Very Least Mastered Competencies in General Mathematics: A Basis for an Intervention Program in Senior High School Mathematics

Abstract

INTRODUCTION

The mathematics curriculum in the senior high schools (SHSs) in the Philippines under K to 12 aims to provide mathematical content and competencies that will prepare and empower students to the different career exits after graduation. General mathematics is one of the core subjects in SHS that include competencies in solving algebraic functions, business mathematics and logic and its application in real life. Very least mastered competencies in this subject should be addressed properly through an innovative intervention program to ensure that the students meet the required mathematical competencies.

METHODS

The very least mastered competencies (VLMCs) in General Mathematics last First Semester ofS.Y. 2018-2019 were identified using the developed learning outcome assessment (LOA) tool ofDepartment ofEducation-Cavite. Intervention materials that focused on these VLMCs were validated by three SHS mathematics teachers (mean=4.57 Very Acceptable). Fifteen Grade 11 students who failed in General Mathematics were subjected to quasi-experimental research design for one month to determine the effectiveness of the program. Twenty-item teacher-made tests (based on VLMCs) were administered to compare the performance of respondents before and after the program.

RESULTS

Learning outcome results in General Mathematics showed an overall Mean Percentage Score (MPS) of31.99% and39.27% for the first and second quarters respectively, which fall below the target of above 80%. Nine VLMCs, 7 from the first quarter and2 in the 2nd quarter, were also identified. These competencies were on solving problems involving rational, exponential, and logarithmic functions and business mathematics (Percentage of Correct Response < 20.49%). The designed intervention program which focused on the 9 VLMCs resulted in a pre-test mean score of4 and a standard deviation of1.6, and the post-test mean score of11.6 and a standard deviation of2.3. Using paired sample t-test to compare the pre and post-test scores of respondents, a t-value of12.84 and p-value=0.00 were obtained.

DISCUSSIONS

Results show that the very least mastered competencies in General Mathematics in Indang Annex SHS involved problem-solving. Also, the mathematical activities in the intervention program that enhanced problem-solving addressed the VLMCs and improved the performance of respondents. Similar studies on General Mathematics should be conducted to further validate the results.