Effect of Paper Folding (Origami) Instruction in Teaching Geometry

Abstract

Considering the poor performance in mathematics of the Philippines in international examinations like PISA and TIMSS, this paper investigated the effect of paper folding (origami) instruction in teaching geometry. The participants were eighty-six (86) Grade 8 learners which randomly assigned to two groups – the control group and experimental group. This study used the quasi-experimental pre-test/post-test design. The experimental group was exposed to paper folding instruction and the control group learned through non-paper folding instruction. Results revealed the both groups achieved better performance through paper folding and non-paper folding instruction. However, the experimental group recorded higher mathematics performance compared to the control group. Thus, paper folding instruction promoted more effective learning in geometry. The information and insights from this study may be helpful to enhance the learners’ performance in geometry, the teacher’s strategies in teaching mathematics and to future researchers who would like to undertake similar studies.