The Effectiveness of Conducting Remedial Math Instruction Utilizing Varies Activities to Improve the Achievement of Grade VII Low-Performing Students of GFLMNHS SY 2017-2018

Abstract

INTRODUCTION

Learning deficiency in Mathematics is now becoming a serious problem that educators are now facing. Low performing students often trouble with the simplest math problems. They have difficulty understanding basic mathematical concepts and lack an intuitive sense of how numbers work. Learning mathematical procedures can be quite challenging for them. This results in pupils starting to dislike math and avoiding it whenever possible. To help students who may have this learning disability and to save them before the problem gets worse, teachers should learn to respond to their needs as efficiently and carefully as they can. Teachers play a key role in improving the students' achievements in all fields of endeavors.

METHODS

The study used the descriptive correlation type of educational research utilizing the ratings of the student-respondents for the first grading period to gather the data needed for the study. This method is designed to establish the effectiveness of a variety of activities in conducting remedial Math instruction to Grade VII low-performing students of GFLMNHS. It also used the Student's Profile Form that contains information about the respondents. Frequency counts and T-test were used as statistical tools. The study used a survey questionnaire from where the respondents indicate their personal data and the data on the different activities used by the researcher in conducting the remedial instruction.

RESULTS

The findings of the study revealed that most of the pupils are males, of the proper age for their grade level, with a monthly family income between P5000-P7000 and their nutritional status ranges from below to normal. A t-test then employed to assess if there is a significant difference in the students' academic performance after giving them a remedial session using a 0.01 level of significance.By applying the t-test for two related population: Matched Pairs, the test statistics t-test =4.67. This shows that this lies in the rejection region.

DISCUSSIONS

The results showed the need of the students of varied activities in Mathematics for them to learn the different skills and concepts in the said subjects. The common activities prevailed and found effective such as the use of flashcards, games, etc. There is a significant increase in the performance of student-respondents who undergo remedial classes using a variety of activities.