Improving the Competency of Teachers on the Least-Mastered Skills in Mathematics 7 Using the Lesson Study Approach

Abstract

INTRODUCTION

Lesson Study has been a very popular means of improving teaching competencies. In this research, the same approach was used to improve the competency of the teachers on the least-mastered skills in Mathematics 7. The skills include: 1) Organizes data in a frequency distribution table; 2) Illustrates the measures of variability (range, average deviation, variance, standard deviation) of a statistical data; and 3) Calculates the measures of variability of ungrouped data. Equipping the teachers with the competency for the least-mastered skills will eventually lead to the improved performance of the students.

METHODS

This research employed a descriptive method in determining the least-mastered skills in Mathematics 7, the best practices of the Mathematics teachers in teaching the least-mastered skills, and the competency of the Mathematics teachers on the skills. The best practices employed by the teachers in teaching the least-mastered skills as well as the level of competency of the teachers along the identified least-mastered skills before and after the program was determined through Focused Group Discussions (FGDs). A significant difference in the level of competency of the teachers before and after the implementation of the program was determined based on the responses and performance of the teacher-participants.

RESULTS

Teachers are highly competent in the least-mastered skills particularly along with content but relatively low on strategy indicating that the teachers are knowledgeable on the topics but have some issues on how to carry out the lesson since not all of them have experienced handling the subject. The results indicate that the Mathematics teachers undertake measures to provide students with effective lessons through collaboration with other teachers and to implement corrective measures for the re-implementation of the lesson.

DISCUSSIONS

The results indicate that the program has improved the competency of the teachers on the content, strategy, and assessment for each identified least-mastered skill as shown by the difference in the performance before and after the implementation of the program. Programs like School Learning Action Cell (SLAC) focusing on lesson study need to be institutionalized to capacitate the teachers of the lessons that they will teach to their students. The research lessons developed should be utilized and continuously modified to ensure learning among students.