Improving Student's Understanding Using the Charged Particles and Algebraic Tiles Models on Selected Topics in Algebra / Escober, Leony Ann S.

This study was conducted to examine if the combined strategy of using the charged particles model and algebraic tiles were effective in addition and subtraction of integers in the operation on polynomials of Grade 7 students. A quasi-experimental research was carried out using the pretest-posttest control group design. The participants were randomly selected from Orani National High School Parang-Parang. They were given a pretest and a posttest with comparable characteristics were randomly designated as the control (traditional lecture and worksheets method) and the experimental (charged particles and algebraic tiles strategy) groups. The mean, percentage, and t-test were statistically employed in the study for analyzing the data. The study was conducted over the course of three weeks consisting of ten sessions, using as the statistical treatment to compare the scores of the two groups. Based on the over-all posttest, there is a significant difference in terms of scores. The findings of the study revealed that the participants in the experimental group showed considerably more gains in terms of skills in algebra and understanding as opposed to the control group. This study discovered that the two manipulatives, the charged particles and algebraic tiles models were effective in teaching Algebra.