Guided Symbolab Application (GSA): Intervention Strategy In Addressing the Low-Performing BSED Math Students in the LET Enhancement Assessment

Ariel  Miranda,; Angel Lhi  Alcalde,; Diana Rose  Catulong,; Angel Mae  Cabangbang,; Klea Mae  Catulong,

Guided Symbolab Application (GSA): Intervention Strategy In Addressing the Low-Performing BSED Math Students in the LET Enhancement Assessment

Angel Lhi Alcalde | Diana Rose Catulong | Angel Mae Cabangbang | Klea Mae Catulong | Ariel Miranda

Discipline: Education

Abstract:

This study was directed to help students who fall short of the 75% passing mark in the LET Enhancement Assessment of BSED Math from 1st-3rd years using the Guided Symbolab Application (GSA) which involved the guided usage of Symbolab as a tool in mentoring the participants about their least learned competencies. The study made use of the explanatory-sequential research design. The study revealed that the intervention was successful in improving the assessment performance of the participants. The P-value of 0.0001 (p-value < 0.001) indicated a very highly significant difference between the Pre-test and Post-test scores, supported by the qualitative data stating that the intervention provided a step-by-step process, acted as a means of checking answers, and guided the participants into using the app. Furthermore, the ME value of 0.835 indicated that the GSA intervention produced a large effect on the assessment performance of the participants, supported by qualitative notions that the GSA intervention enhanced the participants’ problem-solving skills. The results implied a very highly significant difference between the Pre-test and Post-test scores of the participants. Moreover, the GSA intervention had a large effect on the low performance of the participants in the LET Enhancement Assessment.

References:

Dimasindel, M. R. (2017). Performances and Skills of Cotabato City’s Mathematics Pre-Service Teachers in Problem Solving. Southeast Asian Mathematics Education Journal 2017, Vol. 7 No. 2, 3-15.
Hadjinor, S. I., Asotigue, A. B., & Pangandamun, J. A. (2021). Solving Trigonometric Problems Using Mathway Application in Teaching Mathematics. Asian Journal of Research in Education and Social Sciences, 3(3), 87-97.
Jupri, A., & Drijvers, P. (2016). Student Difficulties in Mathematizing Word Problems in Algebra. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2481-2502.
Kojo, A., Laine, A., & Näveri, L. (2018). How did you solve it? – Teachers’ Approaches to Guiding Mathematics Problem Solving. LUMAT: International Journal on Math, Science and Technology Education, 22–40. https://doi.org/10.31129/LUMAT.6.1.294
Krosel, A., Helbert, A., Eads, A., Sherman, C., Birt, J., Murray, J., Herrity, J., Gafner, J.,& Garcia, R. (2023). Vygotsky's Scaffolding: What it is and How to use it. Indeed Career Guide.
Kumar, A., & Kumaresan, S. (2008). Use of Mathematical Software For Teaching and Learning Mathematics. ICME 11 Proceedings, 373-388.
Lee (2012), as cited in Yeh, C. Y., Cheng, H. N., Chen, Z. H., Liao, C. C., & Chan, T. W. (2019). Enhancing Achievement and Interest in Mathematics Learning Through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1), 1-19.
Leongson (2003), as cite in Andaya, O. J. F. (2014). Factors that Affect Mathematics Achievements of Students of Philippine Normal University-Isabela Campus. International Refereed Research Journal, 5(4), 84-91.
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The Relationship between Cell Phone Use and Academic Performance in a Sample Of U.S. College Students. SAGE Open,5(1).