Gradual Release Of Responsibility Instructional Model: Its Effects On Students’ Mathematics Performance And SelfEfficacy
[Full Text]
AUTHOR(S)
Ian Paul B. Saligumba, Denis A. Tan
KEYWORDS
Gradual Release of Responsibility Instructional Model (GRRIM), Mathematics Performance, Selfefficacy
ABSTRACT
The study assessed the mathematics performance and selfefficacy 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 nonGRRIM in terms of pretest, posttest, and retention test; b) determine the selfefficacy level of the students exposed to GRRIM and those exposed to nonGRRIM in terms of mastery experiences, vicarious experiences, verbalsocial persuasion, and physiological and emotional arousal; c) compare the performance of students exposed to GRRIM and those exposed to nonGRRIM in terms of posttest and retention test; d) find the significant difference in the selfefficacy level of the students exposed to GRRIM and those exposed to nonGRRIM in terms of mastery experiences, vicarious experiences, verbalsocial persuasion, and physiological and emotional arousal. This study used the quasiexperimental research design. The mathematics performance and selfefficacy 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 nonGRRIM varies from very low to very high level. The selfefficacy level of Grade 9 students towards Mathematics when exposed to GRRIM and nonGRRIM is moderately low. There was a highly significant difference in the posttest scores of those students exposed to GRRIM compared to those exposed to nonGRRIM. On the contrary, there was no significant difference in the mathematics performance of the students when exposed to GRRIM and nonGRRIM in terms of their retention test scores. There was no significant difference in the selfefficacy of students towards Mathematics in terms of mastery experiences, vicarious experiences, verbalsocial persuasions and physiological and emotional arousal when exposed to GRRIM and nonGRRIM.
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