Mini-Anchor Chart in Translating Verbal Phrases into Algebraic Expressions

Abstract

This action research determined the effectiveness of mini-anchor charts as an instructional intervention in improving Grade 7 students' performance in translating verbal phrases into algebraic expressions at St. Albert the Great School in Dagupan City. Employing a true experimental design, 86 students were purposively sampled and randomly assigned to experimental and control groups, with 43 students each. The experimental group received instruction using mini-anchor charts, while the control group was taught through traditional lecture methods. A 20-item validated and reliable pretest-posttest (Cronbach's α = 0.792) measured students' performance across remembering, understanding, and analyzing cognitive levels. Data were analyzed using descriptive and inferential statistics via IBM SPSS version 32. Findings revealed that while both groups demonstrated significant improvement from pretest to posttest, the experimental group showed superior performance with a higher mean score (13.84 vs. 12.49), larger gains (3.84 vs. 2.44 points), and greater variability benefiting a wider range of learners. Independent samples t-test confirmed a significant posttest difference between groups (t = -3.422, p = 0.001), rejecting the null hypothesis. The study concludes that mini-anchor charts are significantly more effective than traditional instruction in enhancing algebraic translation skills. Recommendations include integrating mini-anchor charts into regular mathematics instruction through teacher training workshops, conducting longitudinal and comparative studies across diverse contexts and topics, and exploring affective outcomes such as student confidence and motivation. This intervention offers a practical, evidence-based strategy to address persistent difficulties in early algebra education.