Utilization of Numeracy tool in Implementing Collaborative Pedagogical Approach in Teaching Algebra to Grade 8 Learners in Tuy National High School

Abstract

INTRODUCTION

Learners encounter many hindrances in learning Mathematics. It is commonly accepted that math is of little interest for certain people. Thus, there are many instructional tools and strategies that the teachers are able to conduct and use. Teachers in Mathematics apply techniques and strategies to support students who are struggling with Mathematics. But still, many students do not possess a numeracy skill. As a result, students have no higher competence in working mathematical problems. This study guided the researcher to make students increase their numeracy skills by utilizing numeracy tools with the collaborative approach that will be an innovative way to have a better result.

METHODS

The mixed method, the experimental, and quali-phenomenology were utilized. The data was obtained from thirty-five respondents from the controlled group and thirty-five respondents from the experimental group. Data gathered were statistically analyzed using Thematic Analysis, Paleontological Statistical Software Package for Education and Data Analysis (PAST) version 3.16, and Independent T-Test to show the significant differences between the posttests of the two groups of respondents when they used numeracy tool during the collaborative approach. A reinforcement program for Mathematics 8 was designed to address the effect of utilization of the numeracy tool.

RESULTS

Based on the questionnaire, it showed that majority of the students in the controlled group are visual learners while in the experimental are auditory learners. They were matched to utilize the numeracy during collaboration. From the analysis, the level of pre-test and posttest results of the two groups of learners signified that there was an increase in the scores of the learners when they were exposed to the numeracy tool during the pedagogical works. It showed that there was a significant difference between the posttest scores in the controlled and experimental group. This implied that the numeracy tool in learning Mathematics using pedagogical approach improved the academic performance of the learners.

DISCUSSIONS

The results revealed there must be differentiated activities to recognize students’ learning styles. Mastery and numeracy in Mathematics must be developed to attain a higher level of cognitive skills. Moreover, the use of pedagogical approaches should be matched to the learners' needs and styles. A proposed reinforcement program like the numeracy tool must be considered to improve the academic performance level of the learners in Mathematics.