Task-Based Learning in Mathematics and Academic Achievement of TVL Students

Education

This study aims to investigate the effects of task-based learning (TBL) on the academic achievement and critical thinking skills of Technical-Vocational-Livelihood (TVL) students in mathematics at Compostela National High School. It seeks to determine whether engaging students in real-life, task-oriented activities can improve their mathematical performance and higher-order thinking. TVL students often struggle with abstract concepts, and traditional teaching methods may not effectively engage them. Previous studies have shown that student-centered approaches like TBL promote more profound understanding and enhance critical thinking, particularly among learners in vocational tracks (Creswell, 2009). A one-group pretest-posttest design was used involving Grade 11 TVL students. A teacher-made test assessed academic performance and critical thinking skills before and after the TBL intervention. Data were analyzed using the mean and paired sample t-test. Results showed a significant improvement in posttest scores, suggesting that TBL positively influences students’ achievement and thinking skills. The study concludes that TBL enhances academic performance and critical thinking in mathematics. It recommends integrating real-life tasks and problem-solving activities into instruction for TVL students

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