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

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