Bridging Numeracy Gap, A Quipper Intervention: Qi Effect in the Academic Performance in the Core Subjects in Mathematics of Grade Eleven ABM Students of Padre Garcia National High School

Abstract

INTRODUCTION

The study was focused on the effects of Quipper Intervention on the academic performance of Grade Eleven students in statistics and probability. Its purpose was to promote intervention in students with learning difficulties. If this problem was solved, learning will be simple.

METHODS

The study employed participatory action research where the subjects were involved in the process. There were 60 purposively chosen participants. The study made use of descriptive research. For quantitative data, simple experimental, where pretest and posttest were used, and for qualitative data, triangulation method, where documents were analyzed, e.g. teacher and student journals and portfolios, were analyzed.

RESULTS

It was found out that Quipper School provides a modern approach toward learning, especially for students who are at risk of dropping out and for those students who do not meet the learning standards vis-a-vis achievement. It was recorded that absenteeism is a factor that affects the performance of the students.

DISCUSSIONS

After the program, the participants succeeded in the accomplishment of math problems with pleasure, judging their performance from the assessment conducted and the reflection gathered.