Teaching Approaches and Students’ Conceptual Understanding in Geometry

This study investigated the correlation between conceptual and procedural understanding of the division of algebraic fractions among junior high school students at a government-run university. It utilized descriptive and correlational research designs involving 109 enrolled Grade 8 students as study respondents. A validated algebra test questionnaire was the instrument used for the division of algebraic fractions. The Pearson product-moment correlation or Pearson r was used to assess the correlation between data variables. The findings revealed that the students poorly exhibited conceptual and procedural understanding in the division of algebraic fractions. There was a strong, highly positive, significant correlation between the students’ conceptual and procedural understanding in the division of algebraic fractions, which indicated that students' conceptual understanding goes hand in hand with their procedural understanding. Therefore, the higher the level of student conceptual understanding, the higher the level of procedural understanding and vice-versa.

The study was conducted to determine the marketing strategies as predictors of competencies of the selected established food chains in Cagayan de Oro City. Specifically, it sought to determine (1) the marketing strategies among the selected established food chains in Cagayan de Oro City in terms of: market mix, market segmentation, market attractiveness, (2) the competencies among the selected established food chains in Cagayan de Oro City in terms of: core competencies, distinctive competencies, and potential competitive advantage, and (3) the significant relationships between the competencies and marketing strategies among the selected established food chains in Cagayan de Oro City. This study utilized the descriptive survey design and thirty respondents (30) were purposively chosen from the selected eight (8) food chains in Cagayan de Oro City. In treating the data gathered, weighted mean was employed in determining the marketing strategies and competencies. Pearson product moment correlation was used to test the significant relationships between the marketing strategies and competencies among the selected established food chains. The study yielded the following results: (1) Marketing strategies measured in market attractiveness was rated high. On the other hand, market mix and market segmentation were rated moderate; (2) Moreover, competencies measured in terms of the core competencies was rated high. On the other hand, distinctive competencies and potential competitive advantage were rated moderate; and (3) High relationship existed between distinctive competencies and market segmentation, and moderate relationships exhibited in market attractiveness. From the findings, it can be said that the selected established food chains employ variety of marketing strategies. These include live band performance to attract customers who are music lovers, accessibility of the location, quality of the taste of the food being served, and business operations start early in the morning until late in the evening. However, for the customers who want to enjoy a quiet meal and to relax prefer to dine in a restaurant with no added amenities such as band performance and music lounge. In terms of marketing competencies, some of these food chains demonstrated a high level of competence since they are using marketing tools and strategies that would attract more customers.

The purpose of this study is to investigate the 9th, 10th and 11th grade of secondary education students' conceptual understanding levels and attitudes regarding Force and Motion and the change according to the variables of gender and class level. The research sample is composed of 110 students in a state school in Ankara. 'Force Concept Inventory Test' and 'Attitude Scale towards Force and Motion' were used as data collection tools in the research in which the descriptive method was used. Results of the research, it was seen that the students' conceptual understanding levels regarding this concept were low. The class level were investigated, both the conceptual understanding levels and attitudes of the 9th grade students were observed to be in better level in terms of mean scores than the levels of the others. Conceptual understanding levels of 9th grade students differ meaningfully when compared with other grades. There were meaningful differences in favor of the males in the change of the students' conceptual understanding levels regarding Force and Motion according to gender. There were meaningful differences regarding the attitude between the 9th and 11th grade students and these differences were in favor of the males. Attitude scores of the 10th grade students did not change according to the factor of gender. It was revealed that there was a meaningful relationship at a medium level in a positive way between the students' conceptual understanding levels and attitudes regarding Force and Motion without making any discrimination at the class level.

ABSTRACTThe study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students’ redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the treatment group and another class that received conventional teaching was set as the control group. Students’ conceptual understanding was measured by a standardised instrument, and the students’ misconceptions were compared. The analysis of covariance showed that EDI teaching had significant effects on students’ redox conceptual understanding, and the results of the chi-square test demonstrated that students’ conceptual understanding level was improved by using EDI teaching. Also, after comparing the two groups of students’ misconceptions of redox, the results indicated that the students’ misconceptions changed toward deeper conceptual understanding in the treatment group that used EDI. Finally, some suggestions were made on how to implement EDI in the classroom.

This study explored the conceptual understanding of hydrocarbons among senior high school students in Ghana, as hydrocarbons are fundamental in organic chemistry but often pose challenges for learners. The research aimed to identify students' levels of conceptual understanding and examine the interconnections among their conceptual difficulties. A cross‐sectional survey design was utilized to collect data from 276 randomly selected SHS three science students across 12 schools that have taught organic chemistry. The Hydrocarbon Conceptual Understanding Scale (HCUS), a two‐tier diagnostic tool, assessed students' understanding in five areas: naming and drawing, reactions, isomerism, identification of functional groups, and physical and chemical properties of hydrocarbons. Results indicated a low level of conceptual understanding across all evaluated areas, with significant interconnections between students' difficulties in different concept domains. This highlights the need for effective instructional strategies, such as student‐centred approaches like molecular modeling and cognitive conflict strategies, to address these challenges.

The goal of this study was to assess students’ level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative city, Ethiopia, and employed a mixture of qualitative and quantitative methodologies. Purposive sampling was used for the sample procedure and four intact classes were selected as three intervention groups and one control group: curricular saliency-based, representation-based, conceptual teaching strategy-based instruction, and comparison groups. The level of conceptual understanding was assessed using reasoned questions, specifically a two-tiered multiple-choice pretest, and posttest. The findings revealed that students’ conceptual understanding of chemical kinetics was higher than that of chemical equilibrium concepts. According to the findings of the students’ pretest and posttest, the level of conceptual understanding increased from 27.08% to 32.21% in chemical kinetics and from 15.91% to 23.68% in chemical equilibrium. Overall, representation-based instruction and conceptual teaching tactics boosted students’ conceptual knowledge and accomplishment in chemical kinetics and equilibrium concepts. This study proposes that the level of conceptual understanding of grade 11 students in chemical kinetics should take into account the horizontal relationship between mathematics and the chemical kinetics concepts, which should be taught using technology-assisted teaching strategies such as conceptual teaching strategies and three-fold mental representations.

To assess students’ conceptual understanding levels and diagnose alternative frameworks of the electrolyte concept, a measurement instrument was developed using the Rasch model. This paper reports the use of the measurement instrument to assess 559 students from grade 10 to grade 12 in two cities. The results provided both diagnostic and summative information about students’ conceptual understanding, suggesting that this measurement instrument had a certain validity. The results also demonstrated that Chinese mainland senior students’ understanding improved with increasing grade level, but that many alternative frameworks were entertained by students at each level.

This research investigated how students' motivation to read correlates with their reading comprehension skills, focusing on first- and second-year students enrolled in the Education course, the Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs at Southern de Oro Philippines College for the School Year 2024-2025. The researchers employed a descriptive correlational research design with content analysis, along with a questionnaire to assess students' intrinsic and extrinsic motivation for reading, and the Philippine Informal Reading Inventory (PHIL-IRI) to evaluate their comprehension skills across different levels: literal, interpretive, inferential, and critical. The study involved 96 students through a stratified random sampling. Data were analyzed using Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient. Results showed that students have high intrinsic and moderate extrinsic motivation for reading. They performed best in understanding literal texts but struggled with critical comprehension involving higher-level thinking. Notably, a significant correlation existed between reading motivation and comprehension, indicating that while students were good at grasping basic information; however, they found it challenging to critically analyze and evaluate the material they read. The findings suggested that only extrinsic motivation like rewards positively associated with reading comprehension. Therefore, it is recommended that teachers may balance praise and grades with making reading enjoyable to improve motivation and comprehension skills.

Cooperative learning is an instructional method which enables students to actively participate and work together in a collaborative manner. This study examined the extent to which students participate in cooperative learning and assessed their level of welfare. Furthermore, it examined the relationship between the degree of students' collaborative learning and their level of overall welfare. The study employed a descriptive-correlational and causal research approach. The study employed a researcher-developed questionnaire and utilized stratified random sampling with Slovin's Formula. The survey was done to 294 pupils from East II District, Division of Cagayan de Oro City. The study employed descriptive statistics such as Mean and Standard Deviation, the Pearson Product Moment Correlation Coefficient to determine significant relationships, and multiple linear regression for finding which cooperative learning strategies singly or in combination influence/s the students’ well-being. Results reveal that students most of the time participate in cooperative learning strategies especially in peer support. Their overall well-being is most of the time moderate. Cooperative learning strategies have moderately positive correlation with the students’ overall well-being especially the peer support. Thus, cooperative learning strategies can be enhanced, implemented and integrated during teaching-learning delivery to holistically develop the overall students’ well-being.

This study aimed to identify the level of understanding of secondary school students on the topic of forces and motion as a whole as well as based on different genders. A total of 73 students from one of International School was selected as respondent. This survey study used the Half-Length Force Concept Inventory (HFCI) model. Data were analyzed using the IBM Statistical Package for Social Science (SPSS) Statistics version 26. The study found that the level of understanding of secondary school students on forces and motion topic was at low level. The misconception found in the aspect of force motion related to Newtonian concept of force. There was a significant difference in term of level of conceptual level of understanding in forces and motion topic between male and female students (M = 43.88, p =.001) which is less than .05. Results showed that the students having low level of conceptual understanding in forces and motion topic. This also will give some insights to teacher at secondary level towards identifying weakness among students on topic of forces and motion as well as improving method of approach in teaching and learning to students.

This study aimed to examine the impacts of Filipino-based Learning Activity Sheets (LAS) on Grade 10 students' conceptual understanding of plate boundaries and earthquakes in science under the modular distance learning modality. Using a pre-experimental one-group pretest-posttest design, 30 students from Tomas V. Rivera National High School in Cawayan, Masbate were randomly selected to participate in the study. The results showed a significant improvement in students' conceptual understanding of plate boundaries and earthquakes, with a positive mean gain of 6.8 and 7.1, respectively, from the pretest to the posttest scores. Specifically, the students' level of conceptual understanding improved from 23.7% to 96.8%, with a 97% correct response rate on the posttest results. Moreover, paired sample t-test analysis revealed that the posttest scores of the students were significantly higher than their pretest scores at the 5% level of significance. These findings suggest that Filipino-based LAS significantly enhances students' conceptual understanding and mastery of concepts related to plate boundaries and earthquakes in Grade 10 Science under modular distance learning mode.

Students' ability to participate in scientific discourse and to appropriately use empirical evidence to support beliefs or conclusions has been consistently stated as a core goal of science education. In the present study, we analyzed the quality of scientific reasoning in elementary school science classrooms, using the Evidence-Based Reasoning (EBR) Video Framework (see Furtak, Hardy, Beinbrech, Shavelson, & Shemwell, this issue). Two data sets from six 3rd-grade and 4th-grade science classrooms drawn from class discussions on floating and sinking were analyzed for the quality of EBR, the kinds of teacher prompts, and the level of conceptual understanding in classroom discourse. We found that the majority of discourse involved unsupported claims about the scientific phenomena. Although there was a clear progression in conceptual understanding over the course of the curriculum, no consistent effects were observed in the level of EBR. There was some evidence for effects of a preceding curriculum that had focused on nature-of-science constructs on the quality of students' EBR. Moderate correlations were obtained between students' conceptual understanding and reasoning level within reasoning units. Teacher prompts for providing support for conclusions and inferences were associated with higher reasoning levels, emphasizing the role of teachers in promoting a culture of productive use of evidence in classroom discourse. The quality of the EBR Video Framework as an assessment tool is discussed.

The implementation of the university’s philosophy, vision, mission, goals, objectives, and core values (PVMGOC) and student internalization highlight the crucial role these elements play in shaping student experiences and outcomes. This study examines the level of implementation and internalization of the PVMGOC within the Basic Education Department in one of the institutions in Ozamis City. This study utilized a descriptive-correlational design and was conducted on 416 students from the Basic Education department who were selected through stratified random sampling. A researcher-made questionnaire on the implementation and internalization of the PVMGOC was used to gather the data. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient were the statistical tools used in the study to analyze the collected data. The results reveal that the university’s level of implementation of the PVMGOC was very high, with students showing an equally high level of internalization. Furthermore, the analysis found a highly significant relationship between the degree of implementation and the level of internalization among students. The findings suggest that the university’s effective implementation of its PVMGOC has led to a strong integration of these core elements into both institutional practices and student behavior, demonstrating how essential these principles are in shaping the academic and personal development of students. These results contribute to existing knowledge by emphasizing the impact of PVMGOC implementation on fostering holistic student growth.

In the field of education, academic engagement is widely considered an essential indicator of pupils’ academic success and a primary outcome of the educational process. This study aimed to determine the relationship between teaching practices and pupils’ academic engagement in selected schools within the West 1 District of the Division of Cagayan de Oro City. Employing correlational and causal research designs, the study explored how various teaching practices impact pupils’ academic engagement. A total of 255 Grade 6 pupils were selected through random sampling using Raosoft’s sample size calculator. Data were collected using a two-part adapted questionnaire. Statistical tools such as Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient and Multiple Linear Regression were utilized for data analysis. Results revealed that instructional materials, self-assessment, and organized classroom settings contribute significantly to academic engagement. It has low to moderate positive correlation. Classroom management is the only predictor to pupils’ academic engagement. It is concluded that teaching practices play a vital role in enhancing pupils’ academic engagement and classroom management. It is recommended that teachers may continue to use teaching practices that are effective to pupils. School administrators may continue to conduct professional training and seminars that will strengthen the teachers’ skills in classroom management practices and approaches for pupils’ academic engagement.

Aims: The purpose of this study is to identify the profile of the respondents’ most used social media networks; determine the level of social media utilization in terms of educational, networking and entertainment tool; to determine the students’ level of creative writing skills in terms of content, convention, and vocabulary; find the significant relationship between the utilization of social media and the creative writing skills of students.
 Study Design: Descriptive Survey Research Method with Quantitative Approach.
 Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022.
 Methodology: The respondents were Two hundred thirty-two (232) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a self-created survey that underwent validity and reliability testing.
 Results: The results showed that the most utilized social media site was Facebook, while Twitter was Less Utilized interpreted as Very Low. On the students' overall utilization of social media, utilization as a networking tool got the highest, while utilization as an educational tool was the lowest. The students' overall creative writing skills, Vocabulary was the highest, while the content was the lowest. Students’ most used social media sites have a significant relationship with their creative writing skills. Thus, the null hypothesis is rejected. Students’ extent of utilization of social media sites has a significant relationship to their creative writing skills. Thus, the null hypothesis is rejected.
 Conclusions: The study employed a descriptive survey research method, which included a quantitative approach to collecting numerical data through a questionnaire. It also used frequency and percentage distribution, mean and standard deviation. Pearson Product-Moment Correlation Coefficient was also used to find the relationships among the variables. The results showed that students visit and utilize Facebook and their social media accounts Most of the Time, while their creative writing skills were also at Most of the Time or High Level. It was concluded that students' utilization of social media is significantly correlated to their creative writing skills; thus, it is recommended that the utilization of social media be guided and monitored for proper and correct utilization.