Effect of Bar Model Instruction on Students' Performance in Solving Percentage-related Problems

Mathematics Teaching

This study aimed to investigate the effect of bar model instruction on Grade 7 students’ performance in solving percentage-related problems conducted at La Filipina National High School, La Filipina, Tagum City, Davao del Norte, during the school year of 2025-2026. A quasi-experimental pre-test and post-test group design was utilized, in which the research subjects were two regular sections, consisting of 45 students each, totaling 90 students, with one section being the control group, which received traditional or formula-based instruction, and the other section, being the experimental group, received bar model instruction. Universal sampling was used as a sampling technique since all of the research subjects were included in the experiment. Class proficiency and inferential (t-tests) statistics were used as statistical approaches to evaluate the significance of the experimental and control groups. Both groups underwent pre-test and post-test, with the experimental group receiving the bar model instruction. The experiment period lasted for three weeks, and the results indicated that there was a significant difference between the mean pre-test and post-test scores for the control group. Also, there was a significant difference between the mean pre-test and post-test scores for the experimental group. Additionally, there was a significant difference between the mean post-test scores of the experimental and control groups. Hence, with the results, the use of bar model instruction was effective in solving percentage-related problems and could enhance students’ performance in Mathematics. As a recommendation, this instruction should be utilized to improve students’ performance and be used in teaching Mathematics, particularly in solving percentage-related problems.

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