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· Volume II Issue IV


This study aimed to evaluate the effectiveness of math trail in the mathematical performance of Grade 11 students in selected topics in Statistics and Probability; specifically, it looked into the mean performance of the experimental and control groups in the pretest and posttest; the significant difference between the pretest and posttest results of the control group; as well as the significant difference between the pretest and posttest results of the experimental group; and the significant difference on the posttest results of the experimental and control groups.

Experimental method of research was utilized and samples were purposively chosen by the researcher.  Two sections from Grade 11 curriculum were selected as the experimental and control group.  Self-made questionnaire was utilized to gather necessary data from the respondents.  Statistical treatment such as Mean and Mean Percentage, t-Test for independent and dependent samples were employed to determine the mathematical performance of the respondents in selected statistical concepts.  

The results revealed that the utilization of math trail as formative assessment in the developing mastery of the lesson in Grade 11 mathematics is effective in enhancing the mathematical performance of Grade 11 students. The study further revealed that there is a mark of improvement in the mathematical performance of experimental group while this result is opposite for the control group.  There is a significant difference in the level of knowledge of the experimental groups.  It is further implied that application of math trail is more effective than the traditional way of teaching.  

Based on the findings and conclusions of the study, the researcher recommends the following: for the teachers to incorporate and use different learning assessment in teaching-learning situation; to deliver lessons in their most creative ways and take extra steps toward utilization of various strategies that will best fit the lesson; to use math trail as a formative assessment tool and to encourage the students to work freely in a group.  For the students to experience and submit themselves voluntarily to meet the learning by doing of Math Trail activities and to exert effort in discovering their potentials and skills to enhance their minds of some concepts of learning, thus reinforcing the Math taught in school and making links with school campus resources and to the real world for their effective life-long performance result. For the school administrators to promote more trainings using the learner-centered approach of teaching and assessment; to adopt the utilized Math trail formative assessment tools and be evaluated after first year of its implementation; to constantly encourage the teachers to become innovative and creative in delivering lessons in Mathematics and to use the teaching guide prepared by the researcher in this study. For the future researchers to undertake a similar study on Math Trail as formative assessment tools and to apply the research output and prepare additional lesson guides for the remaining quarter of the school year and apply its relation to other subjects.