Context Based Mathematics Problem Solving Cognitive and Affective Effects on BIT and BS Voc-Tech Students

Abstract

This study compared the cognitive and affective effects of the Context-Based and Traditional approach on voc-tech students taking the ladderized Bachelor of Industrial Technology major in Electricity/Electronics (BIT) and the fourth-year Bachelor of Science in Electricity/Electronics (BS Voc-tech) degree program. The study was conducted for twelve weeks and included units of instruction in fractions, decimals, percent, ratio and proportion, measurement and linear equations. Four intact classes of 27 students each at a state college in Western Visayas participated in the study.

Quantitative data were collected using a Pretest and Posttest examination in mathematics problem solving to assess the levels of students’ problem-solving performance and an attitude, beliefs and confidence (A-B-C) questionnaire to assess the voc-tech students, attitude, belief and confidence. For qualitative analysis, the students’ journals, interview responses, and the teacher observers’ and raters’ notes and comments were analyzed.

Based on the pretest of the mathematics problem-solving test and the A-B-C questionnaire, the results showed that the students have a very low analytic level and limited content knowledge in mathematics prior the intervention. However, the context-based approach, anchored on a constructivist belief, enhanced the students’ problem-solving skills as exhibited by the numerically higher scores and improvement in the quality of the experimental class’ solutions and responses to the problem-solving posttest. Also, the students had a neutral attitude towards problem-solving, a constructivist-traditional belief, and an average confidence level at the onset of the study.