Modified Alternative Co-teaching Approach: Effects on Student Procedural Fluency in Algebra
Main Article Content
Keywords
alternative co-teaching, class size reduction, co-teaching, peer teaching, procedural fluency
Abstract
The study investigated the effects of the Modified Alternative Co-Teaching Approach (MACTA) on student algebraic procedural fluency (the ability to perform mathematical algorithm accurately and efficiently). The study used the quasi-experimental two-group pretest-posttest design that involves both quantitative and qualitative approaches. The study utilized two intact classes of a laboratory school in Bay, Laguna. One section was exposed to the Modified Alternative Co-Teaching Approach (MACTA) and the other section was exposed to the Conventional Teaching Approach (CTA). Comparison of the student algebraic procedural fluency between MACTA and CTA groups showed no significant difference between the two groups, but students in the experimental group expressed substantial number of positive remarks about the teaching approach. The design of MACTA including smaller class size, more student-student interaction, and increased collaborative activities is believed to promote increase in procedural fluency, and positive attitude provided longer term of implementation.
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Systma, M. R. (2014). Effects of a cross-age peer tutoring intervention on English language oral reading fluency in a Belizean grade school (Ph.D. Dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI: 3621995).
Almon, S., & Feng, J. (2012). Co-teaching vs. solo-teaching: Effect on fourth graders’ math achievement. Mid-South Educational Research Association Annual Conference, (p. 33). Kentucky.
Aliakbari, M., & Bazyar, A. (2012). Exploring the impact of parallel teaching on general language proficiency of EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 16(1), 55-71.
Bin, J.O.C & Ngoc, N.T.M. (2019, February). The 4cs framework to transform higher education institution into an innovation producing ecosystem. Paper presented at the 5th National Conference in Science and Mathematics Education “STEM” Towards Education 4.0, Legazpi City, Bicol, Philippines.
Bowmann-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case reasearch. School Psychology Review , 42 (1), 39-55.
Colvin, J.W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 121134.
De Paola, M., Ponzo, M., & Scoppa, V. (2013). Class size effects on student achievement: Heterogeneity across abilities and fields. Education Economics , 21 (2), 135-153.
Eskay, M., Onu, V. C., Obiyo, N., & Obidoa, M. (2012). Use of peer tutoring, cooperative learning, and collaborative learning: Implications for reducing anti-social behavior of schooling adolescents. US-China Education Review, 932945.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education. Journal of Educational and Psychological Consultation, 20 (1), 9-27 DOI:10.1080/10474410903535380.
Grubbs, N., & Boes, S. (2009). The Effects of the Peer Tutoring Program. Georgia School Counselors Association. 16 (1), 20-30. Retrieved from: https://files.eric.ed.gov/fulltext/EJ871911.pdf&ved=2ahUKEwjivM3lnbLfAhUFLI8KHeDQCO4QFjACe.
Joaquin, M. B. (2012, November). Cogenerative peer teaching: Effects on students problem-solving skills and self-efficacy in mathematics. Paper presented at the 5th International Conference of Education, Research and Innovation. Retrieved from https://library.iated.org/view/BELTRANJOAQUIN2012COG.
Kolahi S. & Safari L. (2014). The effect of alternative-teaching model on EFL learners’ grammar achievement. Modern Journal of Language Teaching Methods, 4(4).
Madhar, I. (2013). The effect of adult peer teaching in an English-as-a-second-language classroom. (Master’s Thesis). Available from ProQuest Dissertations and Theses Database. (UMI: 1527567).
Maples, J. B. (2009). An analysis of the effects of class size on student achievement in selected middle schools in the Sandhills region of North Carolina (Ph. D. Dissertation). Available from ProQuest Dissertations and Theses Database. (UMI: 3403569).
Mathis, W. J. (2016, June). The Effectiveness of Class Size Reduction. Retrieved from: http://nepc.colorado.edu/publication/research-based-options.
McDuffie, K.A., Mastropieri, M.A., & Scruggs, T.E. (2009). Differential effects of peer tutoring in co-taught and nonco-taught classes: Results for content learning and student-teacher interactions. Exceptional Children, 75(4).
NCTM. (2014). National Council of Teachers of Mathematics, Retrieved July 1, 2015, from http://www.nctm.org/Standards-and-positions/Position-Statements/Procedural-Fluency-in-Mathematics/.
Pazzibugan, D. Z. (2013). DepEd scrambles to fill 61,510 teacher vacancies. Retrieved June 30, 2016, from INQUIRER. net: newsinfo.inquirer.net/412211/deped-scrambles-tofill-61510-teaher-vacancies/amp.
Portugal, M. R. B. (2014). Multiple model approach: Effects on student conceptual and procedural understanding of fractions. (Unpublished Masteral Thesis) University of the Philippines-Diliman, Quezon City, Philippines.
SEI_DOST & MATHED, Inc. (2011). Mathematics Framework for Philippines Basic Education [PDF file]. Retrieved from http://www.sei.dost.gov.ph/images/downloads/publ/ sei_mathbasic.pdf.
Sileo, J. M. & van Garderen, D. (2010) Creating Optimal Opportunities to Learn Mathematics: Blending Co-Teaching Structures With Research-Based Practices. Teaching Exceptional Children, 42(3).
Stacey, S. T., Cartwright, C., Arwood, Z., Canfield, J. P., & Kloos, H. (2017). Adressing the math-practice gap in elementary school: Are tablets a feasible tool for informal math practice? Frontiers in Psychology, 8(179) https:// doi.org/10.3389/fpsyg.2017.00179.
Sullivan P. (2011). Teaching mathematics: using research-informed strategies. Australian Council for Educational Research, 59.
Systma, M. R. (2014). Effects of a cross-age peer tutoring intervention on English language oral reading fluency in a Belizean grade school (Ph.D. Dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI: 3621995).
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Published
Dec 22, 2019
Article Details
How to Cite
Angeles, A. J. G., Joaquin, M. N. B., Lapitan, M. A. B., Mabilangan, R. A., & Macale, A. M. (2019). Modified Alternative Co-teaching Approach: Effects on Student Procedural Fluency in Algebra. The Normal Lights, 13(2). https://doi.org/10.56278/tnl.v13i2.1387
Section
Research Article
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