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Experimental intervention improved mathematical performance and interest in BSED students, indicating effective teaching methods.
This study aims to determine the impact of Project MATH (Manipulatives, Active Participation, Targeted Instruction, and Hands-on Activities) on the performance and interest of Bachelor of Secondary Education (BSED) students at Monkayo College of Arts, Sciences, and Technology (MonCAST) during the 2024–2025 academic year. Project MATH consists of ten sessions held every Friday, with specific objectives designated for each session. Anchored in Vygotsky’s Sociocultural Theory and the Zone of Proximal Development (ZPD), the project MATH aimed to enhance students’ proficiency in basic mathematical operations and boost their confidence in applying mathematical concepts. The participants, composed primarily of probationary BSED students, engaged in structured remedial instruction. Assessment through pretests and posttests revealed a marked improvement in mathematical performance. In addition, students reported a moderately high level of enjoyment and perceived achievement, low negative emotions, and strong recognition of mathematics’ relevance in daily life. The results underscore the dual benefits of Project MATH in strengthening academic competence and fostering positive attitudes toward mathematics. Continued use of targeted instructional strategies that address both cognitive and emotional dimensions is recommended to promote sustained student engagement and success in mathematics.
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Taripe et al. (2025) studied this question.
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