Proposed Supplementary Materials to Enhance Instruction in Algebra at City College of Tagaytay, Tagaytay City: A Bridging Approach

Abstract

INTRODUCTION

The study is conducted to identify the difficulties of freshmen students in Algebra so that an intervention measure can be proposed to identify the students' difficulty and availing of the supplementary instructional materials in Algebra for college freshmen so that the researcher can offer both the proposed supplementary instructional tools as an intervention measure.

METHODS

The study is descriptive in nature where 5 college administrators and 9 faculty of Math or a total of 14 from City College of Tagaytay (CCT) participated and responded to the study. Using a combination of the purposive-convenience procedure, 50 freshmen students were also chosen after they were classified using sets of indicators. Sets of validated-survey questionnaire complemented by interviews and observations were also used to generate the date in the study.

RESULTS

The following are the conclusions: The Proposed Supplementary Materials (PSI) in the form of practice exercises for the use of freshmen students helped both administrators and faculty and served as bridging instructional materials in the teaching of Algebra; The performance of the freshmen students in Algebra has improved after using the instructional materials; The PSI Materials in Algebra helped improve knowledge and skills of the students in the study of Algebra since they will not only help improve the difficult areas in the study of the subject but will also offer specific plans of actions and instructional strategies using supplementary instructional tools on Algebraic Competency Skills, to be undertaken by joint initiatives of college administrators and faculty of the CCT.

DISCUSSIONS

Based on the data gathered, the researcher offers PSI materials in Algebra to further enhance the computational skills of the pupils found wanting in the study of Algebra. The result of the pretest proved to help enhance the algebraic knowledge and skills of both groups of subjects since their performance had improved from poor rating to very satisfactory performance for the experimental group; and from poor to satisfactory performance of the control group, respectively. 3) When coefficient correlation (r) statistics is applied, the computed r= 0.856 for the control group; and r=0.713 for the experimental group are indicative of strong and high positive correlation, the computed t-values resulted way above the significant level (t = 12.039 for the control and t= 5.330 for the experimental), or t= 2.069 that the research Ho is rejected.