Project PALS: A Localized and Contextualized Evidence-Based Intervention Program to Improve Student's Academic Performance in MAthematics

Abstract

INTRODUCTION

Mathematics as a subject affects all aspects of human life at different ways. In the Division of Province of Cavite, the result of National Achievement Test (NAT) for the past four (4) years have not yet to reach the target mean percentage score of 75. It is in this regard that the researcher intended to analyze the impact of Project PALS (Peer-Assisted Learning Strategies) with localized and contextualized learning activities on students' academic performance in Mathematics.

METHODS

The study made use of experimental research design and inferential statistics. Data for the research was gathered through the use of teacher-made multiple-choice type of test. There was no sampling procedure used, instead, total enumeration of the participants was involved in the study. This study was conducted from October 16, 2017 to January 16, 2018. The results were obtained using Data Analysis Add-in: Excel 2016.

RESULTS

The results showed that Peer-Assisted Learning Strategies with localized and contextualized learning activities and traditional teaching have both increased the academic performance of students in Mathematics. It also showed that there is no significant difference on their impact on students' academic performance in Mathematics. Moreover, Peer-Assisted Learning Strategies with localized and contextualized learning activities does not result in higher mathematics achievement than the traditional teaching methods.

DISCUSSIONS

The results demonstrate the effectiveness of the use of both traditional teaching and Peer-Assisted Learning Strategies with localized and contextualized learning activities. Hence, the teachers should use both of them. Also, training organizers should keep an eye on strengthening not only Peer-Assisted Learning Strategies but also traditional teaching.