OBJECTIVES OF THE STUDY
1. To assess and compare students’ performance level of experimental group who are exposed to open-ended approach and control group who are treated with traditional approach.
2. To determine the significant difference between the two groups: 2.1. pretest; 2.2. posttest; and 2.3. mean gain in the posttest scores
METHODOLOGY This research study utilized the Pretest-Posttest Control Group Design. Two groups of students served as experimental and control groups, The experimental group was exposed to open-ended approach while the control group was subjected traditional approach. The determination of the respondents was done primarily by comparing the pretest mean scores of the five sections of Grade 9. Based on the result, the respondents of this study were 9-3 St. Margarette of Scotland and 9-2 St. Frances of Rome having virtually same mean pretest scores. Tossing a coin was done to identify the control group and experimental group. The outcome revealed that 9-3 St.
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The students works individually based on their own interpretation of the problem and concepts they acquired. This phase permitted students to discover answers and explore different solution methods. With this, student developed creativity in problem solving. As what Riki Goldman-Segall (in Dzakiria, 2004.) remarked, knowledge are deconstructions, reconstructions, and co-constructions that emerge as a result of the interaction between what is already known and what is yet to be known again, in a new form. Learners must be committed to the process of exploring and learning. Group work. The students were asked to work by pair or group and discussed the problem solved individually. In the discussion session, the students gave idea to each other in a group and compared the methods they use. In this phase, collaboration was developed. Individuals within the group exercised their own learning models and contributed what they learned from the