Advancing the Combinatorial Thinking of Grade 10 Students through Structure of Observed Learning Outcomes in Team Accelerated Instruction

Abstract

This research analyzed how the structure of observed learning outcome (SOLO) in the cooperative learning Team Accelerated Instruction (TAI) affects the advancement of the students’ combinatorial thinking (CT) Furthermore, this research determined the relationship of the advancement of CT and SOLO of grade 10 students. A 40 – student heterogenous class was selected as sample through cluster sampling. The respondents were exposed to the TAI treatment for 4 – weeks. Data were gathered through pretest and posttest in super – item format test. The data are then analyzed using the Wilcoxon Signed Rank Test and Spearman’s rank correlation.      The implementation of TAI significantly changed the students’ CT (z=-5.593, p=0.000) and SOLO level (z=-5.638, p=0.000). This means that their performances have improved before and after the implementation of the TAI. Moreover, the advancement of students CT and SOLO level shows moderate significant correlation (r=0.549, p < 0.05). Based on the results of this research, Team Accelerated Instruction as a cooperative learning through the structure of observed learning outcome can help develop the students combinatorial thinking.