Implementation of Project 555 in Mathematics 10 Using Different interventions

Abstract

INTRODUCTION

The increment of the achievement level of students in mathematics is hard to achieve, most especially in the schools wherein the teachers are handling at most three different subjects every day. Most of the students had mathematical disabilities that need to be addressed. Enhancement of programs, projects and different methodologies should be given priority to increasing students' performance in mathematics. San Roque National High School was one of the schools got a low Achievement Test MPS to result in mathematics. To assist struggling students, the researcher implement project 555 in mathematics 10 with the use of two methods as part of the intervention to uplift their performance and to realize its effectiveness.

METHODS

All students from the two sections were the respondents of this research. Purposive sampling was employed based on the researcher judgment in choosing members of the sample to participate in the study. The study made use of quasi-experimental nonequivalent control group design. The control groups undergo the teacher directed method (chalk and talk) and the experimental group the Harkness method. The research instruments used in the study was the achievement test composed of 40-item tests of multiple choice came from the Division of Laguna. The statistical treatment used was mean and t-test for independent samples to compare the pre-test and post-test between the two groups. The result indicates that most of the grade 10 students were lack of prior knowledge in patterns and algebra and geometry. Through the applied interventions the difficulties were treated.

RESULTS

Based on the findings of the study, 1) there was a significant difference between the mean performance of control and experimental in pre-test and post-test and also there was a significant difference between the teacher discussion (chalk and talk) and Harkness mean performance of the two groups, since the post-test mean performance of the two groups is higher, it means that the null hypothesis is rejected. The two approaches use is both effective in making the performance higher, and 2) project 555 with the use of teacher discussion method (chalk and talk) and Harkness method has a significant effect on enhancing the students' performance in mathematics of grade 10 students. Therefore, the decision is to reject the null hypothesis (reject HO).

DISCUSSIONS

The results demonstrate the need to identify the prior knowledge of the students before learning the new concept through diagnostic teaching. The competencies taught by the teachers should coincide with the competencies given in the National Achievement Test by having an item analysis of test results. Through these, the teacher could give solutions to the students' learning disabilities. Moreover, continue adopting projects/programs that are suitable to the needs of the students. Project 555 helps enhance students' performance in mathematics with the use of different interventions.