The Effectiveness of Mathematics Interventions for the Grade Seven ( 7 ) Students of Kablacan Integrated School

Abstract

INTRODUCTION

Traditional teaching strategies in mathematics often mistaken to have a gap between learning and not learning by discouraging to stimulate interest and engage students in purposeful activities. Educators and researchers are aware of the learners’ failures in learning, changes in curricula and teaching practices have been slow in coming. Approaches that advocate contextualized teaching and embrace apprenticeship training have been proposed in recent years and provide some solid evidence of progress toward reform. Among them are situated cognition [Brown et al 1989] and anchored instruction. However, these and other proposals are confined to school-structured situations or simulated apprenticeships, rather than actual situations that relate directly to the student. They often fail to challenge the "culture of mathematics instruction" that exists in our schools [Weissglass, 1992]

METHODS

A quasi-experimental method specifically the pre-test post-test control group of research will be used in the study. There were two intact groups of Grade 7 students as data sources. One group is the experimental group who will be exposed in using contextualized instructional materials approach in Mathematics and the other group is the control group who will be exposed to conventional method of teaching Mathematics. To determine if there is a significant difference between the pre-test and Post-test performance of the experimental group and the control group ANOVA was used. The same statistical treatment was used to examine if there is a significant difference between the posttest performances of the students exposed to each type of teaching strategies according of Rodelio M. Garin (MAM), 2017.

RESULTS

Result shows that the control group got a pre-test mean score of 11.8 and Post-Test mean score of 17.2 with the difference of 5.4 which means that there is an increase of 5.4 as to their scores. In addition, the students exposed in conventional way of teaching most likely improve their understanding in mathematics based on the result of their pre-test and post-test. It only means that the learners score slightly increase in post-test as compared in pre-test. The Experimental group got the mean score of 26.16 in the post-test. Lastly, Concerning on the result based from the table 5 Question 5, it was found out that the performance of the experimental group was significantly different to the performance of the control group. The finding implies that the use of contextualized Instructional Materials is effective in teaching and learning strategy. Rodelio M. Garin (MAM), 2017.

DISCUSSIONS

After months of conducting the experiment, it was found out thatthe result of the intervention is effective as shown on the pre-test and post-test scores of the control and experimental group. Therefore, it is recommended to intensify the implementation of this mathematics intervention to increase the academic performance of the learners in mathematics.