ADVANCING MATHEMATICS LEARNING: EXAMINING THE EFFECTS OF INNOVATIVE PEDAGOGIES ON STUDENT ACHIEVEMENT
This study investigated the impact of innovative Mathematics instructions, encompassing lecture, problem posing, and heuristic methods, on students' academic achievement in Mathematics in the Modern World. Employing a quasi-experimental research approach, the study involved ninety students from the North Eastern Mindanao State University's College of Arts and Sciences (CAS). The participants were categorized into three groups: lecture, Problem Posing, and Heuristic Problem Solving, each comprising thirty students. Posttest outcomes were scrutinized, focusing on students' performance in selected Mathematics in the Modern World topics. Employing Two-Way Analysis of Covariance (ANCOVA), mean values, and standard deviation, the collected data underwent statistical analysis. The study's findings unveiled that the problem posing group exhibited a slightly elevated mean score in comparison to the lecture and heuristic groups, based on pre-post-test results in Mathematics in the Modern World. Moreover, a noteworthy disparity emerged, indicating a significant difference in academic achievement among students in selected Mathematics topics when exposed to innovative instruction methodologies and categorized according to their mathematical capabilities. Notably, the investigation unveiled that there exists no considerable interaction effect on students' academic accomplishment when they encounter innovative Mathematics instructions, and are concurrently categorized based on their mathematical proficiency. In sum, this study elucidated the influence of innovative instructional methods in Mathematics education, illuminating nuances across various teaching strategies. The findings underscore the importance of pedagogical diversity and tailored approaches, emphasizing their influence on students' academic attainment.
Innovative Mathematics Instruction, Problem Posing, Heuristic Problem Solving, Academic Achievement