Effects of Continuous Improvement Program on the Academic Performance in Mathematics of the Grade Three Pupils in Selected Public Elementary Schools in the District of Binangonan III

Abstract

INTRODUCTION

Education is a continuous search for solution on low standard quality education in the country. It has resorted to various innovations in the system with the goal of improving the quality of education and intensifying the literacy of the students. The system has been into reinventing and organizing the basic education curriculum to participate again the teachers on full time-on-task and re-evaluation of duties and functions of all concern people in the education structure. The reinvention of school governance must thereby give more independent status of operations guided by self-regulation in compliance with Department of Education Standard of Excellence.

METHODS

Descriptive method of research utilizing a questionnaire-checklist as a tool in gathering the needed data. The respondents of the study were teachers of Mathematics who were chosen using purposive sampling technique and described in terms of their age, sex, civil status, position title, length of service and seminars and trainings attended. The data were tallied, computed, tabulated, analyzed and interpreted in accordance with the appropriate statistical treatment.

RESULTS

Based on the findings, position title and length of service are not contributory on the extent of effects of Continuous Improvement Program on the performance in Mathematics of the grade three pupils as perceived by the teacher-respondents. Meanwhile, age, sex, civil status, educational attainment and seminars and trainings attended are found to be contributory. Sibling position, monthly family income, parent's educational attainment and number of children in the family are not contributory on the extent of effects of Continuous Improvement Program on the performance in Mathematics of the grade three pupils as perceived by the pupil-respondents. Pupils' academic performance correlates on the extent of effects of Continuous Improvement Program with regard to computational skills. Analytical and problem-solving skills do not correlate on the extent of effects of Continuous Improvement Program.

DISCUSSIONS

The results recommended that pupils may be exposed more to Continuous Improvement Program which would be of help to them especially in developing their mathematical skills that would give them better knowledge and information. Teachers may continue to utilize the said program since it would be much beneficial to pupils particularly in developing their mathematical abilities.