Effect of highlighting-illustration-translation strategy (HITS) on the mathematics problem solving performance of students with varied learning styles
Keywords:
Highlighting-Illustration-Translation Strategy (HITS), Problem Solving Process, Mathematics Students' Performance, Learning StylesAbstract
Most students are often taught “what they should learn” in mathematics, but seldom “how to learn” it using multiple strategy, so they perform poorly, despite their varied learning styles. The paper aimed to investigate the effect of Highlighting-Illustration-Translation (HITS) in mathematics problem solving performance of students with a quasi-experimental design, it used the one-shot single group design method. The sample of the study was chosen through convenience sampling from the population of Grade 8 students of Pedro E. Diaz High School, Muntinlupa City, Metro Manila. Two intact sections from Strengthening Technical Vocational Education Program (STVEP), handled by the teacher-researcher, were chosen. The first section came from TVE 5, whose specializations were Automotive (boys) and Food Trades (girls), while the second section from TVE 7, with specializations in Furniture Cabinet Making (boys) and Garments (girls). The study used four research instruments: Two-tier Performance Test; VARK (visual, aural, read/write, kinesthetic) Questionnaire; Perception Survey Questionnaire; and the Interview Guide. Based on the gathered data, the results of the paired t-test revealed that there was a significant difference between the pre-test and post-test in solving word problems after using HITS. The result suggests that the students' problem solving skills had improved after using HITS. However, the result of the One-Way ANOVA showed that there was no significant difference in the students' performance across varied learning styles. Based on the findings, the study concludes that HITS may be an effective multiple strategy in solving word problems in mathematics applicable to all students, regardless of their learning styles.References
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