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Supporting Conceptual Understanding of Marginalized Learners in Mathematics through Structured Written Feedback

Rodney O. Beniosa(1),


(1) Greenville College
Corresponding Author

Abstract


Marginalized learners in Philippine public secondary schools often struggle to develop conceptual understanding in Mathematics under modular distance learning due to limited teacher–learner interaction. This quantitative action research examined the effectiveness of structured written feedback as a low-tech instructional support. Ten purposively selected Grade 10 marginalized learners identified through Students at Risk of Dropping Out records participated in the study. Learners documented weekly questions and misconceptions in Mathematics modules, while the teacher provided written explanations, corrections, and guided solutions. Pre-intervention and post-intervention grades were analyzed using mean percentage scores and the Wilcoxon signed-rank test. Results showed a statistically significant improvement in conceptual understanding from satisfactory to very satisfactory levels. Anchored in Bruner’s scaffolding theory, structured written feedback effectively supported learners’ conceptual development in resource-limited modular learning environments.

Keywords


Action research; Conceptual understanding; Interactive journal; Marginalized learners; Mathematics education; Modular distance learning

References


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