THE EFFECTIVENESS OF GRADUAL RELEASE OF RESPONSIBILITY APPROACH IN IMPROVING PERFORMANCE OF STUDENTS IN MATHEMATICS

Abstract

Mathematics is fun but very challenging to teach. Several studies reported different teaching approaches that are considered effective in enhancing students’ performance in Mathematics. This quasi-experimental design of the study aims to determine the effects of the Gradual Release of Responsibility (GRR) Approach in improving the performance of students in Mathematics, particularly in lesson Geometry 7. The subjects were grouped into a control group that was exposed to the Traditional Teaching Approach Employed by the School and experimental group, which was exposed to the GRR approach. Data gathered were analyzed using mean, t-test for independent sample, paired sample t-test, and ANCOVA. Results revealed that before the implementation of the approaches, both levels of proficiency of the groups are at the beginning level, which implies that they were struggling in their understanding due to lack of essential knowledge and skill on the topics. The results showed that there is an improvement in the performance of students in Mathematics after being exposed to the GRR approach and traditional teaching approach. The post-test performance of the control group found to be at the developing level of proficiency while the experimental group found to be at the approaching proficient level. Finally, the study indicated that there was a significant difference in the posttest mean scores between the control and experimental groups with pre-test mean scores covariates. The findings revealed that the GRR approach could improve the Mathematics performance of students. Based on the result of this study, the Gradual Release of Responsibility Approach is recommended to be used as an approach in teaching Mathematics.