Salazar’s Grouping Method: Effects on Students’ Achievement in Integral Calculus

Abstract

This study aimed to raise the achievement level of students in Integral Calculus using Direct Instruction with Salazar’s Method of Grouping. Using the quasi-experimental method of research, the study employed qualitative and quantitative analysis, relative to data generated by the Achievement Test and Math journal, with follow-up interview. Within the framework of the limitations of the study, the Salazar’s Method of Grouping revealed a significant increase on the gain scores between the two groups but no significant difference was obtained within and between groups (control and experimental). Further, qualitative assessments showed that the Salazar’s Method of grouping develops self-confidence, encourages effective communication and facilitates exchange of ideas towards a common goal. The students from both groups were in favor to the presentation of the lesson, especially with the incentives given.

Keywords: Salazar’s Grouping Method, Direct Method of Instruction, Achievement Level in Integral Calculus