Development Of Cognitive Skills In Propositional Logic Through Wheel And Song Of Logic As A Supplementary Manipulative Among Humanities And Social Sciences Students

Abstract

To promote the implementation of manipulatives into mathematics instruction, this study was designed to investigate the efficacy of using the Wheel and Song of Logic in the development of six cognitive skills based from Bloom’s Taxonomy as a supplementary manipulative in learning propositional logic among Humanities and Social Sciences students. The study sample comprised of 75 students from the two sections purposely selected from Grade 11 HUMSS in Magdiwang National High School of the School Year 2019-2020. Each group was taught the same topic which was propositional logic over a period of one month. However, the experimental group was taught using the supplementary manipulative, Wheel and Song of Logic, whilst the control group was taught using the explicit instruction. The instruments used for data collection were the validated propositional logic pre-test and post-test questions. The findings of the study were that, those who were taught with the supplementary manipulative performed significantly better especially in comprehension, analysis, synthesis and evaluation skills. Thus, the use of Wheel and Song of Logic proved to be a very effective and promising supplementary manipulative in learning propositional logic and that the said intervention also improved students’ thinking process as they judiciously apply propositional logic in real-life arguments. On the basis of this findings, it is recommended that Wheel and Song of Logic should be used as a supplementary manipulative in learning propositional logic