Integrating Social Justice Issues in Teaching Probability and Statistics to Improve Students’ Mathematics Achievement

James Rey G. Saludares^1, and Dennis B. Roble¹

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

Cite this paper:
James Rey G. Saludares and Dennis B. Roble. Integrating Social Justice Issues in Teaching Probability and Statistics to Improve Students’ Mathematics Achievement. American Journal of Educational Research. 2024; 12(1):35-39. doi: 10.12691/education-12-1-5

Abstract

The study explored the effects of integrating social justice issues in teaching probability and statistics to the improvement of mathematics achievement and social justice-related attitudes and behaviors of the Grade-11 HUMSS students of Molugan National High School during the school year 2022-2023. It used a pretest-posttest quasi-experimental control group design, using a 21-item teacher made questionnaire to assess the students’ mathematics achievement with a reliability index of 0.73. Two sections of HUMSS were involved, one for the control group and the other for the experimental group. The control group received a 5Es instructional model without the integration of social justice issues in their lesson while the experimental group received a 5Es instructional model with the integration of social justice issues in their lessons. The mean, standard deviation, and One-way analysis of covariance (ANCOVA) were used to analyze the data collected. Results of the analysis revealed that the integration of Social Justice Issues through 5Es Instructional Model is effective to improve students’ mathematical achievement. Based on the findings of the study, the researchers conclude that the integration of social justice issues through the 5Es instructional model has proven to be a highly effective approach in enhancing students' mathematical achievement. The structured framework of Engage, Explore, Explain, Elaborate, and Evaluate not only provides a comprehensive learning experience but also promotes a deeper understanding of mathematical concepts within the context of social justice. Through this method, students are not only acquiring mathematical skills but also developing a critical understanding of societal issues, promoting a more holistic and meaningful educational experience. As we continue to prioritize innovative and inclusive teaching methodologies, the integration of social justice issues within the 5Es Instructional model emerges as a powerful tool for equipping students with both mathematical proficiency and a socially conscious mindset.

Keywords:
5Es instructional model social justice issues mathematics achievement

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