The Impact of the Diagnostic Teaching Approach on Students’ Conceptual Understanding, Misconceptions, and Performance in Mathematics

This study investigated the effects of the diagnostic teaching approach on students’ conceptual understanding, misconceptions, and performance in mathematics, specifically in algebra. The study aimed to describe the significant difference in students’ conceptual understanding and performance between the control and experimental groups on the selected algebra topics and to determine the students’ misconceptions and difficulties in mathematics performance in both groups before and after exposure to the diagnostic teaching approach. The study utilized a quasi-experimental research design conducted at MSUN-Integrated Developmental School, Naawan, Misamis Oriental. Sixteen(16) pairs of students from two intact sections of Grade 7 were the research respondent. One group was exposed to the diagnostic teaching approach, while the other group experienced traditional instruction. Before the intervention, the conceptual understanding and performance levels of both groups were below average. However, after the intervention, the group not exposed to the diagnostic teaching approach remained at a below average level, while the other group progressed to an average level. Qualitative analysis and interpretation of the data showed traces of changes in student performance. They improved in conceptual understanding but not significantly in performance. Thus, it is recommended that mathematics teachers conduct diagnostic tests before formal classes to address students’ strengths and weaknesses in particular math lessons. More research should be conducted to explore the effectiveness of diagnostic teaching approach on students’ achievement and interest.