effect of number patterns on Junior High School Learnrs’

Abstract

This study sought to determine the effect of number patterns on junior high school learners’ transition from arithmetic to algebra. A quasi-experimental non-equivalent group’s pre-test–post-test control group design was employed, involving two intact classes comprising one hundred (100) Basic Seven (7) learners. Tests, including both pre test and post-test assessments, were used to collect data on the learners. The pre-test assessed the learners' initial performance, identifying strengths and weaknesses to inform necessary interventions, while the post-test measured the effectiveness of using number patterns in facilitating the transition from arithmetic to algebra. Data analysis using mean, standard deviation, and independent samples t-test revealed that number patterns positively impacted learners’ academic performance in transitioning from arithmetic to algebra, with results showing a significant statistical difference at α = 0.05. Consequently, it is recommended that teachers adopt number patterns to enhance learners' academic performance during this critical transition phase.