Improvement on the Least-Learned Competencies in Mathematics among Grade 8 Students Using Different Strategies

Abstract

INTRODUCTION

Teaching strategies are a combination of instructional methods, learning activities, and materials that actively engage students and appropriately reflect both learning goals and students' developmental needs. Schools improve teaching strategies with the desire to increase performance in examinations. The learning competencies designed by the Department of Education ensure that all students succeed in building college and career readiness; cooperative and discussion approach are used as experimental teaching strategies.

METHODS

The control groups undergo the discussion of teaching Mathematics and the experimental group the cooperative strategy. The research instruments used in the study were the achievement test (used for pre-test and post-test). The statistical treatment used are mean, standard deviation, and t-test for independent samples to compare the pre-test and post-test between the two groups. Research Design is an overall strategy that chooses to integrate the different components of the study in a coherent and logical way, thereby, individual persons. The quasi-experimental control group pre-test, post-test would consist of two groups, the experimental and control group. These two group constitutes the blueprint for the collection, measurement, and analysis of data, ensuring the researcher will address effectively the research problem.

RESULTS

As the difference of discussion and cooperative group result shows, in the controlled group, a mean difference of 9.63 was observed while 15.67 on the experimental group. A t-stat value of -10.687 was registered based on the pre-test and post-test results of the student in the controlled group. A p-value of.000 attested to the significance of the difference between the pre-test and post-test result of the students in the controlled group.

DISCUSSIONS

Since K-12 Mathematics curriculum is based on cooperative learning theory, teachers are encouraged to prepare more activities that will enhance the cooperativeness of each student and use cooperative strategies to improve the least learned competencies in Mathematics subject.