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IJSTR >> Volume 7 - Issue 8, August 2018 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Gradual Release Of Responsibility Instructional Model: Its Effects On Students’ Mathematics Performance And Self-Efficacy

[Full Text]

 

AUTHOR(S)

Ian Paul B. Saligumba, Denis A. Tan

 

KEYWORDS

Gradual Release of Responsibility Instructional Model (GRRIM), Mathematics Performance, Self-efficacy

 

ABSTRACT

The study assessed the mathematics performance and self-efficacy of Grade 9 students in a Gradual Release of Responsibility Instructional Model (GRRIM) at Central Mindanao University Laboratory High School (CMULHS). It aimed to a) ascertain the performance level of students exposed to GRRIM and those exposed to non-GRRIM in terms of pretest, posttest, and retention test; b) determine the self-efficacy level of the students exposed to GRRIM and those exposed to non-GRRIM in terms of mastery experiences, vicarious experiences, verbal-social persuasion, and physiological and emotional arousal; c) compare the performance of students exposed to GRRIM and those exposed to non-GRRIM in terms of posttest and retention test; d) find the significant difference in the self-efficacy level of the students exposed to GRRIM and those exposed to non-GRRIM in terms of mastery experiences, vicarious experiences, verbal-social persuasion, and physiological and emotional arousal. This study used the quasi-experimental research design. The mathematics performance and self-efficacy level were gathered from the participants using validated instruments to answer the research problems. The level of mathematics performance of the students in the pretest, posttest and retention test when exposed to GRRIM and those exposed to non-GRRIM varies from very low to very high level. The self-efficacy level of Grade 9 students towards Mathematics when exposed to GRRIM and non-GRRIM is moderately low. There was a highly significant difference in the posttest scores of those students exposed to GRRIM compared to those exposed to non-GRRIM. On the contrary, there was no significant difference in the mathematics performance of the students when exposed to GRRIM and non-GRRIM in terms of their retention test scores. There was no significant difference in the self-efficacy of students towards Mathematics in terms of mastery experiences, vicarious experiences, verbal-social persuasions and physiological and emotional arousal when exposed to GRRIM and non-GRRIM.

 

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