%0 Journal Article
%T Comparing the Effect of Explicit Mathematics Instruction with Rigorous Mathematical Thinking Approach and 5E¡¯s Instructional Model on Students¡¯ Mathematics Achievement
%A Charita A. Luna
%A Ralph Jay M. Magsalay
%A Rosie G. Tan
%J American Journal of Educational Research
%D 2019
%R 10.12691/education-7-6-5
%X This study investigated the effect of explicit mathematics instruction with rigorous mathematical thinking (EMI-RMT) approach and 5E¡¯s instructional model in mathematics achievement. It utilized the quasi-experimental pretest-posttest non-equivalent control group research design to gather the data. The researchers made use of the teacher-made test with a Cronbach alpha reliability coefficient of .74. Two intact classes of freshmen education students enrolled in the school year 2018-2019 at the University of Science and Technology of Southern Philippines, Cagayan de Oro City participated in this study. One section was taught using EMI-RMT approach in discussing the concept of the plane and spherical trigonometry while the other group was taught using the 5E¡¯s instructional model. The analysis of covariance (ANCOVA) with posttest as the dependent variable and pretest as the covariate, yielded F(1,60)=.068, p=.796, which is not significant at .05 level. This implies that the achievement of students taught with EMI-RMT is comparable with the achievement of students taught with 5E¡¯s instructional model. Since many studies showed that 5E¡¯s instructional model is effective, the researchers recommend that mathematics teachers may also employ the EMI-RMT approach in their classes to improve their students¡¯ achievement in mathematics
%U http://www.sciepub.com/EDUCATION/abstract/10610