Students’ Level of Conceptual Understanding in Algebra Using Multi-Modal Learning Strategy

Abstract

This research was conducted to determine students’ level of conceptual understanding of algebra using a multimodal learning strategy. The researchers involved 42 Grade 7 students from Marawi City National High School in the school year 2019-2020. This study used single-group pre-test-post-test design, a type of pre-experimental research design that uses only one group as an experimental group exposed to a treatment. To gather the necessary data, the participants were given a pre-test and then exposed to a multi-modal strategy for one month. The posttest was administered after the intervention. Participants’ scores were tabulated, interpreted, and analyzed using simple frequency, percentage distribution, mean, and t-tests. The results showed that there is a significant difference between the performance of the students as well as their conceptual understanding in the pre-test and post-test. Specifically, their performance improved significantly from fair to satisfactory with a margin of 12 points, and their conceptual understanding improved from low to an average level. In the interview with the participants, they revealed that MMS is an effective strategy and it helped them enhance their performance in solving word problems in Algebra. Hence, teachers are highly encouraged to use innovative strategies using the six modes of representation of the multi-modal strategy.