CHAPTER 2: METHODOLOGY
Research Design
This study adopts a quantitative quasi-experimental research design, specifically the pretest and post-test nonequivalent control group design. The primary aim is to investigate the
effectiveness of the ELPSA framework integrated with Project-Based Learning (PBL) in
improving students’ spatial reasoning and ability to prove geometrical claims. The
experimental group is exposed to the ELPSA-PBL intervention, while the control group
receives conventional instruction. This design allows the researchers to compare students’
performance before and after the intervention, examining whether the applied framework
significantly impacts their higher-order thinking and geometry proficiency.
Sampling and Participants
The study involves first-year Bachelor of Secondary Education (BSEd) Mathematics
students enrolled in a state university. Purposive sampling is used to select participants
who exhibit common challenges in spatial reasoning and geometric proof writing, as
identified through teacher recommendations and initial diagnostic tests. The sample is
divided into two intact classes: one serves as the experimental group and the other as the
control group. Each group consists of approximately 30–40 students. These participants
represent a typical cohort of students encountering learning gaps in geometry, which the
intervention aims to address.
Research Instruments
To gather relevant data and assess the impact of the intervention, the following research
instruments are used:
1. Spatial Reasoning Instrument (SRI): Developed by Ramful, Lowrie, and Logan (2017), this
tool evaluates three major constructs: mental rotation, spatial orientation, and spatial
visualization.
2. Geometry Proof Writing Test: A teacher-validated instrument that measures students’
ability to construct logical and coherent geometric proofs.
3. Pre-Test and Post-Test Questionnaires: These assess students’ prior knowledge and
learning gains following the ELPSA-PBL intervention.
4. Interview Guide (Optional for Qualitative Insights): If necessary, semi-structured
interviews may be used to understand students’ experiences and difficulties during the
intervention.
All instruments undergo validation through expert review and a pilot test to ensure
reliability and accuracy in measuring the intended competencies.
Data Gathering Procedure
The study proceeds through the following stages:
1. Pre-Testing: Both experimental and control groups take the spatial reasoning and
geometry proof tests to establish baseline performance.
2. Intervention Implementation:
- The experimental group is taught using the ELPSA framework integrated with PBL.
Lessons follow the five ELPSA stages: Experience, Language, Pictorial, Symbolic, and
Application, using real-world projects.
- The control group receives instruction through traditional lecture-based methods.
3. Post-Testing: After the intervention, both groups are re-assessed using the same
instruments.
4. Data Recording: Test scores and feedback are recorded, and classroom observations are
noted to document student engagement and collaboration.
Data Analysis
Quantitative data collected from the pre- and post-tests are analyzed using the following
statistical methods:
- Descriptive Statistics (mean, standard deviation) to describe group performance.
- Paired Sample t-Test to determine if there is a significant difference between the pre-test
and post-test scores within each group.
- Independent Sample t-Test to compare the performance between the experimental and
control groups.
- Pearson Correlation (if needed) to measure the relationship between spatial reasoning
and geometric proof skills.
These analyses are conducted using statistical software such as SPSS or Excel.
Ethical Consideration
Ethical compliance is prioritized throughout the research. The following steps are
undertaken:
- Informed Consent: Participants are briefed about the research objectives, and written
consent is obtained.
- Confidentiality: All personal data is anonymized to maintain privacy.
- Voluntary Participation: Students are informed of their right to withdraw at any stage
without penalty.
- Institutional Approval: The study obtains clearance from the university's ethics review
board or research committee before data collection.