Project ALS (Advanced-Lesson Strategy): A tool to Improve the Performance of Grade 11 Students in General Mathematics

Abstract

INTRODUCTION

Schools and teachers are consistently being asked to change their practices by trying new programs to increase student learning and performance. According to Republic Act 10533, the curriculum shall be flexible enough to enable and allow schools to localize, contextualize and enhance the same based on their respective educational and social contexts. Pursuant to this, mathematics teachers of the institution planned, developed, and implemented Project ALS (Advanced-Lesson Strategy) which aims to develop independent problem solvers, critical thinkers, and life-long learners.

METHODS

The study focused on Project ALSand the performance of 128 Grade 11 students in General Mathematics that was conducted in Santisimo Rosario National High School. Descriptive-experimental method of research employed in this study and used purposive sampling. Teacher-made learning modules were prepared collaboratively and were given to the students a day before the class so that they can spend enough time to study the lesson in advance. The results of the pre-test and post-test were considered and a researcher-made questionnaire was also administered to the students to solicit their perceptions regarding the effects of the project. Frequencymean and paired sample t-test were utilized to illustrate the data.

RESULTS

The mean scores in pre-test and post-test of the students increased from 10.52 to 26.45 with a standard deviation of 3.71 and 5.83 respectively, with a p-value of 0.000001 which is less than 0.05 level of significance. The data showed great improvement to the performance of the students in the subject. As a whole, the students showed considerably "strongly agree" perceptions towards advanced-lesson strategy in every specific indicator investigated in the study. To be more specific, most of the students highly appreciated the lessons through well-guided modules that boosted their performance in General Mathematics. They also agreed that their learning experiences in Project ALS would have been better and more effective than traditional face-to-face lectures.

DISCUSSIONS

The results demonstrate that there is an extremely significant difference between the pre-test and post-test scores of the students before and after the implementation of Project ALS since the p-value of 0.000001 is less than 0.05 level of significance. Students perceived responses indicate that the advanced-lesson strategy is effective in improving the performance of the students in General Mathematics.