@article{education2019765,
author={{Magsalay, Ralph Jay M. and Luna, Charita A. and Tan, Rosie G.},
title={Comparing the Effect of Explicit Mathematics Instruction with Rigorous Mathematical Thinking Approach and 5E¡¯s Instructional Model on Students¡¯ Mathematics Achievement},
journal={American Journal of Educational Research},
volume={7},
number={6},
pages={402--406},
year={2019},
url={http://pubs.sciepub.com/education/7/6/5},
issn={2327-6150},
abstract={This study investigated the effect of explicit mathematics instruction with rigorous mathematical thinking (EMI-RMT) approach and 5E¡¯s instructional model in mathematics achievement. It utilized the quasi-experimental pretest-posttest non-equivalent control group research design to gather the data. The researchers made use of the teacher-made test with a Cronbach alpha reliability coefficient of .74. Two intact classes of freshmen education students enrolled in the school year 2018-2019 at the University of Science and Technology of Southern Philippines, Cagayan de Oro City participated in this study. One section was taught using EMI-RMT approach in discussing the concept of the plane and spherical trigonometry while the other group was taught using the 5E¡¯s instructional model. The analysis of covariance (ANCOVA) with posttest as the dependent variable and pretest as the covariate, yielded F(1,60)=.068, p=.796, which is not significant at .05 level. This implies that the achievement of students taught with EMI-RMT is comparable with the achievement of students taught with 5E¡¯s instructional model. Since many studies showed that 5E¡¯s instructional model is effective, the researchers recommend that mathematics teachers may also employ the EMI-RMT approach in their classes to improve their students¡¯ achievement in mathematics.},
doi={10.12691/education-7-6-5}
publisher={Science and Education Publishing}
}