Remember, Analyze, Compute, Examine (RACE): A Mnemonic Device in Teaching Mathematics

Abstract

INTRODUCTION

Student nowadays encounters difficulties in solving mathematical problems and equations. The study aimed to prove the efficiency of the utilization of RACE as a mnemonic structure in teaching Mathematics among the Grade Six pupils of Mariano C. Anacay Memorial Elementary School (MCAMES). Specifically, this study focused on strategic intervention to address the learning difficulty of learners in Mathematics.

METHODS

This study utilized a descriptive survey method. A fifteen-item teacher-made questionnaire will be used as determinants in finding the extent of efficiency of using RACE as a strategic intervention in teaching Mathematics. Percentage-mean and frequency were used to identify the extent of efficiency of the variable being used.

RESULTS

85% of the pupils strongly agreed that Mathematics can be learned thru mnemonics, which indicates that RACE is the most effective and efficient intervention technique employed by the teacher in the teaching-learning process. This further proved that RACE (Remember, Analyzed, Compute, Examine) can be an effective strategy in teaching Mathematics and is evident by maximum pupil's participation in class discussion and a remarkable increase in proficiency level of learners.

DISCUSSIONS

RACE is applicable to Mathematics only since the term "Compute" is applicable only to Mathematics. However, the strategy that applies to RACE can be utilized across other disciplines since Remembering, Analyzing, Comprehension, and Examination can also be done. Utilization of RACE as a strategic intervention improves the Mathematical technique of learners in solving mathematical equations. Relevant shortcut methods and other techniques in Mathematics is vital in improving pupil's academic performance in Mathematics as evident by the utilization of RACE.