An Intervention in Mathematics among Grade IV Pupils in Tipas Elementary School

Abstract

INTRODUCTION

This study intended to provide interventions in Mathematics for the Grade IV pupils of Tipas Elementary School in the Municipality of San Juan during the first and second quarter of the school year 2017-2018.

The researcher conducted this study to devise interventions for enhancing the areas for pupils to perform well and to give remediation for the areas where they poorly perform.

Moreover, the administrators, the parents, the teachers, and the pupils will come up with more functional decisions regarding future achievements as well as interventions for the improvement of the students’ performance in Mathematics.

METHODS

The descriptive method was used in this study. This method reveals the current conditions, relationship, the practice of belief, points of view, attitudes and trends needed for development. This method obtained facts about the existing condition or detected significant relationships on the current phenomenon. In the same manner, this method was also used for determining appropriate intervention strategies in addressing the difficulties encountered by the grade four pupils in Mathematics. At the same time, this study is aimed to enhance the strengths of the pupils in the said area.

RESULTS

The study revealed that the pupils were weak in whole numbers, fractions, and decimals. There was a need to develop strategies and intervention activities/programs for addressing the poor performance of the pupils in Mathematics. The researcher developed an interventional plan in Mathematics to help the grade four slow learners. It is an intervention reinforcing the pupils’ knowledge of the basic mathematical concepts and mastery for the fundamental operations.

DISCUSSIONS

Based on the result, all the competency areas were not mastered. The data showed that the pupil respondents need improvement in all areas. This being so, appropriate development of mathematical concepts in these areas should be addressed by the teacher concerned. The teacher should follow the proposed intervention program developed by the researcher.