Integrating Reader Response Theory to Enhance Pre-Calculus Conceptual Understanding

Authors

  • Dr. Jonathan Edwin V. Remegia Author

Keywords:

Conceptual understanding, Focus Group Discussion, Mathematical Journaling, Narrative-Based Problem Solving, Reader Response Theory

Abstract

This action research examined the effects of incorporating Reader Response Theory (RRT) into mathematics in- struction to improve conceptual understanding among 84 Grade 11 STEM students at Talisay Senior High School. Addressing issues of rote memorization and superficial learning in mathematics, the intervention utilized narrative- based activities, such as problem-solving stories and mathematical journaling, to foster personal connections with the material. Quantitative data from pre- and post-tests indicated a significant enhancement in conceptual under- standing. Qualitative findings from focus group discussions and analysis of student journals corroborated these results, revealing deeper engagement with the content and greater relatability of abstract concepts through the narrative approach. Students also found journaling effective for reflecting on their understanding and misconcep- tions. The study concludes that integrating RRT effectively promotes deeper engagement and improved conceptual understanding in Pre-Calculus education. 

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Author Biography

  • Dr. Jonathan Edwin V. Remegia

    Teacher II, Talisay Senior High School

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Published

2026-01-01

Issue

Vol. 6 No. 1 (2026): International Journal Of Teacher Education And Teaching January 2026

Section

Research Articles

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