@article{jitl2024411,
author={{Asilo-Ebisa, Gliselle Faith L. and Lomibao, Laila S.},
title={Procedural Knowledge-to-Conceptual Knowledge or Conceptual Knowledge-to-Procedural Knowledge: Which Order of Knowledge is Better for Conceptual Understanding and Procedural Fluency},
journal={Journal of Innovations in Teaching and Learning},
volume={4},
number={1},
pages={1--6},
year={2024},
url={https://pubs.sciepub.com/jitl/4/1/1},
abstract={This study explored the effectiveness of the two orders of instruction (conceptual-to-procedural knowledge and conceptual-to-procedural knowledge) to grade 10 students¡¯ conceptual understanding and procedural fluency. A quasi-experimental control-group pretest-posttest design was used. The control group experienced a conceptual-to-procedural order of instruction which is the usual practice in the school while the experimental group experienced a procedural-to-conceptual order of instruction. Quade¡¯s ANCOVA, a non-parametric statistical tool, was used to examine if there is a significant difference between the student¡¯s conceptual understanding and procedural fluency when grouped according to order of instruction. A non-parametric statistical tool was utilized because the data was found to be not normally distributed. The pretest scores serve as a covariate in Quade¡¯s ANCOVA to reduce the error variance and to eliminate systematic bias. Results showed that, there is no significant difference in the students¡¯ conceptual understanding and procedural fluency in measures of central tendency, measures of dispersion, and measures of position when grouped according to the order of instruction. Moreover, students under the conceptual-to-procedural knowledge and procedural-to-conceptual knowledge performed similarly. Thus, the researchers recommend the interchangeable use of order of instruction. Since there is a bidirectional relationship between conceptual and procedural knowledge, the teachers are recommended not to stick with just one order of instruction but to use it iteratively.},
doi={10.12691/jitl-4-1-1}
publisher={Science and Education Publishing}
}