Effect of Constructivism on Student’s Achievement, Learning Experience, and Identifying Misconceptions in Word Problems in Simultaneous Linear Equations in Two Variables at High School level

Abstract

The study employed a quasi-experimental design to investigate the impact of the constructivist approach on students' achievement, learning experience and identification of misconceptions in solving word problems related to simultaneous linear equations in two variables (SLEITV). Using purposive sampling, two SHS 3 science classes were selected, with 21 students randomly chosen from each class, resulting in a total sample size of 42 students for the study. Data collection involved both quantitative and qualitative methods, including tests and interview guides. Analysis of pretest results revealed common misconceptions such as ratio and fraction errors, translation errors, unsubstantiated errors, and unitary concept errors. Following the intervention, a paired sample t-test indicated a significant improvement in posttest scores (M = 24.83, SD = 5.31) compared to pretest scores (M = 17.45, SD = 8.63); t(41) = -14.723, p = 0.000. The findings confirmed that the constructivist approach positively influenced student learning, boosting their confidence and interest. The study recommends that educational authorities provide regular in-service training to enhance mathematics teachers' skills for improving student learning outcomes.