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.