The effects of algorithm approach to students' understanding of functions

This research study explored the effectiveness of the Algorithm Approach as a teaching strategy in enhancing the understanding and performance of Grade 11 Academic Track students at Naga National High School. The topics covered in this study are: evaluating functions; performing addition, subtraction, multiplication, division and         composition of functions; solving problems involving functions; distinguishing rational functions, rational equation, and rational inequality; solving rational equations and inequalities; and finding the domain and range of a rational function. The researcher utilized a quasi-experimental design involving two groups of students: a control group, which received conventional instruction, and an experimental group, which was taught using the algorithm approach. Both groups were administered pre-tests and post-tests, and their scores were subjected to statistical analysis to determine any significant differences in performance.

The results showed a notable improvement in the post-test scores of the experimental group compared to the control group. The mean difference and a computed t-value that exceeded the critical value of ±2 confirmed that the algorithm approach had a statistically significant effect on students’ academic performance. Learners in the experimental group demonstrated stronger mastery of key mathematical skills, indicating that the structured nature of the algorithm approach contributed to better learning outcomes. Based on these findings, the study concludes that the algorithm approach is an effective instructional strategy for teaching functions in senior high school.