Effects of the Shortcut Method on Students’ Performance in Solving Conic Section Problems

This study sought to determine the effects of the Shortcut Method in solving Conic Section problems. Specifically, it aimed to determine the test performance of students on the pretest, posttest, and retention test. The study utilized an embedded mixed-methods research design to collect both quantitative and qualitative data, with the qualitative findings supporting the quantitative results. The results revealed that the Shortcut Method was effective in enhancing student retention when solving Pre-Calculus problems involving Conic Sections, particularly circles and ellipses. Participants also shared meaningful insights regarding their experiences in learning mathematics before and after the intervention. Moreover, the analysis of test performance using the mean showed an increase in average scores, indicating that the participants were able to recall and apply the concepts learned even after the intervention. Likewise, the results of the Repeated Measures ANOVA indicated significant differences among the pretest, posttest, and retention test scores. Post-hoc analysis further revealed significant differences between the pretest and posttest scores and between the pretest and retention test scores. These findings suggest that consistent practice using the Shortcut Method contributed to improved learning outcomes. Overall, the Shortcut Method proved to be an effective supplementary strategy while still recognizing the value of the traditional approach in solving Conic Section problems.