Utilizing the Exploration-Adventure Approach for Junior High School Students Toward Mastery of Exponents

Abstract

The objective of this research was to assess the effectiveness of the Exploration-Adventure Approach toward mastery of exponents. The study used a quasi-experimental design of research. The participants were 44 Grade 9 learners. A researcher-made test and a survey questionnaire were the main data-gathering instruments. Statistical tools include frequency distribution, dependent t-test, weighted mean, and composite mean. The results indicated that the Exploration-Adventure Approach significantly elevated students' mathematical proficiency from an initial stage characterized by a low mean percentage score in exponents to a proficient level, underscoring the effectiveness of the intervention in enhancing their mathematical skills. Moreover, there is a significant difference in the level of performance of junior high school students in mathematics focusing on exponents before and after the utilization of the exploration-adventure approach. Thus, the exploration-adventure approach effectively facilitates positive changes in the students' mathematical proficiency related to exponents. The findings also revealed that the students, through the exploration-adventure approach, were able to improve their understanding of exponent concepts, delve deeper into the study of exponents, boost their confidence in tackling exponent problems, and promote collaboration with peers in tackling exponent-related challenges.