Ralph Jay M. Magsalay^1,, Charita A. Luna¹, Rosie G. Tan¹

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.

explicit mathematics instruction, rigorous mathematical thinking, mathematics achievement, problem solving, 5e learning model