Effectiveness of team assisted individualization as a teaching approach

Ana Marie L. Taguinod & Delon A. Ching

Volume 4 Issue 4, December 2023

Abstract

This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students.

Keywords

Author information & Contribution

Ana Marie L. Taguinod. Corresponding author. Teacher I, DepEd Pacita Complex National High School, San Pedro City, Laguna, Philippines and MAEd Student, Laguna State Polytechnic UNiversity, San Pablo City, Laguna, Philippines. Email: anamarie.taguinod@deped.gov.ph

Delon A. Ching. EdD. Assistant Professor IV, Laguna State Polytechnic University, San Pablo City, Laguna, Philippines.

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

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Cite this article:

Taguinod, A.L. & Ching, D.A. (2023). Effectiveness of team assisted individualization as a teaching approach. International Journal of Educational Management and Development Studies, 4 (4), 216-240. https://doi.org/10.53378/353032