A Two-Year Comparative Analysis of Mathematical Competencies Using the Standards-Based Assessment and RVM-National Achievement Performance Test Results

Abstract

Mathematics is one subject that permeates life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth. This study was undertaken to determine the mastery or in place of the mathematical competencies of the learners and to what level of mathematical skills of the selected pupils/students in Grades 4, 5, and 9 in the following content standards: Number and Number Sense, Algebra and Patterns, Geometry and Measurement, in St. Mary’s College, Quezon City which will be utilized in addressing curriculum instructions of the spiral approach in Mathematics. The researchers used the Standard-Based Assessment of the Asian Psychological Services and Assessment Inc (APSA) and the RVM-NAT Performance Test Results for SY 2015-2016 and SY 2016-2017. It applied the descriptive correlational research to determine the level of relationship of the mathematical competencies of the pupils/students; Spearman rho was used for the ordinal results of the data. The level of Mathematical skills in Number and Number Sense in both assessment classified as not met standards for Grades 4 and 5, while in Algebra and Patterns in both assessments were progressing towards standards in both Grades 4 and 5, while Grade 9 level determined as not met standards. In Geometry and Measurement, both assessments were not met standards in Grade 4, 5, and 9. Thus, the relationship is not significant to be determined the level of mathematical competencies of the learners. It can be gleaned in the results that the content standards of the Number and Number Sense, Algebra and Patterns, Geometry, and Measurement should be entirely taught and mastered especially for those who have difficulty in the skills of understanding, application, and analysis of numbers in which majority of the questions were being formulated and more innovative teaching strategies be utilized to ensure the acquisition of essential mathematical concepts and skills among the students be aligned in the standard competencies.