Logarithm is one of the topics in General Mathematics, considered as a core subject in the Senior High School curriculum. Empirical evidences from research of Chua & Wood (2005) and the researcher’s own experiences as a Senior high school mathematics teacher, confirm the fact that students lack the basic understanding of logarithms. This problem is inevitable since the topic logarithm is new for the students and it is not yet introduced in the junior high school. The research study aimed at enhancing the conceptual understanding and skills of Grade 11 students in solving Logarithm through repeated division. The study utilized an experimental research design wherein the participants were grouped into control and experimental. The experimental group was exposed to the intervention. The data were gathered through a pretest-posttest design and treated statistically to determine the effectiveness of the intervention. Results showed that the experimental group manifested a very satisfactory performance in solving logarithms compared to the control group. This was a clear indication that the repeated division was an effective strategy to enhance the skills of Grade 11 students in logarithm. Analysis of Covariance was used to determine the significant difference between the performance of the control and experimental group. As revealed, it was found out that there exists a significant difference between the pretest and posttest results of the two groups. Hence, the repeated division as an
intervention was effective.
Keywords: Logarithm, Repeated Division, Intervention, Senior High School
Author
Grace Y. Urbiztondo,
