Assessing the Effectiveness of MUSENIP in the Improvement of Mathematical Skills of Grade Two Pupils in Caridad Ilaya Elementary School

Abstract

INTRODUCTION

CIES, true to its advocacy on #creatingjoyfullearners, conducted a Numeracy Pre-Test to all Grade Two pupils. The said test was given to the Grade 2 pupils in September 2017. To diagnose their numeracy level, a 30-item Numeracy Test from the Division Office was administered, with the scale of 0-10 as Non-numerates and 11-20 as Instructional and 21-30 as Numerates. The result of pre-test administered to 54 Grade Two pupils before the implementation of the Project disclosed that 29 or 54% belonged to the Non-numerate level, 20 or 37% were at the Instructional level, and only 5 or 9% were Numerates. The study aimed to improve the Mathematical Skills of Grade Two Pupils through MUSENIP (MUlti -SEnsorial Numeracy Intervention Program). With the statistical data above, the Researcher, with the consent of the School Principal, decided to form a CIP Team on Numeracy to improve the Mathematical Skills of Grade 2 pupils using MUSENIP.

METHODS

The experimental method of research was used in the completion of this Action Research. The MUSENIP covered the five senses and was scheduled on a daily basis on differentiated activities assigned to all the CIP Team Members. Prepared by the researcher, a total of 29 Grade Two pupils were involved in assessing the effectiveness of MUSENIP through Pre-test and Post-Test.

RESULTS

Based on the test results from the PRE-TEST to POST TEST, 21 out of 29 pupils became NUMERATES or a percentage of 72% was achieved. Eight pupils were still NON-NUMERATES because of some obvious factors such as absenteeism, refusal to learn, pupils' behavior, parents/guardians' attitude, learning difficulties, and nutritional factors. These pupils demonstrated a marked improvement in the division-wide numeracy test after implementation.

DISCUSSIONS

Research has shown that pupils learn best when they are active rather than passive learners. The Theory of Multiple Intelligences addresses different learning styles. Lessons are presented for spatial/visual, logical/Mathematics, musical, body-kinesthetic, interpersonal, verbal/linguistic and involving their sense of taste, touch, and smell too. These techniques were more effective than using chalk-talk, paper and pencil tests, and book-related activities.