Improving the Level of Performance in the Four Fundamental Operations in Fractions of Grade-8 Emerald Students of San Isidro National High School Using the P-T2 Project

Abstract

INTRODUCTION

Since third grade, students have been taught fractions, but why is it that they are still having difficulty in it now that they are already in Grade 8? I, as a Grade 8 Mathematics teacher, and as a personal experience as I teach rational algebraic expressions, I was motivated by this question to conduct this action research aiming that its result will positively affect the teaching-learning process.

METHODS

Project p-T2 was implemented. A combination of peer-teaching approach and strategic intervention material (SIM) called "Fractions Combo Pack" was used. I focused my study in doing pre and post-test, peer-remedial session for 6 weeks involving 29 students (non-randomized sampling was used), paired as tutor-tutee using SIM as tutorial material. Statistics identified the significant difference in the students’ pretest and post-test result (questions properly validated by the school head) after the 6 weeks implementation of the P-T2 project and identified their level of understanding in performing fundamental operations in fractions before and after the project is implemented.

RESULTS

Scores show a 0-2 range of difference, which implies consistency in their scores except one with -1 difference which I found out that it is just due to typographical error. The table also shows a 3-9 range of difference to those students that were tutored. When the pre-test mean score was compared with the post-test mean score, it showed a notable overall increase. This means that the tutorial sessions had a positive effect on their ability to perform operations on fractions. Over-all MPS, it shows a big positive difference which reflects G8-Emeralds level of performance on fractions before and after the implementation of the P-T2 project. The test of hypothesis resulted in the obtained t-value that is greater than the critical t-value, therefore, the null hypothesis is rejected.

DISCUSSIONS

Peer-teaching and Strategic Intervention Material are appropriate to use for the needs and interests of the learners and can be an effective strategy to make them understand not only the specific topic. It can be of great help to provide students a strong foundation in understanding and manipulating rational algebraic expressions. This research can also implicate other researchers to conduct more research about the effectiveness of developing more Strategic Intervention Materials in different subjects.