Strengthening the Cognitive Process andthe mAthematics Test-Taking Skills of Grade Ten Students of the Rosario National High School Through the Team-MAthsulit Program

Abstract

INTRODUCTION

Team-Mathsulit Program is a contextualized strategy that aims to emphasize learning competencies and cognitive skills through a series of assessments. Rosario National High School (RNHS) and Bagbag National High School (BNHS) tied up to improve the NAT results of RNHS through the adaptation of the Team-Mathsulit Program. This is in line with DepEd Order 44, s. 2016 entitled Guidelines on the School-to-School Partnership for Fiscal Year 2016. DepEd believes that high-performing schools can be instruments for reform. Through school-to-school partnerships, high performing schools can share their best practices and help other schools improve their school performance. From Sereno (2017), Team-Mathsulit Program was found to be of success in terms of higher learning outcome in Mathematics achievement of grade ten students in BNHS.

METHODS

This study used a Quantitative Quasi-Experimental-Descriptive method using Paired T-Test utilizing the time series design. The participants were fifty (50) grade ten students of Rosario National High School. The participants were chosen using a non-random or purposive sampling technique and assigned as the treatment group. The data were collected from the series of pre-tests and post-tests from three grading periods. These data were compared and analyzed using a descriptive method and paired T-test.

RESULTS

Findings revealed that the Team-Mathsulit Program significantly affected and improved the academic performance of the treatment group from the second quarter to the fourth quarter. The effects on the academic performance of the treatment group were remarkably high every quarter. Hence, through this intervention, learners are able to practice and prepare for quarterly assessment and other standardized assessments. Generally, Team-Mathsulit intensifies the teachers' collaborative actions in further improving classroom assessment in Mathematics.

DISCUSSIONS

In so far as the assessment intervention is structured; then, the teachers can make a necessary and appropriate modifications to meet the academic needs of the students based on the stipulated guidelines on classroom assessment.