Impact of Project Gardner in Improving the Academic Performance of Grade 7 to10 Students of Liwayway National High School in Mathematics

Abstract

INTRODUCTION

This action research was derived from a Continuous Improvement Program of LNHS (Liwayway National High School) in Mauban, Quezon. A total of 187 out of 375 (50%) students of LNHS were diagnosed with low academic performance in Mathematics for the School Year 2017-2018. The researcher aimed to look into the impact of Project GARDNER (Generating Academic Recreation on Diversified Nature through Exemplified Resources for Students) in decreasing the number of students with low academic performance. The use of Multiple Intelligences in teaching mathematics is very timely since this is an applicable approach to diverse learners.

METHODS

Both the descriptive-quantitative and descriptive-qualitative methods were used in the conduct of this research. Purposive sampling was used to identify the 187 respondents-those with low academic performance in Mathematics from the First Grading and Second Grading Period of the School Year 2017-2018. An MI inventory was utilized and was matched with different teaching strategies using Multiple Intelligences. After the implementation of Project Gardner, students' final grades in Mathematics were compared to the previous data.

RESULTS

The study found that Project GARDNER helped improve the performance of Grade 7 to 10 students of Liwayway National High with a 65% (from 187 to 122) decrease in the number of students with low academic performance in Mathematics. This result further revealed that using multiple intelligence as an instructional strategy could improve the academic performance of the learners in Mathematics. It is also interpreted that the use of multiple intelligence as an instructional strategy is more effective than the traditional method of teaching.

DISCUSSIONS

One of the significant findings of this study is that Multiple Intelligences can be integrated into teaching Mathematics and can help improve students' performance. Through the use of the MI inventory the teacher can be guided on the different activities fitted to the students, thus, made learning Mathematics fun and engaging. Likewise, other studies inside and outside the country revealed that the Multiple Intelligence approach enhances the students' performance by having a significant difference in the pre-test and post-test scores in Mathematics.