Contextual Learning: The Use of Authentic Materials in Teaching Inductively Dimensional Mathematics
Authors: Rhoderick P. Oclarit, Marvin S. Daguplo and Leomarich F. Casinillo
Received: June 7, 2021 | Revised: September 2, 2021 | Accepted: September 23, 2021
Authentic materials in mathematics teaching expedite the process of learning because students are exposed to real objects making mathematics more relevant to their daily experience. This experimental study specifically observes the randomized pretest-posttest control group design to determine the impact of authentic materials in teaching inductively dimensional mathematics to Grade VI students in Pinut-an Elementary School, San Ricardo, Southern Leyte, Philippines. Findings revealed that the use of authentic materials in teaching inductively dimensional mathematics significantly affects Grade VI students’ performance at 5% level of significance. The study concludes that authentic materials contribute more to the significant increase in learning brought by the use of inductive teaching. Thus, mathematics teachers are encouraged to utilize authentic materials in the mathematics classroom, especially in teaching dimensional mathematics to increase contextualization and achievement of learning.
Keywords: contextual learning, authentic materials, dimensional mathematics, quasi-experimental design
Cite this article as:
Oclarit, R. P., Daguplo, M. S., & Casinillo, L. F. (2021). Contextual Learning: The Use of Authentic Materials in Teaching Inductively Dimensional Mathematics. Review of Socio-Economic Research and Development Studies, 5(1), 23–39. https://doi.org/10.5281/zenodo.5563251