Intensify the Performance of Grade 5 Pupils through the Use of Numeracy Tools of Jose Zabarte Elementary School

Abstract

INTRODUCTION

Most failures in Mathematics is due to the sole memorization with devoid understanding. Pupils lack the application of skills and techniques that help them develop their critical thinking, reasoning power, and creative minds which they use in working independently in any kind of Mathematics activities. It was observed that pupils easily get bored in solving pure numbers during their Mathematics period. They enjoy more in their other subjects that have something to do with drawing games and coloring pictures. In Jose Zabarte Elementary School, Mathematics had been noted as one of the most difficult subjects since it consists of a collection of facts and skills to be memorized or mastered by a relatively heterogeneous group of pupils. The researcher in his role as a Mathematics teacher concerned himself on how to help the pupils perform better in the field of Mathematics.

METHODS

The researcher used Numeracy Tools as a strategy that would enhance the performance of Grade 5 pupils of Jose Zabarte Elementary School in Mathematics during the school year 2018-2019. Numeracy Tools is an excellent strategy. This makes use of instructional approaches that attempt to make the process of learning mathematics more enjoyable, more exciting, and more meaningful. It significantly improves mastery of key concepts and vocabulary. It helps the pupils relax and reduce the stress, which many of the pupil's experience as a result of Math boredom.

RESULTS

The teaching competencies enhanced the learning of the Grade 5 pupils in Mathematics. During the teaching of Mathematics, different individual and group activities were used to add, subtract, multiply, divide decimals, identify prime and composite numbers, find equivalent fractions, determine GCF and LCM, change fractions to lowest terms, reduced fractions, add, subtract, multiply and divide similar and dissimilar fractions.

Table 1 shows

That the two quarters-the first quarter and second quarter periodical test. Periodical Test Result 1st

Quarter 2nd Quarter

MPS     78.00   79.07

The increase 1.07 in the mean score that indicated a great difference between the periodical test evidently validated the claim that pupils exposed to creative, exciting, and varied activities had better retention and had mastered the lessons.

DISCUSSIONS

According to Rivera and Sambrano (1982), as cited by Ducayso (2004), the slow learners have a short span of interest, hence, they easily get bored. Because of this, the teacher should set a more interesting environment through discussions, games, puzzles, arts and other exciting activities. It is then the role of a teacher to make the teaching-learning process effective and successful by improving his teaching strategy instead of typical intermediate papers or chalkboards. The use of Numeracy Tools was a very effective strategy, where it provided different art activities which they enjoyed doing while computing and analyzing mathematical sentences and mathematics word problems.