SIM-BI (Strategic Intervention Material Based-Instruction) and CooLe (Cooperative Learning) Strategy in TeachingGrade-10 Mathematics

Abstract

INTRODUCTION

The current performance of students in Mathematics as reflected in the results of the National Achievement Test (NAT) is far below the national standard. In the Division of Batangas, the result of NAT in Mathematics was on the average of 48.42 MPS during the year 2014-2015. Padre Garcia National High School (PGNHS) got an MPS of 37.88 during the same year, a score which when compared to the national standard of 75% means very low and needs alot of improvement. For these reasons, mastering competencies are

METHODS

The study employs a descriptive-correlation method.

RESULTS

The results indicate that a significant increase in Mathematics performance is achieved; the use of SIM-BI is effective in terms of improving student's performance in mastering competencies in Mathematics and SIM-BI can be used in classroom teaching. The data further reveals that SIM can also be answered solely by a student or a group of students through cooperative learning.

DISCUSSIONS

The purpose of this study was to determine the effectiveness of Strategic Intervention Material-Based Instruction (SIM-BI) and Cooperative Learning (CooLe) Strategy in teaching Mathematics-10. Our findings complement the results of previous studies like that of Salviejo, et al. that the use of SIM-BI is effective in terms of improving student's performance and learning approach in mastering competencies in Chemistry. Dio, R. and Diaz, E. (2017) revealed on their studies about the effectiveness of Tri-in-1 Strategic Intervention Materials for Grade 9 Mathematics with the SIM composed of different activity cards about the parts of right triangle and other topics suggested that when students were exposed to Tri-in-1 SIM, their Mathematics achievements are better and higher, and SIM is better than using Mathematics Learners' Material (LM). Other findings of the study were the SIM can be used to classroom teaching. This study is significant in addressing learning problems in mathematics education.