Modified Guided Practice Model to Improve Students’ Academic Achievement in Differential Calculus

Melissa E. Saavedra^1, and Rosie G. Tan¹

¹Department of Mathematics Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Melissa E. Saavedra and Rosie G. Tan. Modified Guided Practice Model to Improve Students’ Academic Achievement in Differential Calculus. Journal of Innovations in Teaching and Learning. 2025; 5(1):1-6. doi: 10.12691/jitl-5-1-1

Abstract

This study investigated the effect of using modified guided practice model employing the I Do, You Do with Key Answers Support, and You Do with Parallel Problem Support to improve students’ academic achievement in Differential Equations. It was conducted for one semester with participants composed of 74 1^st year students enrolled in BSEd Science program in the University of Science and Technology of Southern Philippines, Cagayan de Oro campus. The participants belonged to intact classes assigned as the experimental and control groups. The research design used was quasi-experimental pretest posttest control group. Both groups were given pretest on a 32-item researcher made achievement test in Differential Calculus in which went through item analysis, content validity and reliability. The same test was administered after the experiment. The data gathered were statistically analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) with unequal (n). Results of the analysis revealed that before the start of the experiment, both experimental and control group showed relatively similar prior knowledge. After the intervention, the students in both groups have shown gradual improvement. This connotes that the students from both groups have learned the expected competencies and skills. The modified guided practice model used in the experimental group was found effective to improve students’ academic achievement in Differential Calculus. Thus, the increase between the posttest scores implies that the improvement in the experimental group was not due to chance. In addition, the result in the analysis of covariance (ANCOVA), revealed that there is a significant difference in students’ academic achievement in differential calculus between the experimental and control group. Furthermore, different teaching methods or curriculum approaches including the teaching quality, and student engagement may affect student achievement in general. The researcher recommended that mathematics teachers may use modified guided practice model employing the I Do, You Do with Key Answers Support, and You Do with Parallel Problems Support in teaching content subjects in mathematics to improve the students’ academic achievement which requires the students’ active engagement and will boost their mathematical skills. Similarly, for some teachers, that they may utilized modified guided practice model to other fields such Physics, Engineering to test if it is also effective.

Keywords:
Modified Guided Practice Academic Achievement Differential Calculus

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