2C-2I-1T Pedagogy: Effect on Pathological Fear and Problem Solving in Mathematics

The main purpose of this study is to determine the effect of 2C-2I-1R pedagogy on pathological fear and problem-solving performance of senior high school students in Mathematics. The study utilized a quasi-experimental design specifically the pretest -posttest comparison-group design. Instruments used were pretest on problem solving, posttest on problem solving, and an adopted questionnaire on pathological fear. Two sections taking General Mathematics for the second grading of the first semester of the SY 2019-2020 with 20 students each were the participants of the study. Both pretest and posttest on problem solving were developed by the researcher and validated by a panel of experts and were pilot tested. Each test was composed of 10-item problem solving about General Mathematics. The study was implemented for 10 weeks and was guided by the prepared lesson plans and school calendar. To support the claim that the use of 2C-2I-1R pedagogical approaches was better than the regular classroom instruction, the means of the posttest of the experimental and control groups were compared using the analysis of co variance. The result showed significant effect in all outcome variables, revealing that the use of 2C-2I-1R pedagogical approaches could improve the performance in problem solving and could lessen the pathological fear of the students.