Universal Journal of Educational Research Vol. 9(3), pp. 449 - 460
DOI: 10.13189/ujer.2021.090304
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A Cross-Sectional Study of Students' Learning Progression in Algebra

Edelyn A. Cadorna ^1,*, Erwin F. Cadorna ², Joseph G. Taban ^3
1 University Research and Development Office, University of Northern Philippines, Vigan City, Philippines
² College of Teacher Education Graduate Studies, University of Northern Philippines, Vigan City, Philippines
³ College of Arts and Sciences, University of Northern Philippines, Vigan City, Philippines

ABSTRACT

This study explored the learning progression in Algebra of students from a cohort perspective and individual perspective. Utilizing the cross-sectional and longitudinal research methods and employing the Rasch measurement modeling, the progress in the Algebraic performance of the 592 students (Grade 8, Grade 9 and Grade 10) in a school division in the Philippines was examined four times in around one academic year. Analyses revealed that the students only have a low level of performance in Algebra. Through the Rasch analysis, there was a progress in students' Algebraic performance from a cross-sectional perspective. Their ability estimates increased with the grade level. The performance of the students also developed from the individuals' perspective. More students displayed progress while some retrogressed in their performance in the algebraic test. Moreover, from an individual perspective, the algebraic students' performance developed over the period in all grade levels. There is also an increase in the mastery of the students in the different tasks in the test. The answers of the students are dependent on their ability, as predicted from the Rasch model.

KEYWORDS
Algebra, Cross-Sectional, Learning Progression, Rasch Analysis

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Edelyn A. Cadorna , Erwin F. Cadorna , Joseph G. Taban , "A Cross-Sectional Study of Students' Learning Progression in Algebra," Universal Journal of Educational Research, Vol. 9, No. 3, pp. 449 - 460, 2021. DOI: 10.13189/ujer.2021.090304.

(b). APA Format:
Edelyn A. Cadorna , Erwin F. Cadorna , Joseph G. Taban (2021). A Cross-Sectional Study of Students' Learning Progression in Algebra. Universal Journal of Educational Research, 9(3), 449 - 460. DOI: 10.13189/ujer.2021.090304.