Improving Students’ Performance in Adding and Subtracting Integers Through Math Maze

Author/s: Ermie Pasgala Amper |

This study aimed to determine the effectiveness of the Math Maze strategy in enhancing students’ performance in adding and subtracting integers among Grade 8 learners of Gingoog City Comprehensive National High School. The study primarily aligns with David Kolb's Experiential Learning Theory, which emphasizes learning through hands-on experiences. Additionally, John Sweller's Cognitive Load Theory suggests that learning is most effective when cognitive load is optimized.

Using a paired sample t-test, the effect of the Math Maze strategy was examined. Results revealed that there was a statistically significant difference between the mean pre-test score and the mean post-test score of the participants. This indicates an increase in the mean scores of learners in adding and subtracting integers.

It was observed that learners were motivated and excited to answer the maze because they found it fun. They competed with each other to see who would finish first. They were also able to reflect on the items that confused them, especially those involving three-digit numbers with unlike signs.

This study suggests that the Math Maze strategy is not only an effective learning tool but also encourages students to enjoy the process of learning important algebraic foundations. As a result, teaching and learning become easier and more enjoyable for the students. They appreciated the opportunity to learn in a stress-free environment.

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