eng Science and Education Publishing Journal of Innovations in Teaching and Learning 2024-01-16 4 1 1 6 10.12691/jitl-4-1-1 JITL2024411 article Gliselle Faith L. Asilo-Ebisa asiloglccs@gmail.com 1 Laila S. Lomibao 2 Mathematics Department, Corpus Christi School, Cagayan de Oro City, Philippines Department of Mathematics Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines This study explored the effectiveness of the two orders of instruction (conceptual-to-procedural knowledge and conceptual-to-procedural knowledge) to grade 10 students¡¯ conceptual understanding and procedural fluency. A quasi-experimental control-group pretest-posttest design was used. The control group experienced a conceptual-to-procedural order of instruction which is the usual practice in the school while the experimental group experienced a procedural-to-conceptual order of instruction. Quade¡¯s ANCOVA, a non-parametric statistical tool, was used to examine if there is a significant difference between the student¡¯s conceptual understanding and procedural fluency when grouped according to order of instruction. A non-parametric statistical tool was utilized because the data was found to be not normally distributed. The pretest scores serve as a covariate in Quade¡¯s ANCOVA to reduce the error variance and to eliminate systematic bias. Results showed that, there is no significant difference in the students¡¯ conceptual understanding and procedural fluency in measures of central tendency, measures of dispersion, and measures of position when grouped according to the order of instruction. Moreover, students under the conceptual-to-procedural knowledge and procedural-to-conceptual knowledge performed similarly. Thus, the researchers recommend the interchangeable use of order of instruction. Since there is a bidirectional relationship between conceptual and procedural knowledge, the teachers are recommended not to stick with just one order of instruction but to use it iteratively. https://pubs.sciepub.com/jitl/4/1/1/jitl-4-1-1.pdf conceptual knowledge procedural knowledge conceptual understanding procedural fluency Quade¡¯s ANCOVA