Enhancing Students Performance on Graphing of Polynomial Functions Through Flowchart-Based Instruction

Abstract

This study examined the effectiveness of flowchart-based instruction in improving Grade 10 students' performance in graphing polynomial functions, particularly in determining degree, identifying the sign of the leading coefficient, and describing graph end behavior. A pretest-posttest quasi-experimental design was used with two intact classes at Balungao National High School in Pangasinan, Philippines. The control group (n = 35) received conventional teacher-led instruction, whereas the experimental group (n = 35) was taught through a structured flowchart that guided learners through successive decision points. A content-validated 30-item multiple-choice test was administered before and after the one-week intervention. Pilot testing yielded Cronbach's alpha coefficients of .802 and .921 for the assessment forms. Means, standard deviations, independent-samples t tests, and paired-samples t tests were used to analyze the data. The groups had comparable pretest performance (M = 15.03 and 15.54, respectively), t = 0.490, p = .626. At posttest, the experimental group obtained a higher mean score (M = 22.54, SD = 4.10) than the control group (M = 18.77, SD = 4.05), t = 3.876, p < .001. Both groups improved significantly; however, the experimental group's mean gain (7.00) was nearly twice that of the control group (3.74). The findings indicate that flowchart-based instruction can serve as an effective visual scaffold for organizing multi-step algebraic reasoning. Its use is recommended for concepts that require systematic interpretation, while longer and multisite studies are needed to establish broader generalizability.