Developing Students’ Mathematics Achievement Using Three-Tiered Instructional Model

Jennybeth S. Tuba¹ and Dennis B. Roble^1,

¹University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

Cite this paper:
Jennybeth S. Tuba and Dennis B. Roble. Developing Students’ Mathematics Achievement Using Three-Tiered Instructional Model. American Journal of Educational Research. 2020; 8(11):873-877. doi: 10.12691/education-8-11-7

Abstract

This study investigated the effectiveness of using Three-Tiered Instructional Model in enhancing students’ achievement in mathematics. The participants were two (2) intact grade 8 class of Misamis Oriental General Comprehensive High School in school year 2019-2020. The experimental group of the study was taught using Three-Tiered Instructional Model having its attributes wherein Tier 1 is a core classroom instruction conducted by the teacher; Tier 2 is a targeted small group instruction through peer tutoring; and, Tier 3 is the intensive individual intervention through pair tutoring. For the control group, students were taught using the Three-Tiered Instructional Model with the following attributes: Tier 1 is still carry out by the teacher; Tier 2 is a conventional small group discussion facilitated by the teacher; and, Tier 3 is an individual intervention through remedial conducted by the teacher. Prior and after the experimental period, students were given a validated 26-item multiple choice test to measure students’ achievement. Data collected were analyzed using mean, standard deviation and two-way analysis of covariance (ANCOVA). Results of the analysis revealed that students’ achievement in mathematics improved when taught using the Three-Tiered Instructional Model. The attributes used in each tier for experimental group helped the students better in their mathematics performance than the attributes used in each tiers for the control group. Hence, the researchers recommended that mathematics teachers may employ Three-Tiered Instructional Model in teaching mathematics as it has a positive effect in improving students’ mathematical achievement; provide enough opportunities to the performing students to solidify their learning; and, offer more chances to the least performing students to gain help in their difficulties. Furthermore, similar studies may be conducted for the better proper employment of the instructional model using different attributes in each tier and study how it can efficiently foster students’ achievement in mathematics.

Keywords:
three-tiered instructional model attributes in each tier mathematics achievement

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