Teacher-Made Supplementary Material for the Enhancement of Problem Solving Skills in Mathematics 10

Abstract

INTRODUCTION

Education is a vital constituent in a student's life to succeed and have a better future. Learners' perceptions in mathematics are a bit on the adverse side; in addition, one of the challenges faced by educators today is the students' low achievement in the subject matter. The study aimed at validating and accepting a teacher-made supplementary material to be used for teaching Grade 10 Mathematics. Fifty (50) Mathematics teachers in terms of usability, relevance, adaptability, aesthetic value, validated the teacher-made supplementary material and sequencing; it was also accepted in terms of objective, content, development, and evaluation.

METHODS

During the implementation of the teacher-made supplementary material, two groups were used, the control group and experimental group consisting of forty-five (45) students each; the sample was purposely taken for the convenience of the researcher. A quasi-experimental nonequivalent control group design was applied in this study to determine the effectiveness of the use of teacher-made supplementary material in teaching Mathematics 10. The researcher made use of weighted mean and standard deviation to determine the level of problem solving skills of the grade 10 students in terms of their pretest and posttest; to determine the significant difference between the pretest and posttest of the groups, the independent sample t-test was utilized.

RESULTS

From the data gathered and interpreted, the following conclusions were derived: The teacher-made supplementary material was very effective because it provides additional activities wherein the level of difficulty can accommodate all types of learners and encourage them to create high quality responses. It also provoked the critical thinking ability of the students and improved their problem solving skills. The problem solving skills of the students who used the teacher-made supplementary material significantly improved than those students who did not used it.

DISCUSSIONS

Teachers are encouraged to be creative to construct instructional materials that may appeal and contribute to students learning and help them be motivated. Teachers may be more specific in creating objectives to help the students accomplished a specific competency and achieve mastery of the given lesson within the allotted time. Researcher may produce an instructional material that may aid the students' familiarity to a given situation and acquit them to different method and solutions that can be applied to real life circumstances. School Administrators may encourage teachers of different specialization to create more teacher-made supplementary material. This is for the improvement of the teaching, learning process, and the quality of education. Similar studies about the use of supplementary material in strengthening the students' performance not just in Mathematics but in other subjects too should be conducted and should use other variables aside from those considered in this study.