Improving the Performance of Grade 7 Students in Mathematics through Anchored Instruction

Authors

  • Wilma Quilausing

Keywords:

Mathematical Skills, Anchored Instruction

Abstract

Introduction

Mathematics is a subject that involves critical analysis and deep comprehension. It is one of the most important subjects in the Basic Education Curriculum. Now that our students live in a fast-changing technological society, the demands on mathematical skills are high and keeping up with them requires great effort and a great time. Manipulative skills of students are oftentimes neglected that need more attention for teachers to deal with. Mathematical learning difficulties and problems are getting more evident, observable and prevalent among learners, nowadays. These learning difficulties require appropriate interventions on multiple platforms. These learning difficulties, when left unaddressed and unattended, would lead to more serious learning problems in Mathematics. Thus, the researcher realized the need to pursue an intervention to address these mathematical learning difficulties. This intervention is in the form of anchored instruction.

 

Methods

The single group pre-test –the post-test design was utilized in the study. The intact class was used in order not to disrupt the normal school program during the experiment. The single group constituted the study. Samples of forty-one (38) students were used for the experiment. Any student belonging to the Grade 7 of Lananpin National High School was automatically a subject for the experiment.

 

Results

The results of the pre-test and post-test took by the thirty-eight (38 ) respondents with 30-item test multiple choice type of questions having4 options revealed that the mean percentage scores in Mathematics of the Grade 7 students of Lananpin National High School before and after using the Anchored Instruction showed remarkable improvement as indicated by 20.07% and 84.20 % respectively.

 

Discussions

Based on the results found, there was a significant improvement after Anchored Instruction was employed to improve the performance in Mathematics of the Grade 7 students. The achievement gap between the pre-test and the post-test was 64.13% which implied that after the strategy was utilized students' performance significantly improved. Based on the results, the t-value of -56.20 with degrees of freedom of 37 and with a p-value of < .0001 is lesser than the level of significance set at 0.05. This means that the null hypothesis is rejected; thereby, this implies that there is a significant difference in the performance of pupils in Mathematics in their pre-test and post-test.

Published

2019-12-18