Manuscript Details - IJARW3079

ManuScript Details
Paper Id: IJARW3079
Title: EXAMINING STUDENTS' PROCEDURAL FLUENCY AND SELF EFFICACY THROUGH COVER-COPY-COMPARE (CCC) STRATEGY
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 11
Pages: 12
Published On: 5/21/2026 9:22:13 PM      (MM/dd/yyyy)
Main Author Details
Name: ELIZABETH M. LANCIOLA
Institute: CENTRAL MINDANAO UNIVERSITY
Co - Author Details
Author Name Author Institute
Ucang, Jenyliza T Central Mindanao University
Abstract
Research Area: Education
KeyWord: Cover-Copy-Compare Strategy, Procedural Fluency, Self-Efficacy
Abstract: This study examined the effectiveness of Cover-Copy-Compare (CCC) Stretegy in exploring procedural fluency and self-efficacy in two (2) grade 11 classes in Talakag National High School for the Academic Year 2025-2026. Cover-Copy-Compare (CCC) has been conceptualized that increased practice opportunities, self-monitoring, self-evaluation, and error correction are key components of the Cover-Copy-Compare strategy. One section was exposed to the Cover-Copy-Compare (CCC) Strategy with with thirty-three (33) students, while the other section was exposed to the Non-Cover-Copy-Compare (Non-CCC) Strategy with thirty-five (35) students. This study employed a quasi-experimental research design. Procedural fluency was assessed using a validated researcher-made procedural fluency questionnaire, while self-efficacy was measured through an adopted survey questionnaire. Data was analyzed through descriptive statistics such as mean, frequency, and percentage and Analysis of Covariance (ANCOVA). Results revealed that students who are exposed to CCC showed improvement on their level of procedural fluency and non-CCC group showed progress but remained largely at a low fluency level. With regards to self-efficacy, the results revealed no significant results to both the CCC and Non-CCC. Mathematics teachers are recommended to be intentional and deliberate in activating each of these elements within their CCC-based lessons. Specifically, teachers should design activities that not only engage students in repeated practice and self-comparison but also create space for students to acknowledge their progress, articulate their confusion, and reframe difficulty as a productive stage of learning. Hence, this study provides evidence that the CCC strategy effectively enhances students’ procedural fluency. While the impact on self-efficacy needs further investigation.
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IEEE
ELIZABETH M. LANCIOLA, Ucang, Jenyliza T, "EXAMINING STUDENTS' PROCEDURAL FLUENCY AND SELF EFFICACY THROUGH COVER-COPY-COMPARE (CCC) STRATEGY", International Journal Of All Research Writings, vol. 7, no. 11, pp. 324-335, 2026.
MLA ELIZABETH M. LANCIOLA, Ucang, Jenyliza T "EXAMINING STUDENTS' PROCEDURAL FLUENCY AND SELF EFFICACY THROUGH COVER-COPY-COMPARE (CCC) STRATEGY." International Journal Of All Research Writings, vol 7, no. 11, 2026, pp. 324-335.
APA ELIZABETH M. LANCIOLA, Ucang, Jenyliza T (2026). EXAMINING STUDENTS' PROCEDURAL FLUENCY AND SELF EFFICACY THROUGH COVER-COPY-COMPARE (CCC) STRATEGY. International Journal Of All Research Writings, 7(11), 324-335.
EXAMINING STUDENTS' PROCEDURAL FLUENCY AND SELF EFFICACY THROUGH COVER-COPY-COMPARE (CCC) STRATEGY
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