Project Advanced Mathematics Intervention Program among Grade 11 Learners

Abstract

INTRODUCTION

For the last two years in Taytay Senior High School, General Mathematics has the lowest MPS in all the subjects taken during the first semester. The data showed that the problem was on the teaching-learning process. It showed that many of the students had poor performance and not competent to meet the learning competencies. In this study, the researcher aimed to identify the level of mathematical competencies of grade 11 learners after the utilization of the developed Project Advanced Mathematics Intervention Program.

METHODS

Descriptive research was used in this study to describe the mathematical competencies of the participants. On the other hand, the experimental method utilizing a single group design was utilized to determine the effect of the program to the participants. Pre-test and post-test were used to gather data and descriptive statistics such as frequency, percentage, standard deviation, and dependent t-test to analyze the data. A total of thirty (30) learners from grade 11 were purposively selected as participants of the study. They are selected based on the result of their diagnostic test and their general average in Mathematics 10.

RESULTS

The gathered data reflect the following results: (1) participants of the study were " ̃Less Competent' in Functions and Their Graphs and Business Math while "Not Competent' with respect to Logic before exposure to the Project Advanced Mathematics Intervention Program; (2) after exposure to the program, most of the learners in " ̃Functions and their Graphs' and " ̃Basic Business Math' became " ̃Moderately Competent' level and " ̃Highly Competent' in " ̃Logic'; and (3) there was a significant difference on the level of mathematical competencies in General Mathematics of the participants of the study as revealed in the result of the diagnostic test and achievement tests with respect to all contents.

DISCUSSIONS

It could be inferred in this study that the implementation of the program greatly contributed to the increase in the level of mathematical competencies of the participants of the study. This proved that the Project Advanced Mathematics Intervention Program possessed the characteristics of a good intervention program. This study can be used as a basis in the School Learning Action Cell Session (SLACs) giving emphasis on the adaptation of the program in addressing the needs of the learners better learning outcomes.