Effect of a Structuralist-Based Geometry Instructional Approach on the Mathematical Literacy of Grade 9

Abstract

This research note was conducted to determine the effects of a structuralist-based geometry instructional approach on the mathematical literacy of Grade 9 public junior high school students. Mathematical literacy remains a recurring issue among junior high school students, especially in geometry, as learners find it difficult to reason mathematically, represent mathematical information, and solve mathematical problems. The structuralist-based intervention was based on Structural Learning Theory, which focused on recognizing patterns, connecting concepts, visualizing mathematical ideas, and using manipulatives to increase comprehension of geometric concepts. This investigation used a quantitative pre-experimental research design involving a one-group pretest–posttest method. The respondents were 40 Grade 9 students from a public junior high school in Nabunturan, Davao de Oro, chosen using purposive sampling. Descriptive statistics such as mean, standard deviation, and a paired samples t-test were used. Findings revealed that students’ mathematical literacy improved from a low level during the pretest (M = 37.73, SD = 3.99) to a high level during the posttest (M = 57.18, SD = 8.91). Statistical analysis further revealed a significant difference between pretest and posttest scores, t (39) = -13.079, p < .001, indicating that students performed significantly better after exposure to the structuralist-based instructional approach. The computed effect size (d = 2.07) indicated an extremely large educational effect. The findings suggest that integrating structuralist-based instructional strategies may enhance students’ mathematical literacy in geometry through meaningful conceptual engagement and structured learning experiences.