CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is an essential subject of school curriculum proving its significance not

only in everyday applications but also important in the understanding of other subjects. Having

solid foundation in the study of Mathematics is very significant for student’s success in many

careers. However, there is a common belief that majority of the students doesn’t perform well in

Mathematics, owing to the fact that difficulties in the process of learning Mathematics is a very

common problem that everyone is currently facing (Gafoor&Kurukkan, 2015).

According to Gagné (1985), learning is a step by step process. Each step must be

accomplished before the next order for learning to take place. Recognizing the importance of this

developmental stage for a learner, there is a growing need to optimize pedagogical approaches to

meet the evolving needs of students.

While traditional teaching methods have proven effective in certain contexts, they may

fall short in addressing the diverse learning styles, cognitive capacities, and engagement

preferences exhibited by the students. Glasersfeld (1987) perspective asserts that knowledge is

actively constructed by the individual rather than passively received. Understanding fundamental

concepts is essential, as mere memorization without comprehension hinders higher-order

thinking. The potential benefits of alternative pedagogical approaches, such as interactive

learning, in fostering a more inclusive and effective educational environment.

 “Interactive Learning” is define as pedagogical technique that promotes interaction to

both students and the subject matter. Departing from the traditional image of students passively

absorbing material at their desks, this approach actively involves students as part of the learning

process, (The Classroom, 2023). Interactive learning encourages student participation instilling

collaborative skills, preparing students for success in increasingly team-oriented workplaces.

The term “Extension Program” commonly denotes activities like demonstrations or

presentations. However, when viewed from the standpoint of program development and

evaluation, it encompasses a thorough array of activities, incorporating an educational element

designed to produce a series of desired outcomes among specific target.

Moreover, a program involves assessment and reporting, and its core objective is to

bring about discernible changes in the knowledge, attitudes, skills, or aspirations of the targeted

audience. Additionally, it seeks to influence behavior and impact the broader social, economic,

or environmental conditions within a school community. These transformative results are

collectively termed as outcomes according to Bennett & Rockwell (1995), Harder (2009), and

Israel (2010).

Theoretical Framework

Interactive learning approach is deeply rooted in educational theories, particularly

constructivism and cognitive development. Constructivism posits that students actively construct

knowledge through personal experiences and reflections, aligning with the overarching goal of

the to promote active engagement and exploration. By embracing an interactive approach, the

program aims to empower students to not only receive information but to actively participate in

the construction of their own understanding of mathematical concepts. This approach is

envisioned to contribute not only to enhanced academic performance but also to the development

of critical thinking skills, problem-solving abilities, and a genuine enthusiasm for mathematical

exploration.

Constructivism, as a guiding theoretical framework, underpins the design and

implementation of the Mathematics Interactive Learning Program. The program recognizes that

students learn best when they are actively involved in the learning process, allowing them to

construct their understanding through meaningful interactions with mathematical concepts.

Additionally, cognitive development theories, particularly Piaget’s stages, inform the structuring

of interactive activities within the Mathematics Interactive Learning Program, ensuring that the

program aligns seamlessly with the cognitive readiness and developmental stages of Grade 7

students.

Conceptual Framework

The framework designed to guide teachers and students about what to choose among which is

better to use to for a mathematically effective learning.

Students acquire new knowledge by leveraging their existing understanding and trying to

incorporate the new information with what they already know. The term cognitive structure is

used for an individual’s pre-existing knowledge.

As traditional learning, often associated with rote memorization, it focuses on the acquisition of

knowledge through repetition and memorization of facts, without necessarily building a deeper

understanding or cognitive structure. As a result, rote learning contributes minimally to the

construction of a person’s knowledge structure.

On the other hand, interactive learning is a more student-centered approach that emphasizes

active engagement, collaboration, and the construction of knowledge through meaningful

experiences and reflection. Meaningful learning entails active efforts by the learner to connect or

integrate new concepts with existing ideas in their cognitive structure. This process not only adds

new knowledge but also refines, sharpens, and sometimes corrects existing ideas

Through engaging activities related to a new topic, teachers can quickly assess what learners

already know, identify any misconceptions, and recognize related ideas that can facilitate

meaningful learning. Initial knowledge can be refined through student team discussions and class

collaboration, serving as a cognitive structure that supports new learning and provides a

foundation for further development (Cuco, 1999).

This framework serves as the identification of appropriate strategies to extract the fullest

potential of mathematical skills and processes, along with achieving desirable learning outcomes

in Mathematics. Ultimately, it aids in transforming learners into engaged and successful

participants in the learning process.

Setting

Virgen Delas Flores High School is one of the schools in Baliuag which contains

hundreds of students, making it a good place to gather information. The researchers choose this

school as the setting for their study to see if the Grade 7 students will get better in Mathematics

when taught in an interactive approach. The teachers in this school do a good job, helping

students work hard to achieve their goals. They use various methods to teach students, tailoring

their approach to bring out the best in each student. The study was conducted every Tuesday of

October during the first semester of the academic year 2023-2024.

Objectives

The main goal of this research is to assess the impact of Mathematics Interactive

Learning Program on Grade 7 students of Virgen Delas Flores Highschool. The researchers also

want to explore how the students are able to answer the test questions by means of an interactive

learning approach as a learning strategy. Also, one of the main target of this study is to identify if

the students achieved the learning objectives in each lesson discussed and if there are potential

challenges and areas of improvement in the implementation of the program. This will show how

the response contributes to the student's learning and modify teaching method.

By conducting this study, the impacts of Mathematics Interactive Learning Program will

help both teachers and students even the school administration to provide recommendations

based on the findings for the continuation or modification of the Extension Program.

Significance of the Study

The aspects to consider were it can contribute valuable insights that can guide

educational institutions in making informed decisions about the sustained implementation of

extension programs will be known. The result will be a great help to every subject of this

research and it can be beneficial to the following:

To the School Administration. The finding of the study can provide administrators with

evidence-based insights into the effectiveness of the Mathematics Interactive Learning

Program. This information is crucial for informed decision-making regarding the

continuation or expansion of the extension program., It can help administrators assess the

program’s effectiveness and make data-driven choices for its future implementation or

modification.

To the Teacher. The findings of the study can inform teachers about the effectiveness of

interactive learning strategies in teaching Mathematics. This insight may encourage the

adoption of similar approaches in their classrooms. It can also guide professional

development initiatives for teachers, helping them refine their instructional methods and

incorporate innovative teaching strategies in their teaching practices.

To the Students. The findings would imply that the program contributes to enhanced

academic performance, providing students with a more engaging and effective learning

experience in Mathematics. Students will benefit from improved problem-solving skills,

critical thinking, and a deeper understanding of mathematical concepts, preparing them for

higher academic levels and future challenges. The interactive nature of the program may

foster a positive attitude towards learning, making mathematics more enjoyable and relevant

for them.
 To the Researchers. The researchers, serving as facilitators in the Mathematics Interactive

Learning Program, will gain insights into areas that require improvement, allowing them to

make necessary modifications and adjustments in the field of teaching in the future. This

experience contributes to their personal and professional growth as aspiring future teachers.

To the Future Researchers. The future researchers may use the findings and

recommendations of this study to serve as a foundation for future research on interactive

learning, providing a starting point for more in-depth investigations. The ideas presented may

be used as reference data in conducting new researches or in testing the validity of other

related research findings. The research could be included to the already existing body of

literature.

Statement of the Problem

The main purpose of this study is to find out the impact of interactive approach on Grade

7 Virgen Delas Flores Highschool students’ by assessing their overall response in the interactive

learning strategy and its implications for the continuation of extension programs. The study was

conducted every Tuesday of October during the first semester of the academic year 2023-2024.

The study seeks to answer the following questions:

1. How may the demographic profile of the respondents be described?

2. How may the result of observation checklist be described?

3. Is there a significant difference between the pre-test and post-test scores of the students

during the 4 days implementation of MILP:

 a. Week 1: Addition and Subtraction of Fractions Including Mixed Numbers

b. Week 2: Multiplication and Division of Fractions Including Mixed Numbers

c. Week 3:

d. Week 4:

4. How may the students’ response in the implementation of the Mathematics interactive

learning program be described?

Hypothesis of the Study

There is no significant difference between the pre-test and post-test of the Grade 7

students of Virgen Delas Flores Highschool.

Scope and Delimitation

This study was addressed to compare the pre-test and post-test scores of the Grade 7

students of Virgen Delas Flores Highschool during the 4 weeks of implementation of

Mathematics Interactive Learning Program. The Grade 7 students who served as respondents

were specifically chosen from different sections by the teachers of Virgen Delas Flores

Highschool because they are the least proficient in Mathematics. It is important to note that they

cannot represent the entire Grade 7 population because they are least proficient learners. The

researchers tend to gather the scores of the students to measure the difference between the pretest

and post test scores of the students and to know if the students learn something from the entire

program. The researcher was conducting a mixed of quantitative research and qualitative

research. The sample size varies over the course of the four weeks of conducting the study.