Enhancing Mathematics Learning Of the Under Achiever High School Students of Mangga High School through the Each-One-Assist-One Program

Abstract

Introduction

Creating a student-centered learning environment is the responsibility of teachers. This helps promote learning among learners. Presenting a group strategy that makes the learners feel comfortable working with their peers will allow them to learn. Doing collaborative learning makes the learning of Mathematics a challenging subject to learn. Unfortunately, it can be observed that many students have developed a fear or dislike for mathematics as a subject. Many students view it as a subject that is difficult and that led them to fail continually further and further behind their classmates and peers. Students of Mangga High School are not exempted from encountering math problems. As such, the Mathematics teacher of Mangga High School, in his effort to help the underachiever-students improve their mathematics performance has thought of initiating intervention activities that would assess the problem and to find a solution to the issue, the Each-One-Assist-One program.

Methods

Quasi-Experimental research was used in this study. Respondents of the study were the 9 Grade 7 mathematics under-achiever students in Mangga High School. It determined the effectiveness of using Each-One-Assists-One strategy in teaching underachiever students. It used downloaded intervention materials for intervention. All data were collected, verified, analyzed, and interpreted according to the variables under study.

Results

Resultsof the study showed that Mangga High School had nine (9) Grade 7 students who were identified as under-achievers and got a grade below 75% during the first grading period. The under-achiever students were consistently getting low scores in all lessons before they were exposed to the Each-One-Assist-One program. However, they were getting good scores after undergoing the program. Further, the study revealed that there exists a significant relationship between the results of the pre-tests and post-tests with a t-value of -10.22 and marked difference of 8.11 in the mean results using a 0.05 level of significance. There was a marked relationship that existed between the variables with an R-value of 0.64.

Discussions

It was recommended that students should be further encouraged to participate in the school's intervention program –the Each-One-Assist-One. Mathematics teachers should continue to find ways to help all students improve their performance, come up with more instructional materials that can be utilized by the learners to understand the lessons, encourage not only the students to be involved in the conduct of the intervention program. School administrators should think of a long term plan to address the needs of all types of learners and to deliver the best instruction.