Enhancing Students’ Performance in Solving Problems Involving Sides and Angles of Polygon through Polygon Relay Race

This study aimed to enhance grade seven students’ performance in solving problems involving the sides and angles of polygons through the use of the Polygon Relay Race, an innovative teaching strategy. Traditional classroom environments often failed to actively engage students, resulting in a lack of understanding and interest in geometry. This research employed a quantitative approach using a quasi-experimental one-group pretest-posttest design. A sample of 20 grade seven students was selected through purposive sampling from a school identified for its least-learned competency. The data collected were statistically analyzed using the mean, standard deviation, and Wilcoxon signed-rank test to determine significant differences. The pre-test results classified students' performance as Did Not Meet the Expectation, while the post-test results classified their performance as Fairly Satisfactory. Furthermore, the Wilcoxon signed-rank test results rejected the null hypothesis, indicating a significant difference between pre-test and post-test scores. The findings demonstrated that students’ performance in solving problems involving the sides and angles of polygons improved through the implementation of the Polygon Relay Race. The study concluded that the Polygon Relay Race was an effective pedagogical tool for enhancing students' understanding of polygons in geometry. It also recommended adopting similar strategies in mathematics curricula to improve engagement and cognitive learning outcomes. Future research could explore the application of this approach in other mathematical domains.