSTANDING IN STATISTICS AND PROBABILITY THROUGH THE USE OF STRATEGIC INSTRUCTION MODEL

Abstract

The study aims to enhance students’ conceptual and procedural understanding in Statistics and Probability through the use of Strategic Instruction Model (SIM). The population of the study consists of sixty-four 11th Grade students of Becuran High School in Pampanga for the school year 2016 – 2017. The study adopted the mixed type of research – a combination of qualitative and quantitative methods of research. Students’ conceptual and procedural understandings were described using descriptive statistics, specifically mean and percentage. Students’ levels of conceptual understanding were described as Beginning, Intermediate and Advanced, while Novice, Apprentice, Practitioner and Expert for procedural understanding. To determine significant difference on students’ level of conceptual and procedural understanding before and after their exposure to SIM and traditional method, the t – test analysis was employed. Reflections, analysis of students’ test scores, and classroom observations were done for the triangulation of evidence to determine whether there was substantiation of research findings. Results showed that there is no significant difference on students’ level of conceptual understanding before and after their exposure to both methods. But, students exposed to SIM scored higher than those exposed to traditional method. There is significant difference on students’ level of procedural understanding before and after their exposure to SIM. This supports other research findings showing SIM as an effective alternative instructional strategy in enhancing conceptual and procedural understanding. Majority of the subjects found SIM in Statistics and Probability instruction interesting and enjoyable. Moreover, they demonstrated higher level of percentage performance increase on the topics covered in Statistics and Probability.