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Graven, M., & Stott, D. (2012). Conceptualizing procedural fluency as a spectrum of proficiency. Rhodes University, South Africa. Presented at: Proceedings of 18th Annual National Congress of the Association for Mathematical Education of South Africa (AMESA).

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Article

Project MC2: Raising Students’ Procedural Fluency along Concepts of Forces and Motion

1College of Teacher Education, Quirino State University, Quirino, Philippines

2Quirino General High School, Department of Education, Quirino, Philippines

3Office of the University Director for Instruction, Quirino State University, Quirino, Philippines


Journal of Innovations in Teaching and Learning. 2021, Vol. 1 No. 2, 127-130
DOI: 10.12691/jitl-1-2-10
Copyright © 2021 Science and Education Publishing

Cite this paper:
Michael C. Bagay, Windsor A. Eugenio, Ma. Victoria C. Soriano, Romiro G. Bautista. Project MC2: Raising Students’ Procedural Fluency along Concepts of Forces and Motion. Journal of Innovations in Teaching and Learning. 2021; 1(2):127-130. doi: 10.12691/jitl-1-2-10.

Correspondence to: Romiro  G. Bautista, College of Teacher Education, Quirino State University, Quirino, Philippines. Email: romiro.bautista@qsu.edu.ph

Abstract

The promotion of learners’ mastery on concepts and carry out procedures is one of the mainstreams of authentic learning in the pace of student-centered instruction. The ability of the learner to constantly learn and improve in every discipline and intertwined discipline is associated with its primordial learning of concepts and procedures. This study aims to further improve the procedural understanding of students along the selected concepts of forces and motion using the Project MC2 (Modelling, Comprehension, and Collaboration). Moreover, it determines the significant difference between the control and experimental groups with regard to their conceptual and procedural understanding. The data gathered revealed that; (1) the experimental group earned higher mean gain score. This posted a great margin for consideration; (2) there is a significant difference between the procedural fluency of the students which is hypothesized to be affected by the Intervention Program (Program MC2). This is construed with the eta value of .701 accounting to at least 70.10% of the measured effects of the intervention program; and (3) the improvement of students’ procedural fluency includes devising appropriate diagrams and solutions in answering problem solving and applying it to real life activities. This implies that the implementation of the Project MC2 significantly enhanced the procedural fluency of the respondents on the concepts of forces and motion.

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