The Use of Bar Model Approach in Teaching Mathematics
Abstract
The study aimed to determine the impact of the Bar Model Approach on improving Grade 7 students’ mathematical performance by enhancing students’ visualization and problem-solving skills in solving contextualized mathematical word problems involving algebraic expressions and formulas. Based on Bruner’s Concrete–Pictorial–Abstract Theory and Constructivist Learning Theory, the study utilized a quantitative pre-experimental single-group pretest–posttest research design. The participants were the 25 Grade 7 students of Cagdianao National High School for the School Year 2025 – 2026, selected through purposive sampling. The main instrument was a standardized teacher-made mathematics test that was validated by mathematics experts, was reliable, and consisted of 20 problem-solving items. The scoring system based on the rubric was used to measure the students’ visualization and problem-solving skills. The findings revealed that the respondents had a mean score of 12.8 in the pretest and 16.6 in the posttest, implying a significant improvement after being exposed to the intervention. Visualization skills increased from a mean score of 20.0 to 65.4, and problem-solving skills increased from 31.6 to 80.1. The paired-samples t-test results revealed statistically significant differences between pretest and posttest mathematical performance, visualization skills, and problem-solving skills. The results indicated that the Bar Model Approach was effective in developing conceptual understanding, visual representation, and mathematical reasoning. The study emphasized the significance of incorporating visual and model-based instructional strategies in mathematics instruction to enhance learners’ mathematics achievement and higher-order thinking skills.
Keywords: Bar Model Approach, mathematical performance, mathematics education, problem-solving skills, visualization skills
Integration of Physical and Simulation-Based Laboratory Activities as Predictors of Score Gains in Science
Abstract
This study examined the integration of physical and simulation-based laboratory activities as predictors of students’ gain scores in science among Grade 12 STEM students at St. Paul University Surigao during Academic Year 2025–2026. The study determined students’ conceptual understanding, science process skills, application of scientific knowledge, and the extent to which integrated laboratory activities were implemented in science instruction. A one-group pretest-posttest design with descriptive-correlational components was used. The participants were 184 Grade 12 STEM students selected through total enumeration. Data were collected using validated pretest and posttest assessments, laboratory worksheets, performance-based rubrics, survey questionnaires, and lesson plans. Mean, standard deviation, Wilcoxon signed-rank test, and Spearman’s rank correlation coefficient were used for analysis. Findings showed that students reached very high levels of conceptual understanding, science process skills, and application of scientific knowledge after the implementation of integrated laboratory activities. The extent of integration was also rated very satisfactory across instructional planning and implementation, learning engagement and participation, resource utilization and accessibility, and assessment and feedback mechanisms. A significant difference was found between pretest and posttest scores, indicating that the integrated laboratory approach improved students’ conceptual understanding. However, no significant relationships were found among conceptual understanding, science process skills, and application of scientific knowledge. The study concludes that integrating physical and simulation-based laboratory activities enhances science learning outcomes and provides meaningful laboratory experiences for learners.
