Libro ng Numero: An IRF Integration in a Booklet to Improve Mastery and Performance of Grade 8-Amethyst Students in Addition and Subtraction of Fractions

Abstract

INTRODUCTION

In a real classroom setting, it is undeniable that some students struggle with fractions. And with the heterogeneous types of learners in a class size of 45-50, no one can expect that one teaching approach on the concepts on fractions can be grasped by 100% of the learners. Having believed in the principle of individual differences, the researcher understood that every learner has a unique style of learning. Remediation/intervention would be then effective when it suits the learner's way of understanding. For this, the researcher came up with intervention through the creation of LNN (Libro ng Numero), a booklet designed and indigenized by the teacher herself, with the integration of IRF (Initial, Revised, Final).

METHODS

LNN was used by the researcher to solve one of the prevailing problems in Mathematics 8. This intervention focused on a provision of a teacher-made booklet with IRF integration which the respondents had to answer. The booklet contained lessons on fractions which were followed by exercises every after sub-topic. These exercises were contextualized by the researcher for an easy understanding and comprehension on part of the respondents. The whole intervention process lasted for two weeks, one hour every after last period of the afternoon class sessions. In which, during the sessions, the identified learners would have 25-30 minutes allotted time for discussion with the subject teacher and the remaining 30 minutes would be for answering the exercises. In the IRF pages, a uniform set of questions from the Initial to the Final were used. The Initial Phase solicited student's prior knowledge, Revised Phase was answered after a lesson was taught wherein the learners encountered difficulties still, and the Final Phase was done after the whole concept was taught and learned.

RESULTS

After the two-week intervention process, it was noted that there were great increases in the students' performance and mastery levels. Thus, this proved the efficacy of the applied remedy to help the recipients improve their levels of learning. Improvement ratings ranged from 15%-30%.

DISCUSSIONS

In its effort to cater quality education, the school administration may urge stakeholders to extend efforts in realizing programs on the indigenization of LMs to heighten the drive in helping and remediating learners who need utmost attention and care.