Contextualizing mathematics through agriculture: examining the effects on students’ proficiency levels in probability

Abstract

This study examined the effects of contextualized lessons using agricultural concepts on the level of proficiency of Grade 8 students in probability. The study employed a triangulation method by gathering data through the pretest and posttest results, students’ perceptions, and the teacher’s reflections.
A total of 36 students whose families engaged in agricultural activities were purposefully chosen and were categorized into four proficiency levels: advanced proficient, proficient, approaching proficient, and developing proficient, based on their average grades in mathematics from the first and second quarters. The intervention employed contextualized lessons that integrated agricultural concepts to facilitate the teaching of probability to a group with varied proficiency levels. The findings revealed a significant improvement in students’ performance between the pretest and posttest across all proficiency levels. However, the developing proficient group encountered challenges, particularly with simplifying fractions, affecting their overall performance. This study concludes that while contextualizing mathematics using agriculture improves students’ engagement, performance, and understanding of probability, students with lower proficiency levels require additional support with mastering fractions skills. Therefore, this study suggested that teachers integrate practical, real-world contexts, like agricultural concepts, and acknowledge its varying effects on students depending on their proficiency levels.