Independent Learning Strategy Using Simply (Simplify-Apply) in Addressing a Least Learned Competency in Mathematics 8

Abstract

INTRODUCTION

The students’ ability to learn a particular topic depends on the teaching strategy. Mathematics, for example, is undeniably one of those subjects considered to be difficult by most. There would always be one or more least learned competencies for each quarter or grading period. This is evidenced by the result of the item analysis conducted after the first quarter examination. One of the Least-Learned Competencies was to simplify rational algebraic expressions (M8AL-Ic-2).

METHODS

This study utilized the descriptive method of research. The respondents were Grade 8 Kasilag & Linnaeus students of Cantilan NHS, S.Y. 2017-2018. The Least-Learned Competency was identified through the item-analysis of the 1st quarter examinations results for Grade 8 Math. After identifying the LLC and gathering pertinent LLC data, a Strategic Intervention Material (SIMPLY) was designed and validated. Respondents were tasked to answer drills, exercises, and activities, after which they took the post-test to measure any improvement. The scores of the respondents in the post-test were gathered for interpretation.

RESULTS

There is an improvement in the performance level of students after the intervention. An increase of 4.28 or 54.11% in their performance was noted after the employment of Independent Learning Strategy using SIMPLY.

DISCUSSIONS

Applying different strategies like "think-pair-share" in SIMPLY caused an increase in students' performance. The researcher also considered lessening the number of activities in the material and giving students more time to carry out their tasks. Had these changes been done earlier, students might have even obtained higher scores. These apprehensions must therefore be taken into consideration by future researchers, specifically those who will conduct a study similar to this one.