Investigating the Effects of Progressive Task Sequencing on Student Engagement and Achievement in Calculus
Keywords:
Calculus, Progressive Tasks Sequencing, Scaffolding, Student Engagement and AchievementAbstract
This action research investigated the effects of progressive task sequencing on the engagement and academic performance of 58 Grade 11 STEM students enrolled in Calculus at Talisay Senior High School. Utilizing a mixed- methods approach, the study employed pre-tests and post-tests to evaluate student achievement, alongside a Likert- scale survey to gauge student engagement and perceptions. The intervention entailed the structured application of tasks of increasing complexity, aimed at scaffolding the learning process and improving conceptual understanding.
Quantitative analysis indicated a statistically significant enhancement in student achievement. Furthermore, qualitative feedback from the survey revealed heightened levels of student engagement, improved perceived un- derstanding, and increased confidence. These results imply that progressive task sequencing serves as an effective pedagogical approach for promoting both engagement and achievement in Calculus.
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