Integrating SIMATRICS to Improve Retention of Grade 9 Students in Mathematics

Abstract

INTRODUCTION

Retention in education can be defined as the ability to retain and retrieve information. It is crucial in the learning process since knowledge primarily starts with simple recall (Bloom,1956). Baculin Integrated Secondary School has this problem. Of the 33 Grade 9 students, only 6 belongs to "High", 12 belongs to "Average", and 15 belongs to "Poor" based on the pretest conducted on the month of November. Students response when asked points to unable to recall the previous lesson, lack of textbooks, exhausted in earning money, the class is boring, Math is complicated among others. The Lack of continuity of learning from classroom to home is one of the primary contributors to poor retention.

METHODS

CAIMS (Computer-Aided Instructional Material) will be utilized to address problems regarding the negative perception of Math as boring and complicated. It is an MS PowerPoint lesson facilitated by the teacher in lieu of traditional teaching. Two (2) interventions shall simultaneously run until the posttest, the SIM (Strategic Instructional Material) and the TRIADs. This program involves a strategic grouping of students (TRIADS) and the use of modules (SIM) to ensure that learning continues after classes. The "Triad" shall consist of one (1) student from the three classifications of the level of retention (High, Average, Poor). The intervention shall be from Monday until Friday, for one (1) hour only.

RESULTS

The pretest results revealed that the level of retention of Grade 9 students is significantly low. In fact, 15 or 45.45%, is categorized under "Poor Retention.” That is almost half of the class which is so alarming. In addition, only 6 or approximately 18% is categorized as "High" in the level of retention. However, the posttest had shown that 18 of the students were elevated to High Level of Retention when previously there were only 6. Fifteen(15) of the students in Low Level of Retention was dramatically reduced to only 6. This would enunciate to the effectiveness of the SIMATRICS intervention in improving the retention of the students.

DISCUSSIONS

The study implies that the program is an effective remedy for poor retention by the following grounds: CAIMS have broken the monotonous traditional teaching method shifting it to a more interactive and visually inviting teaching approach. The TRIADS have to mend the gap of the continuity of learning from school to home. The buddies have made home works an activity to look forward to. The incorporated SIM made the TRIADS a more guided activity.