Effectiveness of the Developed Strategic Intervention Materials in Mathematics 9 as Perceived by Select Junior High School Teachers and Students in Nasugbu East District

Abstract

INTRODUCTION

In this very much challenging and fast changing society, mobilizing the educational arena, innovations of different kinds and variations are expected to continuously arise. Quality teachers are being challenged by this emergence of innovations to further address the demand of the 21st century in developing and producing globally competitive learners nurtured and equipped enough with the necessary competencies and skills in facing this educational battle. Relevant to this, whatever skills and competencies the students may fail to master, the problem is always denounces to the teacher. This reality then requires curriculum implementers to develop their own kind of innovations and one of these is this Strategic Intervention Materials as a remediation tool. This study was then pursued to determine the effectiveness of the developed Strategic Intervention Materials (SIMs) in Mathematics 9 as perceived by selected Junior High School teachers and students in Nasugbu East District.

METHODS

A descriptive quantitative research method was employed in this study which made use of a self-made survey questionnaire as the main data gathering instrument. Two groups of respondents was utilized which includes forty-seven (47) Mathematics teachers and fifty (50) Grade 9 students who evaluated the developed SIMs. Computation of the weighted mean and ranking as well as the use of t-test was used in the treatment of the data.

RESULTS

Based on the data gathered, findings revealed that the developed SIMs particularly its parts and features were effective as perceived by the two groups of respondents. However, significant differences between the perceptions of the two groups of respondents were noted on the parts and features of the SIMs which obtained t-test values of 4. 11, 3.97, 3.86, 2.97 and 3.05 and 3.87, 3.65, 4.31, 3.82 respectively which are all greater than the critical value of 2.23 with degree of freedom of 10 at 0.05 level of significance.

DISCUSSIONS

In the context of these findings, the researcher concluded that the developed SIMs could purportedly serve its purpose of addressing the learning gaps in Mathematics 9. Prior to this, in the development of such intervention materials ensuring its effectiveness, it is hereby recommended that the teacher must consider the learning styles, needs, strengths and weaknesses of every individual learner. However, the developed SIMs should be utilized to address the least mastered competencies in Mathematics 9.