2T2C Model (Thinking, Technology, Communication, and Confidence) in Teaching Geometry and Conceptual Understanding among Grade 8 Students

2T2C Model (Thinking, Technology, Communication, and Confidence) in Teaching Geometry and Conceptual Understanding among Grade 8 Students

Alhamin A. Antoling¹, Rey S. Fuentebilla²

¹Teacher I, DepEd Division of Maguindano Del Sur, Philippines

²Associate Professor I, Sultan Kudarat State University, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90400086

Received: 04 April 2025; Accepted: 08 April 2025; Published: 29 April 2025

ABSTRACT

The 2T2C (Thinking, Technology, Communication, and Confidence) Model effectively transforms classroom settings by enhancing learners’ creativity, inventiveness, and innovative thinking. This study examined the effectiveness of the 2T2C (Thinking, Technology, Communication, and Confidence) Model in enhancing creativity and conceptual understanding in Geometry among Grade 8 students. A quasi-experimental research design with a non-randomized pre-test and post-test was employed, involving 80 students divided into control and experimental groups. Researcher-made tests assessed creativity and conceptual understanding, and data were analyzed using mean, standard deviation, percentage, and z-test. Results revealed that both groups had similar baseline knowledge before the intervention, as indicated by the non-significant differences in their pre-test scores. However, post-test results showed significant improvements in both groups, with the experimental group demonstrating a higher increase in creativity and conceptual understanding compared to the control group. The findings confirm that the 2T2C Model is more effective than the conventional 4As approach in teaching Geometry, as it fosters higher engagement and encourages students to utilize technology in learning. Additionally, the model significantly contributed to students’ ability to think critically, communicate mathematical concepts effectively, and build confidence

Keywords: 2T2C Model, creativity, conceptual understanding, Geometry, instructional strategies, quasi-experimental, technology integration

INTRODUCTION

The current approach to teaching and learning Geometry often lacks opportunities for developing higher-order thinking skills and is frequently disconnected from real-life contexts. It has become largely centered on rote memorization and the passive gathering of knowledge, rather than fostering deep understanding and problem-solving abilities. Effective and innovative ways in institutionalizing the topics in Geometry was critically significant collective investigations are deteriorating. The ability of students to acquire the core of technology-based skills, high-order thinking, communication, and confidence was not developed.

The 2T2C (Thinking, Technology, Communication, and Confidence) Model has proved its usefulness in transforming educational settings and boosting learners’ imaginative, inventive, and original thinking, reflecting of pedagogical practices and methods, to support the development of abilities and abilities suitable for the 21st-century learner (Warner, 2017).  The capacity for creative problem-solving entails identifying appropriate novel solutions, devising innovative approaches, and acquiring fundamental creative abilities. Encouraging pupils to approach problems through various methods is an effective strategy for fostering creative problem-solving skills (Keles, 2022). A learner demonstrates conceptual comprehension when able to explain, illustrate, and apply the same topic in many ways and contexts (Malatjie & Machaba, 2019).

In Sri Lanka, the Geometry element is at a significantly low point (Arici et al., 2015). Students reported encountering significant difficulties in constructing diagrams for specified geometry problems, correlating the provided data with the problems, and determining the applicable theorems for addressing these geometric challenges.

Based on study numerous students have difficulty understanding mathematics. Students have also challenges in resolving mathematical issues in Geometry (Pillay & Bansila, 2015). Naidoo and Bansilal (2014) indicate that several students choose to hastily apply processes without understanding the underlying principles. The students do not utilize illustrations or diagrams as solutions for solving mathematical problems (Machaba, 2018). Though, limited studies have been conducted showing the utilization of different strategies to determine the creativity skills and conceptual understanding of students in Geometry.

Moreover, the cause of low performance of students in Geometry is self-factors having negative perception, low self-regulation, and lack of cognitive skills (Samphantakul and Thinwiangthong, 2018). The low achievement of students was associated with low cognitive processes, and social and environmental factors (Ramili, 2019). Nevertheless, limited studies have been conducted modeling technology, thinking, technology, communication and confidence in teaching Geometry.

Studies on the students’ creativity have not been yet integrated into the Mathematics learning (Cassanova et al., 2021). The students only memorize the procedures without understanding. (Sugiatno & Hartoyo, 2018). However, only one research study have been established using the 2T2C model in teaching Geometry.

Locally, students conceptual understanding of the lessons in Mathematics remains stagnant, low and lack of computational skills because of the absence of teachers and home learning becomes the source of knowledge among the students.  The experiences during the limited face-to-face classes affirm that student is needing enhancement and improvement on their conceptual understanding and performance in Mathematics.

Citing the above problems and gaps, the researcher is interested to utilize the 2T2C model to improve the creativity and conceptual understanding of Grade 8 students in Geometry. Thus, study contributed to the limited literatures and filled the research gaps on the few researches being conducted.

Theoretical and Conceptual Framework

This study was attached in several theories, including the van Hiele Theory (van de Walle et al., 2019) and the theory of constructivism (van de Walle, 2016). The van Hiele Theory is an evidence-based framework for learning geometry, positing that students’ progress through five hierarchical stages of geometric reasoning with appropriate instruction. This model has proven effective in evaluating and articulating students’ advancement in geometric comprehension and in designing instructional activities that align with their cognitive development (van de Walle et al., 2019).

Both theories play a crucial role in fostering students’ creative thinking and conceptual understanding in geometry. The van Hiele Theory provides a structured approach to guiding students through different levels of geometric reasoning, while constructivism emphasizes active learning, allowing students to construct their own understanding. According to constructivist principles, learning is both constrained and enriched by prior knowledge, and students’ thoughts, expressions, and actions are meaningful within their cognitive framework.

Additionally, this study incorporates the 2T2C model, which includes the components of Thinking, Technology, Communication, and Confidence, as introduced by Warner and Kaur (2017). The 2T2C model is grounded in constructivist theory, equipping educators with 21st-century teaching strategies. It enhances the delivery of mathematical concepts by integrating higher-order thinking, technological tools, collaborative learning, real-world applications, and the development of students’ confidence and responsibility in their learning.

Statement of the Problem

This study determined the effect of the 2T2C (Thinking, Technology, Communication, and Confidence) model in teaching Geometry and conceptual understanding to Grade 8 students. It answered the following questions:

1. To what extent is the performance of Grade 8 students in the creativity of the control and experimental groups during the:

            1.1 pretest and;

            1.2 posttest?

2. To what extent is the performance of Grade 8 students in conceptual understanding of the control and experimental groups during the:

            2.1 pretest; and

            2.2 posttest?

3. Is there a significant difference in the mean score of Grade 8 students in the conceptual understanding performance of the control and experimental groups during the pretest?
4. Is there a significant difference in the mean score of Grade 8 students in the creativity performance of the control and experimental groups during the pretest?
5. Is there a significant difference in the mean gain score of Grade 8 students in the control and experimental groups in:

5.1 creativity; and,

5.2 conceptual understanding?

Scope and Limitation

This research focused on using the 2T2C (Thinking, Technology, Communication, and Confidence) model alongside the traditional method utilizing the 4As for teaching Geometry and enhancing students’ conceptual understanding of it. The scores from the pretest and post-test evaluations were utilized to assess students’ creativity and understanding of concepts.

The investigator concentrated on the classes in the third quarter regarding creativity and conceptual comprehension skills. The competencies covered include: demonstrating the necessity for an axiomatic framework of mathematical systems in general and Geometry specifically (a) defining terms (b) terms that are undefined (c) postulates and theorems; demonstrates triangle congruence; shows the SAS and SSS congruence postulate; solves for corresponding parts of congruent triangles being congruent; proves two triangles are congruent; validates statements regarding triangle congruence and utilizes triangle congruence.

Research Design

This study employed a quasi-experimental design, specifically the non-equivalent pretest-posttest control group framework, as outlined by Campbell and Stanley (1963) and further referenced by Coryn and Hibson (2011). This design was chosen due to the impracticality of random assignment in a natural classroom setting. It was utilized to evaluate the effectiveness of different instructional strategies—namely, the 2T2C model and the traditional teaching approach—in enhancing the creativity and conceptual understanding of Grade 8 learners in Geometry.

A quasi-experimental design is a type of research methodology used to evaluate the causal impact of an intervention or treatment without the benefit of random assignment. This lack of randomization is often due to ethical, practical, or logistical constraints—especially in educational settings where manipulating class assignments or learning environments may not be feasible. Quasi-experimental designs are particularly useful in real-world educational settings, where researchers seek to examine the effectiveness of instructional strategies, policy changes, or curriculum interventions in authentic classroom environments. These designs offer practical insights, allowing educators and policymakers to make informed decisions, even if the findings are somewhat less generalizable due to the lack of randomization (Trochim, Donnelly & Arora, 2016).

Locale of the Study

This study was conducted in Mamasapano National High School located in the Municipality of Mamasapano, Province of Maguindanao. Actually, Mamasapano National High School offers both Junior and Senior High School curriculum. It was headed by the school principal. The school belongs to the medium category.  In terms of geography and sceneries, the location of the school was very accessible to any form of transportation.

Respondents of the Study

The respondents of this research study were Grade 8 students at Mamasapano National High School. This is a non-graded control group design composed of one group for experimental and another group for control group. The group was randomly assigned in two types of strategies in determining the performance in creativity and conceptual understanding of the students. Likewise, the researcher selects the Grade 8 students because based on last year’s data, the Grade 8 Geometry obtained the lowest MPS in the third quarter particularly with the topics identified in this study.

The experimental group composed of forty (40) students were assigned in using the 2T2C model and the control group with forty (40) students were assigned using the conventional method. Comparing the two groups was a big factor to measure the degree of change occurring as the results of the pre-test and post-test.

Sampling Technique

The researcher utilized the simple random sampling using lottery method to identify the two (2) sections and this sampling was applied to determine the actual student-respondents of the study. Not all students in the two (2) sections were part of the study. Thus, proportional sampling procedure was used to obtain the number of student-respondents per group. Although all students under experimentation enjoyed same set of activities per class, only the target respondents’ pre-test and post-test scores were recorded for the purpose of the study.

Data Gathering Instrument

The main data gathering tool that described the creativity and conceptual understanding of Grade 8 students in Geometry is a researcher-made test validated by Mathematics experts.  The data gathering tool in the creativity skills composed of 5-item problem-based questions in Geometry. The conceptual understanding in Geometry was composed of the 35-item multiple-choice test. It was based on the MELC of Geometry for Grade 8 students during the third quarter.  It was consisted of solving problems involving parallelograms and triangle similarity through appropriate and accurate representation. To ensure proper distribution of the test items, Table of Specification (TOS) was prepared.

Statistical Treatment

The data collected from the pre-test and post-test were organized and analyzed using statistical methods. The frequency, percentage, mean, and standard deviation were employed to assess the levels of before and after the test for the control and experimental groups, respectively. A z-test was employed to ascertain the significant difference between the pre-test and post-test mean scores.

RESULTS AND DISCUSSION

Performance of Grade 8 Students in Geometry for Creativity. Table 1 revealed the level of creativity of the control and experimental groups in the pre-test and post-test of Grade 8 students. The result shows that during the pre-test, the mean percentage scores of the control and experimental groups were 66.32 (SD=1.45) and 67.84 (SD=1.72), respectively, and interpreted as did not meet expectations. On the other hand, during the post-test, the mean percentage scores of the control group were 84.32 (SD=1.88), interpreted as satisfactory, and the experimental group was 88.85 (SD=2.20) and interpreted as very satisfactory.

The data revealed that the control group demonstrated a satisfactory level of creativity performance in the post-test, while the experimental group achieved a very satisfactory level. This suggests that the creativity of students exposed to the 2T2C Model was slightly higher than that of students taught using the Conventional Method. Additionally, the pre-test results indicate that both groups lacked prior knowledge of the geometry concepts, as reflected by their mean percentage scores corresponding to a “Did Not Meet Expectations” level of creativity performance.

The observed improvement in creativity performance among both groups highlights the role of instructional strategies in fostering higher-order thinking skills in Geometry. The more notable gains in the experimental group suggest that the 2T2C Model was anchored in task-based, collaborative, and contextual learning may be more effective in engaging students and encouraging creative problem-solving. This aligns with constructivist learning theories, which emphasize the importance of active participation and real-world relevance in knowledge construction. In contrast, the Conventional Method, while still leading to gains, may rely more on passive reception and rote learning, which are less conducive to creative expression. The initial low pre-test scores underscore the need for innovative approaches in teaching Geometry, particularly strategies that not only build conceptual understanding but also nurture students’ creativity. These findings imply that integrating structured yet flexible models like 2T2C can better support 21st-century learning competencies, including creativity, critical thinking, and collaboration.

Overall, both groups showed improvement in their creativity performance, as evidenced by the increase in their mean percentage scores from pre-test to post-test. The findings suggest that exposure to different teaching strategies—specifically the 2T2C Model and the Conventional Method—contributed to this improvement, with the 2T2C Model having a more pronounced positive influence on students’ creativity in learning Geometry.

The results of this study also emphasized the importance of differentiated instruction in addressing diverse learner needs. The 2T2C Model’s effectiveness may stem from its capacity to provide varied tasks and multiple avenues for student engagement, allowing learners to explore geometric concepts in more meaningful and personalized ways. This approach can be particularly beneficial in mixed-ability classrooms, where a one-size-fits-all method may fail to unlock students’ full creative potential. Furthermore, the findings open opportunities for future research to explore the long-term impact of the 2T2C Model on other cognitive domains, such as problem-solving and spatial reasoning, as well as its applicability across different grade levels and subject areas. Such research could strengthen the case for integrating innovative pedagogical models into mainstream education to foster not only academic achievement but also creative and critical thinking skills.

Table1 Level of the Creativity of the Control and Experimental Groups in the Pre-Test and Post-Test

Performance of Grade 8 Students in Geometry for Conceptual Understanding. Table 2 showed the level of conceptual understanding of the control and experimental groups in the pre-test and post-test. The result shows that during the pre-test, the mean percentage scores of the control and experimental groups were 65.27 (SD=1.20) and 66.77 (SD=1.76), respectively, and interpreted as did not meet expectations. On the other hand, during the post-test, the mean percentage scores of the control group were 85.97 (SD=2.17), interpreted as very satisfactory, and the experimental group was 90.24 (SD=2.59) and interpreted as outstanding.

The data implies that the control group had a very satisfactory performance, and the experimental group had an outstanding performance in the post-test. The result also means that the conceptual understanding of the experimental group exposed to 2T2C Model was better than the control group exposed to Conventional Method. Meanwhile, the data also implies that the two groups lack prior knowledge of the concepts of Geometry, as indicated by their mean percentage scores in the pretest, which both obtained the description of did not meet expectation performance.

In general, both the control and the experimental groups improved their conceptual understanding, as reflected in the increase of their mean percentage score from the pre-test to the post-test after exposure to different teaching strategies, such as 2T2C Model and Conventional Method. Additionally, using 2T2C Model creates a great increase in the performance of Grade 8 students in Geometry.

The improvement observed in both the control and experimental groups highlights the overall positive impact of teaching strategies on students’ conceptual understanding in Geometry. While both groups showed progress, the more significant gains in the experimental group suggest that the 2T2C Model provides a more effective framework for facilitating deep learning and engagement with geometric concepts. This model, which integrates task-based learning and collaborative activities, encourages active participation and allows students to explore and apply Geometry concepts in real-world contexts. These elements align with constructivist theories of learning, which emphasize that knowledge is best constructed through active, hands-on experiences, rather than passive reception. The results thus reinforce the notion that such interactive, student-centered approaches can foster a more profound and lasting understanding of complex subjects like Geometry.

Table 2 Level of the Conceptual Understanding of the Control and Experimental Groups In The Pre-Test And Post-Test.

Mean Gain Score of Grade 8 Students in Creativity Performance. Table 3 presents the conducted paired sample z-test to determine the significant difference between the pre-test and post-test creativity scores of the control group. Based on the analyzed result, there is a significant difference between the pre-test (M=3.95, SD=1.45) and post-test (M=15.20, SD=1.88) creativity scores of the control group, [z (39) =32.62, p<0.05].

This implies that the creativity performance of Grade 8 students in Geometry improved using the conventional method as reflected on the increased of their mean score of 3.95 in the pre-test to 15.20 in the post-test with a mean difference of 11.25. The result further implies that conventional method using the 4As approach is still is deemed effective in enhancing the creativity of Grade 8 students in the concepts of Geometry.

The significant improvement in creativity performance observed in the control group, despite the use of the Conventional Method, highlights the effectiveness of structured teaching approaches like the 4As. The 4As approach encourages active learning by guiding students through the stages of engagement, analysis, abstraction, and application, all of which promote deeper cognitive processing. Even though the 2T2C Model may have shown a more pronounced impact on creativity, the results suggest that traditional methods, when thoughtfully applied, can still yield substantial gains in student performance. This finding underscores the importance of incorporating evidence-based, flexible teaching methods in the classroom, allowing educators to adapt their strategies to best support diverse learning needs while fostering critical and creative thinking skills.

Table 3 The Paired Z-Test Result of the Mean Scores of the Creativity of the Experimental Group in the Pre-Test and Post-Test.

Table 4 revealed the conducted paired sample z-test to determine the significant difference between the pre-test and post-test creativity scores of the experimental group using the 2T2C model. Based on the analyzed result, there is a significant difference between the pre-test (M=4.90, SD=1.72) and post-test (M=18.03, SD=2.20) creativity scores of the experimental group, [z (39) =39.03, p<0.05].

This implies that the creativity performance of Grade 8 students in Geometry greatly improved with the intervention of the 2T2C Model. The result further implies that 2T2C Model as an intervention approach in teaching Geometry is proven effective in enhancing the creativity of the students as reflected on the significant increase of their mean score of 13.13 from pre-test to post-test.

The substantial improvement in the creativity scores of the experimental group highlights the positive impact of the 2T2C Model in fostering creative thinking among Grade 8 students. The model’s emphasis on collaborative tasks, contextual learning, and active engagement appears to provide students with meaningful opportunities to explore and apply geometric concepts in innovative ways. This supports the growing body of research advocating for student-centered and constructivist approaches in teaching, which prioritize active participation and real-world application of knowledge. Moreover, the significant increase in creativity performance not only reflects the effectiveness of the 2T2C Model but also suggests that such interventions can play a crucial role in developing critical thinking and problem-solving skills, which are essential for academic success and future careers. Future studies could explore the long-term effects of such interventions on creativity and its transfer to other areas of learning.

Table 4 The Paired Z-Test Result of The Mean Scores of The Creativity of The Experimental Group in The Pre-Test and Post-Test

Results of the Mean Gain Score of Grade 8 Students in the Conceptual Understanding Performance. Table 5 presents the conducted paired sample z-test to determine the significant difference between the pre-test and post-test scores on the conceptual understanding of the control group. Based on the analyzed result, there is a significant difference between the pre-test (M=3.95, SD=1.20) and post-test (M=19.48, SD=2.17) scores of the control group, [z (39) =37.46, p<0.05].

This implies that the performance of Grade 8 students in Geometry improved using the conventional method (4As Approach) as reflected on the increased of their mean score of 3.95 in the pre-test to 19.48 in the post-test with a mean difference of 15.53. The result further implies that conventional method in teaching Geometry is believed effective in enhancing the conceptual understanding of Grade 8 students in the concepts of Geometry.

The significant improvement in the conceptual understanding of the control group, despite using the Conventional Method, underscores the effectiveness of structured, teacher-guided approaches such as the 4As. The 4As Approach which comprising Activity, Analysis, Abstraction, and Application—seems to provide a clear and systematic framework for students to grasp the fundamental concepts of Geometry. By guiding students through these stages, the approach helps them transition from concrete learning activities to more abstract concepts, fostering a deeper understanding of the subject matter. This result highlights that even traditional methods, when thoughtfully implemented, can lead to substantial gains in student learning outcomes. Moreover, the success of the Conventional Method in enhancing conceptual understanding suggests that educators can continue to rely on this approach, while also considering ways to incorporate more active, student-centered techniques to further boost student engagement and learning.

Table 5 The Paired Z-Test Result of The Mean Scores of The Conceptual Understanding of The Control Group in the Pre-Test and Post-Test

Table 6 revealed the conducted paired sample z-test to determine the significant difference between the pre-test and post-test scores on the conceptual understanding of the experimental group (2T2C model). Based on the analyzed result, there is a significant difference between the pre-test (M=5.08, SD=1.76) and post-test (M=22.68, SD=2.59) scores of the experimental group, [z (39) =43.14, p<0.05].

This implies that the conceptual understanding of Grade 8 students in Geometry greatly improved with the intervention of the 2T2C Model. The result further implies that the 2T2C Model as intervention approach in teaching Geometry is proven effective in enhancing the conceptual understanding of the students as reflected on the significant increase of their mean score of 17.60 from pre-test to post-test.

Furthermore, the use of 2T2C model has marked a huge difference because students enjoy the activities with the use of technology or integrating technology in the approach. Students feel free to make their own ideas that gives them confidence to express themselves.  2T2C model guarantee the development of dynamic, successful, and efficient classrooms to meet the objectives of the twenty-first century.

Table 6the Paired Z-Test Result of The Mean Scores of The Conceptual understanding Of the Experimental Group in The Pre-Test and Post-Test

Results of the mean gain score of Grade 8 students in Geometry of Creativity and Conceptual Understanding. Table 7 reveals the conducted independent sample z-test to determine the significant difference between the mean gain scores of the control and experimental groups. Based on the analyzed result, a significant difference was found between the mean gain scores of the control group (M=11.25, SD=2.18) and experimental group (M=13.13, SD=2.13), [z(78)=3.89, p<0.05]. The result shows that the performance of Grade 8 students in creativity using the conventional and 2T2C model is not the same.

The result implies that the mean gain score of the experimental group is significantly higher compare to the mean gain score of the control group. This further implies that the use of 2T2C Model as intervention approach in teaching Geometry is more effective in improving the creativity of Grade 8 students in Geometry as compared to conventional approach. This can be proven on a significantly higher mean gain score of 13.13 of the experimental group compare to a mean gain score of 11.25 of the control group with a significant mean difference of 1.88.

The significant difference in mean gain scores between the experimental and control groups highlights the efficacy of the 2T2C Model in fostering creativity in Geometry. The 2T2C Model’s emphasis on task-based learning, collaboration, and contextual application likely contributed to a more engaging and dynamic learning experience, which, in turn, enhanced students’ creative thinking and problem-solving abilities. This approach, which encourages students to actively apply geometric concepts in meaningful and interactive contexts, may have provided the students with a deeper understanding and more opportunities for creative expression. On the other hand, while the Conventional Method also led to improvements, the slightly lower mean gain score in the control group suggests that more traditional teaching methods may not provide the same level of engagement and stimulation for fostering creativity. These finding calls attention to the importance of innovative instructional models like the 2T2C Model, which better support the development of critical and creative skills essential for today’s learners.

Table 7 The Independent Sample Z-Test Result of The Mean Gain Scores of The Creativity of The Control Group and Experimental Group

Table 8 reveals the conducted independent sample z-test to determine the significant difference between the mean gain scores of the control and experimental groups. Based on the analyzed result, a significant difference was found between the mean gain scores of the control group (M=15.53, SD=2.62) and experimental group (M=17.60, SD=2.58), [z(78)=3.57, p<0.05]. The results show that since there a difference or not the same level of performance, still the mean gain considered comparable.

The result implies that the mean gain score of the experimental group is significantly higher compare to the mean gain score of the control group. The result further implies that the use of 2T2C Model as intervention approach in teaching Geometry is more effective in improving the conceptual understanding of Grade 8 students in Geometry as compared to conventional approach. This can be proven on a significantly higher mean gain score of 17.60 of the experimental group compare to a mean gain score of 15.53 of the control group with a significant mean difference of 2.07. The 2T2C Model transforms classroom instruction by significantly improving students’ creative problem-solving and conceptual understanding.

The observed significant difference in mean gain scores between the control and experimental groups underscores the potential of the 2T2C Model in fostering both creativity and conceptual understanding in Geometry. While the Conventional Method demonstrated a positive impact on student performance, the 2T2C Model’s emphasis on collaborative learning, problem-solving, and contextualized teaching likely contributed to deeper engagement with the subject matter. The higher mean gain score of the experimental group may reflect the model’s ability to encourage students to explore Geometry in a more hands-on and interactive way, leading to improved comprehension and creative application of geometric concepts. This suggests that educational interventions incorporating active learning strategies, like the 2T2C Model, could play a crucial role in enhancing both cognitive and creative outcomes in mathematical instruction. Future studies could explore the long-term impact of such models on student achievement and creativity across different mathematical domains.

Moreover, it highlighted the effectiveness of the 2T2C Model in enhancing both the creativity and conceptual understanding of Grade 8 students in Geometry. While the Conventional Method showed improvements, the experimental group, exposed to the 2T2C Model, demonstrated a significantly higher mean gain score, suggesting that the model’s interactive, collaborative, and problem-solving approach is more effective in engaging students and fostering deeper learning. This result underscores the value of innovative, student-centered teaching strategies, such as the 2T2C Model, in promoting higher levels of creativity and conceptual mastery in Mathematics.

Table 8. The Independent Sample Z-Test Result of The Mean Gain Scores of The Conceptual Understanding of The Control Group and Experimental Group

CONCLUSIONS

The creativity performance of the Grade 8 students in the experimental group exposed to 2T2C Model was slightly better than the control group exposed to Conventional Method. The grade 8 students lack prior knowledge of the concepts of Geometry before the two strategies were employed. After exposure to 2T2C Model and Conventional Method Grade 8 students possess higher creativity performance, moreover 2T2C model influenced the creativity performance.

The conceptual understanding of the experimental group exposed to 2T2C Model was better than the control group exposed to Conventional Method. The conceptual understanding of Grade 8 students was improve both the control and the experimental groups after to 2T2C Model and Conventional Method. Moreover, using 2T2C Model creates a great increase in the performance in conceptual understanding of Grade 8 students in Geometry.

In so doing, the conventional method using the 4As approach is still is deemed effective in enhancing the creativity of Grade 8 students in the concepts of Geometry. 2T2C Model is proven effective in enhancing the creativity of the students.

The creativity and conceptual understanding of performances of Grade 8 students in Geometry improved using the conventional method (4As Approach) and 2t2C model in the pre-test to the post-test. The use of 2T2C model has marked a huge difference because students enjoy the activities with the use of technology or integrating technology in the approach.

The use of 2T2C Model used in teaching Geometry is more effective in improving the creativity and conceptual understanding of Grade 8 students in Geometry as compared to conventional approach.

ACKNOWLEDGMENT

1. Writing words of thanks to all who helped the researcher directly or indirectly is one of the happiest things he can do as he ends this manuscript. Reaching this point was not an easy task. He has gone through innumerable phases in the research process: untidy, eager, overwhelmed, troubled, and finally, stress-free. During all those stages, he could find help and support that inspired him to endure the sacrifices and survive all those challenges. Thanks to all who were there for him in person and prayers:
2. SAMSON L. MOLAO, EdD., President of Sultan Kudarat State University, for his steadfast support to the Graduate School;
3. MILDRED F. ACCAD, PhD, Dean of the Graduate School, for her inspiring comments and suggestions leading to the improvement of this study;
4. ALLAN JAY S. CAJANDIG, PhD, MAT Mathematics Chairperson, for his important suggestions in making this thesis a success and for his patience in compiling the advisory committee members’ recommendations from the outline to the final defense;
5. REY S. FUENTEBILLA, MAT, his thesis adviser, for his willingness to guide, invaluable support and encouragement, unselfish assistance and guidance, profound concern, generous ideas, and excellent suggestions gave him enough confidence to keep going. He is grateful not only for his patience as his adviser but also for his technical assistance in guiding him throughout the research process;
6. He would like to express many thanks and boundless appreciation to other members of the examining committee, GLORIA D. ENVIDIADO, MIM, and ALLAN JAY S. CAJANDIG, PhD, for their countless efforts, constructive criticisms, indispensable insights, enriching comments, and suggestions vital to the refinement of the study. They have been with him since this process, constantly encouraging him to accomplish his goals and not settle for anything less than what he deserves. Because of their encouraging words, support, advice, and wisdom, he was able to attain his professional and personal goals in life. He sincerely appreciates their willingness to become part of his committee;
7. ERNIE C. CERADO, PhD, his statistician, for his technical assistance in guiding him from making tabulation tables and encoding the data gathered up to the statistical analysis of this manuscript. His exceptional skills in analyzing and interpreting the statistical findings were vital in finishing this manuscript;
8. ELIZABETH S. BAUZON, DBM, GS Research Coordinator, for her generous assistance, untiring efforts, and important suggestions that led to the improvement of this manuscript;
9. He is also grateful to ADRIAN V. PROTACIO, PhD, his Critic Reader and Language Editor, who has been part of this successful endeavour. He gave his time, support, and guidance to help him as he began this journey. He spent many hours reading his work and often took time out of his weekend to meet with him. He gave important remarks and suggestions that improved the content, brevity, grammar, organization, mechanism, and style of each paragraph of this manuscript;
10. He wishes to thank NORIE M. MAMALINTA, AL-HADJA, Schools Division Superintendent, for approving the conduct of his study at Mamasapano National High School;
11. NELCY L. OÑOS, MAEd, School Head of Mamasapano National High School, for her countless motivations that pushed him to pursue his master’s thesis and her encouragement to finish this manuscript.

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