Workplace Immersion Program Individual Student Performance: Basis For Co Mmunity-Assisted Teaching Program (CATCH)

Abstract

INTRODUCTION

Mathematics education researchers continuously develop excellent, outcome-based learning innovations to address problem solving skills and beliefs towards Mathematics among learners. These innovations were implemented in the field however failed to level up achievements in Mathematics. We witnessed varying levels of success in assessing problem solving skills and beliefs towards Mathematics. In this study, we explored the mathematical-related beliefs in problem solving, its relationship, as well as reasons for varying levels of success towards academic performance most especially when grouped according to gender.

METHODS

A descriptive-correlational method designwas used in determining the level of problem solving skills and mathematical-related beliefs among learners. We conducted focus groups among learners officially enrolled in high school. Thirty percent (30%) of the population across 3 different schools responded to 2 sets of semi-structured questionnaires. The data were collected and analyzed through quantitative analysis.

RESULTS

Learners agreed that word problems is important. A simple systematic procedure cannot be used in solving any form of word problems because it takes time to get accurate results. In addition, understanding concepts in Mathematics and exerting effort in solving word problems can increase mathematical abilities. Most of the learners had high regards on the different aspects of dealing and solving mathematical problems correctly. The male and female learners have different mathematical beliefs in solving word problems. Male learners do perform better than female learners in solving Mathematical word problems do. Poor computational skills cause the variation of academic achievements among learners.

DISCUSSIONS

The results demonstrates the need for teachers effort in giving importance to in-class activities and learning environment should be regulated so as to positively affect learner'sbeliefs towards problem-solving and learning mathematics. The learner's level of mathematical beliefs should be the basis for appropriate teaching learning strategies to improve further their problem-solving skills. Teachers should innovate constructive teaching strategies to improve better the mathematical solving skills of the learners. Moreover, the problem solving skills of learners must be enhanced through remedial during integrated cooperative learning sessions.