Developing Probabilistic Intuitive Thinking Using Discovery and Reflective Teaching-Base Approaches

Final Defense
Developing Probabilistic Intuitive Thinking Using Discovery and Reflective Teaching-Base Approaches

by Kier A. Baugbog
MS Mathematics Education Candidate

Date: Thursday, 20 July 2023
Time: 11 am
Venue: SEC A 321

Advisers:
Catherine P. Vistro-Yu, EdD
Ateneo de Manila University

Panelists:
Lester C. Hao, PhD (Critic Reader)
Ateneo de Manila University
Richard Eden, PhD
Ateneo de Manila University
Chara Deanna Punzal
Ateneo de Manila University
Debbie Marie Verzosa, PhD
University of Southern Mindanao

This study determined the mechanisms pupils’ employ in judging probabilistic situations using their intuition and the effect of using discovery and reflective teaching-based approaches in developing pupils’ probabilistic intuitive thinking, prior to their formal lessons on basic probability concepts. Discovery and reflective teaching-based approaches refer to a teaching strategy that is centered on activities where students are presented with situations that require them to judge probabilistic situations using their initial thinking (labeled as intuitive thinking in this study), analyzing and investigating their intuition, and reflecting on their judgments. The investigation focused on the four cognitive demands of understanding probability identified by Bryant and Nunes (2012) namely: understanding randomness, working out sample space, comparing and quantifying probability, and understanding correlation. A total of 75 participants were from two randomly selected sections of 5th and 6th grade pupils in a public elementary school in the 1st Congressional District of Valenzuela City, Philippines. Two instruments were used: (1) parallel forms of the problem set adapted from the study of Fishbein and Gazit (1984) and (2) an unstructured interview. A mixed methods design was utilized in the analysis of data. Chi-square test of goodness of fit was used to analyze the proportion of correct and incorrect responses in the pretest and posttest while thematic analysis was employed in analyzing the interview transcripts. Results showed that the proportion of correct and incorrect responses in the pretest and posttest for both 5th and 6th grade students increased for all cognitive domains. An increase of 24% and 35% on the average correct responses of 5th and 6th grade pupils, respectively, was observed. This implies that discovery and reflective teaching-based approaches were helpful in developing pupils’ probabilistic intuitive thinking. Additionally, thematic analysis revealed that pupils rely on past experiences, particularly experiences that involve playing games in judging probabilistic situations. The results of the study call for the use of discovery and reflective teaching-based activities to develop pupils’ probabilistic intuitive thinking and for further studies on the possible ways of incorporating games into educational settings to enhance pupils’ probabilistic intuitive thinking.