PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

This study aims to determine the effectiveness of Anchored Instruction in teaching Business Mathematics to the senior high school students of Simala National High School in Cebu, Philippines. Anchored Instruction is a teaching method in which the learners can generate problems, look for the relevant data, and find solutions from the situated problem-solving environment shown through videos. Its instructional design highlights three main features: generative stories, embedded data, and problem complexity. A quasi-experimental research method was utilized using pretest-posttest control and experimental group design. Both the control and experimental groups with 40 subjects each were not significantly different from each other as established in the match pairing of their profile. They were given a pretest, exposed to their respective interventions, and then were given a posttest. The control group was exposed to Conventional Instruction, while the experimental group was exposed to Anchored Instruction as the method in teaching Business Mathematics. Findings revealed that Anchored Instruction is a more effective method in teaching Business Mathematics than conventional instruction. The learner-centeredness of Anchored Instruction provided opportunities for the learners to be highly engaged in the learning process, as noted in the researcher’s observation and interview with selected subjects. As a result, they could identify the useful knowledge and eventually overcome the inert knowledge problem. Hence, it is recommended to utilize this method in teaching Business Mathematics.

• Ahlstrom, D. (2010). Innovation and growth: How business contributes to society. Academy of management perspectives, 24(3), 11-24. https://doi.org/10.5465/amp.24.3.11

• Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. https://doi.org/10.9790/7388-05616670

• Bottge, B. A., Toland, M. D., Gassaway, L., Butler, M., Choo, S., Griffen, A. K., & Ma, X. (2015). Impact of enhanced anchored instruction in inclusive math classrooms. Exceptional Children, 81(2), 158-175. https://doi.org/10.1177/0014402914551742

• Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (2012). Anchored instruction: Why we need it and how technology can help. In Cognition, education, and multimedia (pp. 129-156). Routledge.

• Bransford, J. D. (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Psychology Press.

• Brooks, J. G., & Brooks, M. G. (1999). The case for constructivist classrooms. Association for Supervision and Curriculum Development.

• Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10. https://doi.org/10.3102/0013189X019006002

• Crews, T. R., Biswas, G., Goldman, S., & Bransford, J. (1997). Anchored interactive learning environments. International Journal of Artificial Intelligence in Education, 8, 142-178.

• Duncan, G. W., & Bamberry, G. (2010). Anchored instruction: Its potential for teaching introductory management. International Journal of Learning, 17(3), 163-177.

• Deitz, J. E., & Southam, J. L. (2015). Contemporary business mathematics for colleges, brief course. Cengage Learning.

• Etheris, A. I., & Tan, S. C. (2004). Computer-supported collaborative problem solving and anchored instruction in a mathematics classroom: An exploratory study. International Journal of Learning Technology, 1(1), 16-39. https://doi.org/10.1504/IJLT.2004.003680

• Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57(5), 392-404. https://doi.org/10.1177/001440299105700503

• Kariuki, M., & Duran, M. (2004). Using anchored instruction to teach preservice teachers to integrate technology in the curriculum. Journal of Technology and Teacher Education, 12(3), 431-445.

• Kaur, K. (2014). Importance of business mathematics in management system: An overview. International Journal of Management and Social Sciences Research, 3(4), 32-33. http://www.irjcjournals.org/ijmssr/Apr2014/7.pdf

• Lee, M. (2002). Anchored instruction in a situated problem-solving environment. In EdMedia+ innovate learning (pp. 1102-1107). Association for the Advancement of Computing in Education (AACE).

• Little, M. E. (2009). Teaching mathematics: Issues and solutions. Teaching Exceptional Children Plus, 6(1), 1. http://scholarship.bc.edu/education/tecplus/vol6/iss1/art1

• Love, M. S. (2004). Multimodality of learning through anchored instruction. Journal of Adolescent & Adult Literacy, 48(4), 300-310. https://doi.org/10.1598/JAAL.48.4.3

• Morales, E. E. (2008). The resilient mind: The psychology of academic resilience. The Educational Forum, 72(2), 152-167. Taylor & Francis Group. https://doi.org/10.1080/00131720701805017

• Nicolaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European Research in Mathematics Education III, 1-11.

• Oliver, R., & McLoughlin, C. (1999). Using web and problem-based learning environments to support the development of key skills. Ascilite, 99, 307-325.

• Republic Act No. 10533. (2013). https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

• Serafino, K., & Cicchelli, T. (2003). Cognitive theories, prior knowledge, and anchored instruction on mathematical problem solving and transfer. Education and Urban Society, 36(1), 79-93. https://doi.org/10.1177/0013124503257016

• Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69. https://doi.org/10.1111/1467-8535.00135

• Young, M. F., & Kulikowich, J. M. (1992). Anchored instruction and anchored assessment: An ecological approach to measuring situated learning. Connecticut University Research Foundation.

• Zydney, J. M., Bathke, A., & Hasselbring, T. S. (2014). Finding the optimal guidance for enhancing anchored instruction. Interactive Learning Environments, 22(5), 668-683. https://doi.org/10.1080/10494820.2012.745436