Pedagogical Approaches in Statistics and Probability during Pandemic

Cathlyn P. Dumale¹ and Melanie G. Gurat^1,

¹School of Graduate Studies, Saint Mary’s University, Bayombong, Nueva Vizcaya, Philippines

Cite this paper:
Cathlyn P. Dumale and Melanie G. Gurat. Pedagogical Approaches in Statistics and Probability during Pandemic. American Journal of Educational Research. 2023; 11(6):337-347. doi: 10.12691/education-11-6-1

Abstract

The difficulty of the students in Statistics and Probability subject, and the pedagogical approaches used by the teachers, were the challenges encountered by both students and teachers due to the restrictions during the CoViD-19 pandemic. Hence, this study aimed to determine the pedagogical approaches used in teaching statistics and probability during the pandemic. The study used a qualitative approach, particularly document analysis. The main source of the data was the module in statistics and probability specifically the learning activity sheets in the third quarter because this is the most convenient approach that can be used by the teachers during the pandemic. The pedagogical approaches were identified and validated by three inter-raters. Based on the findings, communication, and study skills, technology-aided instruction, problem-based learning, manipulatives, modules, models and multiple representations, and direct instruction were the identified pedagogical approaches used in the statistics and probability module. However, the effectiveness of the delivery of these approaches cannot be measured because the modality was limited to a modular approach. The teachers were able to use different pedagogical approaches, however, cooperative learning was not used because the CoViD-19pandemic restricted interactions between the teacher and students or students with their classmates.

Keywords:
approaches cooperative communication technology-aided problem-based direct instruction

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