Abstract
This study conducted to determine the effectiveness of joyful scaffolds in teaching grade VIII Mathematics in the Department of Education of the Philippines. Two intact groups were used as the subjects of the study. The experimental and control group were exposed to joyful and traditional scaffolds in teaching respectively. This study includes the pre – post assessments, significant improvements, and significant mean gain differences of students exposed to traditional and joyful scaffolds in teaching Mathematics in terms of performance level. The findings of the study revealed that the joyful scaffold in teaching is more effective in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching and the skills acquired is sufficient enough to prove that these experimental group of students was able to gain experience from joyful approach and a positive change of attitude towards their view on Mathematics was realized after the exposure. The cognitive progression was deepen and attainment of knowledge was enhanced, psychomotor skills were activated and augmented through enjoyable mathematics learning activities, and students’ interests and learning manners were maximized. Furthermore, the joyful scaffold in teaching in this study was immensely efficient in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching. Moreover, the outcome of this research supports the assertion that employing, relating, or incorporating several joyful media to learning boosted up students’ academic performance especially those who are detached during the classroom discussion.
Highlights
Mathematics is a systematic application of matter makes our life in order and precludes anarchy (Anderssen, B., et al, 2016)
Some attributes that include ability of reasoning, creativity, hypothetical and critical thinking, ability in solving problem and even operative communication skills are fostered by mathematics (Kusmaryono, 2014)
The mathematics secondary level curriculum in the Philippines which is currently being applied promotes using an array of teaching strategies among which are practical work, discussion, problem solving, investigations and practice and consolidation, as well as cooperative learning
Summary
Mathematics is a systematic application of matter makes our life in order and precludes anarchy (Anderssen, B., et al, 2016). It is the foundation of all designs and inventions for without which the world cannot move even a little (Hodaňová & Nocar, 2016). The mathematics secondary level curriculum in the Philippines which is currently being applied promotes using an array of teaching strategies among which are practical work, discussion, problem solving, investigations and practice and consolidation, as well as cooperative learning. Further emphasis will be necessary on contextualization of the mathematical competencies to align with different learning contexts, needs, and situational realities and practicalities of different learners (Department of Education of the Philippines, 2013)
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