International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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Assess-Discuss-Assess (ADA) Technique for Pre-Service Mathematics Teachers Licensure Preparation

Author(s) Shiraz Dawn Arnado Tanginan
Country Philippines
Abstract This study examined the effectiveness of the researcher-proposed Assess–Discuss–Assess (ADA) technique as a learning enhancement strategy in College Algebra for pre-service mathematics teachers. The ADA technique is a theory-based educational approach that integrates assessment for learning, social construction of knowledge, and cognitive reinforcement into a unified process. A quasi-experimental pretest–posttest parallel group design was employed with 60 fourth-year BSEd Mathematics students, equally divided into experimental and control groups. The experimental group was taught using the ADA intervention, while the control group underwent traditional lecture-based review. A researcher-made 50-item College Algebra test served as the instrument which underwent content validation by three math instructors, pilot testing for item clarity, and reliability checking via internal consistency. With data analyzed using descriptive statistics, paired t-tests, and independent sample t-tests, findings showed significant improvements in both groups, but the experimental group achieved higher mean gains and more consistent performance. Results affirm the ADA technique’s effectiveness in strengthening mastery and enhancing LET readiness.
Keywords Teaching Mathematics, College Algebra, Learning Enhancement Strategy, Licensure Examination for Teachers (LET), Pre-service Mathematics Teachers, Quasi-experimental
Field Mathematics
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-04-10
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.74078
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E-ISSN 2582-2160
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