Bar Modeling and Problem-Solving Skills: A Quasi-Experimental Study with Comparative Outcomes

Abstract

This study examined the effect of the Bar Model Method on students’ mathematics performance, particularly in problem-solving. It also evaluated the performance of BEED-II students at Jose Rizal Memorial State University – Tampilisan Campus during the first semester of the 2018–2019 academic year. A quasi-experimental design was employed, involving 39 students; 33 were included in the final analysis and assigned to control and experimental groups. A 25-item modified algebra test was used as the research instrument. Both groups were given a pre-test and post-test, with the control group taught using traditional methods and the experimental group using the Bar Model Method. Data were analyzed using mean, frequency count, and an independent t-test. Results revealed that both groups had low pre-test performance with no significant difference. Post-test results showed improvement in both groups. A significant improvement was observed within the experimental group from pre-test to post-test. However, no significant difference was found between the two groups in post-test performance. The findings suggest that while the Bar Model Method supports improvement in problem-solving skills, it does not produce statistically superior outcomes compared to traditional instructional methods, indicating that both approaches are comparably effective.