The Use of Socio-Constructivist Approach in Improving the Academic Performance of Students in Mathematics

The study investigated the use of a socio-constructivist approach in improving the academic performance of Grade 8 students at New Visayas National High School, New Visayas, San Francisco, Agusan del Sur, during the school year 2022-2023. The quasi-experimental research design was utilized where the 40 students were divided into two groups-the control group and the experimental group. These two groups were the recipients of the intervention: a socio-constructivist approach for the experimental group and a lecture method for the control group. The groups took a pretest, and then the posttest was administered after the interventions. The results showed that there was a significant difference between the pretest and posttest mean scores of the experimental group as well as the control group. Moreover, the study found no significant difference between mean posttest scores of the students’ in control group and experimental group. It means that the socio-constructivist approach and lecture method have no significant difference. Hence, it was concluded that the socio-constructivist approach and lecture method are both effective and can help the academic performance of the students in mathematics. As a recommendation, these interventions should be utilized to improve the student’s academic performance and also be used in teaching mathematics for the development of higher student achievement.The study investigated the use of a socio-constructivist approach in improving the academic performance of Grade 8 students at New Visayas National High School, New Visayas, San Francisco, Agusan del Sur, during the school year 2022-2023. The quasi-experimental research design was utilized where the 40 students were divided into two groups-the control group and the experimental group. These two groups were the recipients of the intervention: a socio-constructivist approach for the experimental group and a lecture method for the control group. The groups took a pretest, and then the posttest was administered after the interventions. The results showed that there was a significant difference between the pretest and posttest mean scores of the experimental group as well as the control group. Moreover, the study found no significant difference between mean posttest scores of the students’ in control group and experimental group. It means that the socio-constructivist approach and lecture method have no significant difference. Hence, it was concluded that the socio-constructivist approach and lecture method are both effective and can help the academic performance of the students in mathematics. As a recommendation, these interventions should be utilized to improve the student’s academic performance and also be used in teaching mathematics for the development of higher student achievement.