Project MATHIPON (Mentoring andTutoring toHone MAthematically-Challenged Learners to Improve Performance on Numeracy);an Intervention Program for MAthematically-Challenged Learners

Abstract

INTRODUCTION

Aiming for quality education for a quality nation leading to quality future is basically what education system reconsiders in objective scheming steering all learning areas, specifically, in Mathematics. This is because of the suspicion that without targeted help the most likely scenario is that these students will fall further behind peers in Mathematics (Sullivan & Gunningham, 2011). This study sought to determine the effectiveness of Project MATHISON as an intervention program for mathematically-challenged learners.

METHODS

The study utilized the experimental single group pre-test/post-test design to determine the effectiveness of Project MATHIPON as an intervention program for mathematically-challenged Grade 10 learners. The instructional plans were well constructed and validated based on the objectives of the lesson in teaching the least mastered competencies and on the 60-item first quarterly assessment result with an accumulated mean percentage score of 46.30%. The student-participants underwent through Project MATHIPON from August 28, 2018, to October 5, 2018, focused on the least mastered competencies of the first quarter in Mathematics 10.

RESULTS

The data were analyzed statistically finding the Difference of pre-tests and post-test, Weighted Mean, Standard Deviation (SD), compared computed Value from table value at 0.05 confidence level. The data revealed that there was an improvement between the student-participants' scores of Pre-test and Post-test after the administration of Project MATHIPON intervention program in the teaching of the least mastered competencies in Math with the Gain Score of 137. Moreover, the data gathered showed that the mean in the Post-test was higher than the mean in the Pre-test with the difference of 9.13. Consequently, the data exhibited that there was a significant difference in the score of Pre-test and Post-test which meant that the learners performed better during the post-test after the implementation of Project MATHIPON rather than when there was no intervention program carried out.

DISCUSSIONS

It is very important to comprehend learners' background especially the status of their Mathematical skill and competency through pre-assessment. Researches and studies had been conducted and proven effective in studying the best pedagogy in teaching Mathematics. Teachers teaching Mathematics subject somehow is encouraged to implement the Project MATHIPON intervention program in teaching Mathematics to JHS classes for gaining optimistic academic performance.