Effects Of the Sign Dominance and Distance (SDD) Technique on Students’ Performance in Integer Operation

Abstract

This study investigated the effectiveness of the Sign Dominance and Distance (SDD) Technique in improving Grade 7 students’ performance in integer operations, particularly addition and subtraction of integers, at Calamba National Comprehensive High School during the School Year 2025–2026. Anchored on Constructivist Theory, the study addressed the persistent conceptual difficulties learners experience in understanding negative numbers and abstract integer operations. A quasi-experimental non-equivalent control group pretest-posttest design was employed involving 72 Grade 7 students divided into experimental and control groups. The experimental group was taught using the SDD Technique, while the control group received Traditional Instruction. Data were gathered using a researcher-constructed 30-item Cognitive Performance Test validated by mathematics experts and tested for reliability using the Kuder-Richardson Formula 20 (KR-20). Mean, standard deviation, independent sample t-test, and Cohen’s d were utilized in analyzing the data. Findings revealed that both groups initially demonstrated low proficiency in integer operations, particularly in subtraction. After the intervention, both groups improved; however, the experimental group achieved significantly higher posttest performance and demonstrated greater internal growth compared to the control group. The SDD Technique was particularly effective in improving addition of integers and enhancing conceptual understanding through visual and relational reasoning. Although subtraction remained challenging, the experimental group still demonstrated substantial improvement. The study concluded that the SDD Technique is a more effective instructional strategy than traditional rule-based methods in improving procedural fluency and conceptual understanding in integer operations. The findings support the integration of conceptually grounded and visually supported instructional approaches in mathematics education. The study aligns with SDG 4 – Quality Education by promoting effective and inclusive mathematics instruction and supports SDG 9 – Industry, Innovation and Infrastructure through the development of innovative teaching strategies. The study also contributes to educational and institutional sustainability by strengthening mathematical competence, improving instructional practices, and supporting evidence-based curriculum development.