Concept-Skill-Value (CSV) mapping students' motivation and performance in proving

Abstract

An experimental study using the pretest-posttest two groups design was conducted to determine the effects of concept-skill-value (CSV) mapping strategy on secondary school students' motivation and proving performance. Ten (10) prepared lessons on triangle congruence and polygons were implemented to two sections of the second year level of a laboratory school of a certain university in lloilo City. The 86 second year students were randomly assigned to sections, treatment groups, and time schedules. One group was taught using the CSV mapping strategy, while the other group did not use the mapping strategy. Quantitative data were taken from the results of the proving test and from the motivation inventory. Qualitative data were taken from the classroom observations, interviews, and students' maps and essays. The mean, standard deviation, t-test and Pearson's r were utilized in the analysis of data. Although no significant difference was found in students' motivation to learn geometry, findings revealed that the students who were taught using the CSV mapping strategy had significantly higher proving performance than those not exposed to it. In addition, there is a significantly higher proving relationship between students' motivation and proving performance. The 2-month exposure to CSV-mapping strategy brought positive views in terms of facilitating students' understanding of the lesson and making students aware of what they are capable of doing.