Strategic Intervention Materials in Teaching Mathematics for Grade Two Pupils in Doã‘A Susana Madrigal Elementary School

Abstract

INTRODUCTION

Teaching Mathematics is challenging because many of the concepts are abstract and most math problems require multiple steps for completion. There are many rules to remember and pupils may have trouble recalling or knowing which ones to apply to each skill. As a result, strategies are being made to resolve the problems. The Strategic Intervention Materials in Mathematics help teachers provide pupils who need support to make progress. It tries to increase and deepen skills, knowledge, and understanding from concrete to what is more abstract. Furthermore, the intervention materials meant to recall the concepts and skills to help the learners master a competency-based skill which they were not able to develop during classroom discussion.

METHODS

Experimental research method utilizing matched group design was applied to determine the effectiveness of strategic intervention materials on the level of performance in Mathematics of grade two pupils and a Descriptive Method of research for teacher-respondents to determine the level of effectiveness of strategic learning materials with respect to motivation, understanding the lesson, retention and skills development. The control group was exposed to the traditional method of teaching, while the experimental group was exposed to teaching with the utilization of strategic intervention materials. Pretest and posttest were used as an instrument to determine the performance of pupils in Mathematics.

RESULTS

The level of performance of the pupils before and after the exposure to the strategic intervention materials is significantly different as revealed in the pretest and posttest. The level of effectiveness of the developed strategic learning materials as perceived by the teacher-respondents with respect to motivation, understanding the lesson, retention and skills development is found to be effective. There is a gain in the performance of both the exposed and unexposed group after the teaching-learning process. The level of performance in Mathematics of the group exposed to the intervention materials is significantly better than unexposed.

DISCUSSIONS

Teachers may be given incentive and support in pursuing their graduate education for their professional growth. Pupils may be exposed to more challenging activities in Mathematics utilizing varied instructional materials. Enhance and sustain progress in primary Mathematics teaching through the utilization of the developed intervention materials. Similar studies may be conducted using other variables.