Enhancing Algebra Learning: Online Tutoring as a Technological Alternative for Grade Seven Students

This study aimed to develop and evaluate the effectiveness of an online tutoring program (OTP) based on the Structure of the Observed Learning Outcome (SOLO) model and the Community of Inquiry (CoI) model for learning basic algebraic concepts step by step. The application of the OTP involved 13 mathematics teachers and 289 Grade 7 students during classroom lessons. A mixed-method approach was applied, with a quasi-experimental method used to collect quantitative data. The students’ feedback was collected through an interview survey. All the mathematics teachers were also interviewed after the implementation. The quantitative findings of the paired samples t-test showed p-values of 0.00, indicating that there was a statistically significant difference between the mean scores of algebraic expressions and linear equations after using the OTP. The results of the qualitative study showed that both student feedback and teacher provided expressive insights that extend and refine the OTP in the context of algebra teaching and learning. This study confirmed that an OTP in school settings could positively affect the teaching and learning of algebra.