Project AISLE: Basis for Development of Learners' Module in Mathematics 8

Abstract

INTRODUCTION

To comply with the No Child Left Behind policy and to achieve the Education for All goal, the Schools Division Superintendent, Education Program Supervisor, Principals and Teachers in the Division of Lipa City develop a shared sense of mission, vision, and commitment to closing the gap in achievement for struggling learners in Mathematics. This challenges the proponent to venture to a PROJECT AISLE.

Project AISLE focuses on assessing the student needs and designing appropriate learning tools to close the achievement gap for students at risk for failure. Personalized strategies were given to address each student's individual needs and to measure their progress. Cooperative learning activities, assessments and reviews and practice opportunities in a remedial class and the use of teacher-made module are some of these activities,

METHODS

The data gathering instrument used in this study were the survey questionnaire on the level of effectiveness of the project implementation and the problems/ issues met in the implementation of the project and the pre-test and post-test result. To determine the result derived from the given variables, the author utilized the descriptive approach using Percentage, Mean and Mean Percentage Score as the statistical tools.

RESULTS

The results revealed that it is a necessity for under achiever ranked number one to have an intervention. The average of 4.70 gained means that the struggling learners perceive the implementation of the intervention program/project to a great extent. Absenteeism, lack of classrooms for the remedial session and conflicting schedules were some of the problems met in moderate extent.It also revealed an increase of 23.15 percent in the MPS. This means that there have been improvements in the level of academic performance of grade 8 students who are struggling learners in mathematics. This implies that the implementation of the project AISLE has a great positive impact on their academic performance.

DISCUSSIONS

Challenges evoke the researcher to conduct home visitations, parent-teacher conferences, video conferencing, mobile texting and calling, and remedial teaching. Remedial teaching requires a classroom for struggling learners to experience different guided learning activities. Unavailable rooms for remediation are the reason to have a modular approach. With this, the researcher developed a learners' module for struggling learners of the grade 8 level.