Calculating Measures of Position with the Aid of Technology-Driven Problem-Based Learning in Mathematics

This study determined the effectiveness of Technology-Driven Problem-Based Learning (TDPBL) in enhancing Grade 10 learners’ competency in calculating measures of position in Mathematics. It focused on quartiles, deciles, and percentiles among learners at Munguia National High School, Dupax del Norte, Nueva Vizcaya. The study was conducted to address learners’ low performance in the Data and Probability, particularly in arranging data, locating positional values, applying correct procedures, and interpreting statistical results. TDPBL was used as an intervention because it combines real-life problem situations, guided inquiry, and teacher-made mobile-based video lessons that learners can review at their own pace.The study employed a one-group quasi-experimental design and pretest-posttest evaluations. Thirty-three Grade 10 learners were selected through cluster sampling and total enumeration after the reviewing the Rapid Mathematics Assessment results. A validated 30-item teacher-made test served as the pretest and posttest instrument. The instrument yielded a KR-20 reliability coefficient of 0.72, which indicated acceptable internal consistency. Data were analyzed using mean, standard deviation, and paired sample t-test at the 0.05 level of significance.Results showed that the learners’ pretest mean score of 11.15 increased to 19.36 after exposure to TDPBL. Although the overall competency level remained under Did Not Meet Expectations, the increase showed clear improvement in learners’ performance. The difference between the pretest and posttest scores was statistically significant, with a computed t-value of -11.44 and a p-value below 0.05. The findings indicate that TDPBL significantly improved learners’ competency in calculating measures of position. However, continued guided practice remains necessary, especially in deciles, percentiles, procedural accuracy, and interpretation of results.