Authors :
Jonathan M. Cabatuan; Zita I. Dales
Volume/Issue :
Volume 7 - 2022, Issue 7 - July
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3b7PNQN
DOI :
https://doi.org/10.5281/zenodo.6910811
Abstract :
The study probed on the effects of integrating
learning portfolios in Mathematics on the 21st-century
learning skills of Grade 8 learners. It was conducted in
Pangantucan National High School, Pangantucan
Bukidnon during the second grading period of the school
year 2018-2019. A quasi-experimental pretest-posttest
research design was used with two-intact classes. The
participants of this study were sixty (60) Grade 8 learners.
Thirty (30) learners from the experimental group were
matched with thirty (30) learners from the control group,
based on their first grading performance in math, and
gender. Four research instruments were used in the study.
The Critical Thinking Skills Test, Collaboration Survey
Questionnaire, and Mathematical Creativity Skills were
researcher-made tests that measured critical thinking
skills, collaboration skills, and creative problem-solving
skills, respectively. The Written Communication Rubric
for Mathematics, adopted from Quasar Mathematics
General Rubrics, was used to measure written
mathematical communication skills. The data were treated
with One-way Analysis of Covariance (ANCOVA) at 0.05
significance level.
The study revealed that there were significant
differences in the performance of grade 8 mathematics
learners on critical thinking, communication,
collaboration, and creativity when taught using learning
portfolio and conventional forms of teaching strategies in
favor of the experimental group. Therefore, the use of a
learning portfolio in mathematics is effective in enhancing
the 21st-century learning skills of grade 8 learners.
The study probed on the effects of integrating
learning portfolios in Mathematics on the 21st-century
learning skills of Grade 8 learners. It was conducted in
Pangantucan National High School, Pangantucan
Bukidnon during the second grading period of the school
year 2018-2019. A quasi-experimental pretest-posttest
research design was used with two-intact classes. The
participants of this study were sixty (60) Grade 8 learners.
Thirty (30) learners from the experimental group were
matched with thirty (30) learners from the control group,
based on their first grading performance in math, and
gender. Four research instruments were used in the study.
The Critical Thinking Skills Test, Collaboration Survey
Questionnaire, and Mathematical Creativity Skills were
researcher-made tests that measured critical thinking
skills, collaboration skills, and creative problem-solving
skills, respectively. The Written Communication Rubric
for Mathematics, adopted from Quasar Mathematics
General Rubrics, was used to measure written
mathematical communication skills. The data were treated
with One-way Analysis of Covariance (ANCOVA) at 0.05
significance level.
The study revealed that there were significant
differences in the performance of grade 8 mathematics
learners on critical thinking, communication,
collaboration, and creativity when taught using learning
portfolio and conventional forms of teaching strategies in
favor of the experimental group. Therefore, the use of a
learning portfolio in mathematics is effective in enhancing
the 21st-century learning skills of grade 8 learners.
