"Teach Me the Numbers 1 to 20": An Approach to Address the Difficulty of Reading and Writing Numbers in Grade 1 Mathematics

Abstract

INTRODUCTION

This study would like to determine the performance of Grade 1 Bucalon pupils of Simeon Natalia Azarcon Memorial Elementary School in utilizing "Teach Me from 1 to 20 Approach" to address those with the least academic competency in the First Quarter. Pupils who had the least academic competency were chosen as the respondents of the study. They were then assisted by good-performing Grade 2 pupils in writing, reading aloud, and making sense of numbers from 1 to 20.

METHODS

The application of intervention was made in a multi-grade type classroom of Grade 1 and 2 Bucalon. Purposive sampling was used in this study. Four (4) out of 10 Grade 1 Bucalon pupils were picked as respondents based on the result of the First Quarter Examination since they need immediate intervention. Good performing Grade 2 pupils were selected as pupil assistants. The study was designed by using localized instructional materials such as sticks, stones, and the like. Manipulative learning materials and tracing number worksheets were tools used in dealing the identified least learned competency.

RESULTS

It was found out after the First Quarter Examination that the following four (4) pupils fall under "Failed” Performance Level attaining a percentage below 45%. One pupil claimed Speech Impaired as his reason in his difficulty, one pupil is due to Absenteeism, and the other two pupils have difficulty in reading and writing numbers 1 to 20 because of Classroom Environment. After the intervention was applied, 2 of them performed under the Very Satisfactorylevel, and the other two performed at the Outstanding level during the post-test. The findings of the study revealed that there is a percentage increase in the performance of the pupils from pretest to post-test. The result suggests that there is equity with regards to the effectiveness of using the "Teach Me from 1 to 20 Approach" as a pedagogical strategy or intervention in teaching numbers more than 20.

DISCUSSIONS

The result of the study is supported by Fuchs, Douglas's Theory (1996) et al., that Peer-Assisted Learning Strategies can make the classrooms more responsive to diversity. It provides higher opportunities in skills improvement and further comprehends number sense better. Pupils are given enough time to learn with assistance.