stdClass Object
(
    [id] => 16755
    [paper_index] => 202506-01-022631
    [title] => SCAFFULABRICKS: ENHANCING SKILLS IN FACTORING QUADRATIC EXPRESSIONS AMONG GRADE 9 STUDENTS OF KAPALONG NATIONAL HIGH SCHOOL
    [description] => 
    [author] => Jhon Mico S. Ramil , Thrxy Nicolle P. Calicdan , Lea Joy S. Sequiña
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra22631
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022631.pdf
    [abstract] => This descriptive-quantitative study aimed to determine the effectiveness of the ScaffulaBricks intervention in enhancing the factoring skills of Grade 9 learners at Kapalong National High School in Maniki, Kapalong, Davao del Norte, Philippines. The ScaffulaBricks method, a scaffolded and hands-on instructional strategy, was implemented with 50 Grade 9 students during the 2024–2025 academic year. A researcher-made pre-test and post-test were used to assess students’ proficiency before and after the intervention, while qualitative interviews with 10 selected students provided additional insight into their learning experiences. Pre-test results revealed that students had very low factoring skills, as measured by the Negative Number Subtraction Operation Test. Following the intervention, post-test results showed a marked improvement in performance. A paired sample t-test indicated a statistically significant difference between pre- and post-test scores, t (49) = 23.08, p < .001, confirming the substantial impact of ScaffulaBricks on student learning outcomes. Qualitative data further revealed that students found the method engaging, clear, and supportive of their understanding. These findings suggest that ScaffulaBricks is an effective strategy for improving factoring skills and promoting deeper mathematical understanding. The results support the value of integrating structured, interactive approaches into the secondary mathematics curriculum to address learning gaps and enhance overall numeracy. It is recommended that educators consider the adoption of similar evidence-based strategies to support mathematics instruction at the junior high school level. 
    [keywords] => ScaffulaBricks, Factoring Quadratic Expressions, Grade 9 Learners, Mathematics Intervention, Quasi-Experimental
    [doj] => 2025-06-26
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 211
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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