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Contextualizing Mathematics through Agriculture: Examining the Effects on Students' Proficiency Levels in Probability

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  • Author(s): Asnaifah Saga (ORCID Asnaifah Saga (ORCID 0000-0001-6780-081X); Amelia T. Buan (ORCID Amelia T. Buan (ORCID 0000-0003-4352-6048); Joan Rose Luib (ORCID Joan Rose Luib (ORCID 0009-0002-2776-7239); Alexis Michael Oledan (ORCID Alexis Michael Oledan (ORCID 0009-0003-9273-8407); Mary Joy Luga (ORCID Mary Joy Luga (ORCID 0000-0002-5825-4754)
  • Language:
    English
  • Source:
    Journal of Education and Learning (EduLearn). 2026 20(1):95-103.
  • Publication Date:
    2026
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      Elementary Education
      Grade 8
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Grade 8; Probability; Agriculture; Mathematics Instruction; Instructional Effectiveness; Mathematics Skills; Learner Engagement; Fractions; Student Needs; Relevance (Education); Foreign Countries
    • Subject Terms:
      Philippines
    • ISSN:
      2089-9823
      2302-9277
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2026
    • Accession Number:
      EJ1495360