Improving the Addition Skills of Grade Two Learners through "Ate-Kuya Ko, Mentor Ko."

Abstract

INTRODUCTION

Learning the basic skills in Math is very important in the elementary level. "Basic Skills" are necessary to advance in Math. It predicts adult earning and serves equity (Tom Loveless 2014). A survey done by The Organization for Economic Co-operation and Development, published in March 2013, states that "Math proficiency is a strong predictor of positive outcomes for young adults".

METHODS

Purposive sampling is used in the study. The study was conducted in the Mahogany Integrated School located at Sitio Mahogany, Tagpoporan, Lingig, Surigao del Sur. It started from the month of July 1st week to August 3rd week (1st quarter period) of S.Y. 2018-2019. The recipients are the ten (10) Grade two pupils section Masunurin.

RESULTS

This action research improves the addition skills of grade two learners of Mahogany Integrated School through "Ate at Kuya Ko, Mentor Ko". This gives an opportunity to slow learners in grade two to improve and learn a lot with "Ate" and "Kuya" (child mentors from higher grade level) in acquiring Addition skills. The child mentors used flashcards for mental addition, counters for visualization, tag board, and chalk, pictures etc. for representation, addition worksheets, paper and pencil in adding 2 digit numbers without regrouping, and adding 2 to 3 digit numbers with regrouping. This is a two-way intervention since the child mentor learns to take his/her own responsibility at an early stage and the mentee learns to respect their elders as "Ate and Kuya" while learning addition skills.

DISCUSSIONS

Through the aid of "Ate-Kuya Ko, Mentor Ko", the addition skills of identified slow learners in grade two was improved. The intervention also provided them the opportunity to experience fun-learning activities to help them understand more the concepts of mental addition, visualizing, representing and two-digit numbers without regrouping and two-digit to three-digit numbers with regrouping through child mentors from grades four, five and six pupils who are above average pupils. Thus, teacher plays a significant role in providing instructional materials in every session such as addition flashcards, counters such as abacus, blocks etc., worksheets, tag boards, paper and pencil.