Effects of Numbered Heads Together Strategy (NHTS) on Students' Conceptual Understanding in Mathematics

The study investigated the impact of Numbered Heads Together Strategy on students’ conceptual understanding of Grade 8 students in Bukidnon National School of Home Industries. It sought to: determine the conceptual understanding level of students in pretest and post-test and; to find out any significant difference on the students’ conceptual understanding between pretest (before exposure) and posttest (after exposure). The study used a quasiexperimental design, with pretest and posttest assessments. In the pretest, both NHTS and non-NHTS student groups demonstrated a very low level of conceptual understanding, categorized as "Did not meet expectation," with the non-NHTS group having a slightly higher mean percentage score of 0.17 compared to the NHTS group. However, in the posttest, both groups showed minimal improvement; only one student in each group achieved a "fairly satisfactory" level of understanding, while the rest remained in the "Did not meet expectation" category. Significantly, the NHTS group's mean percentage score was 5.14 higher than the non-NHTS group in the posttest, indicating a slight shift in performance, though overall conceptual understanding remained low for the majority of students in both groups. The F-value between the groups is 5.839, with a probability of .019 (p<0.05), indicating a significant difference. The NHTS significantly improve the students’ conceptual understanding from pretest to posttest