Whole Brain Power Teaching: Improving Grade Four Pupils' Participation in Mathematics' Learning Activities

Abstract

INTRODUCTION

Action research on the improvement of grade four pupils' participation in mathematics' learning activities through Whole Brain Power teaching was conducted in Matalam Central Elementary School, Poblacion, Matalam, Cotabato. This research aimed to find out the effectiveness of the Whole Brain Power Teaching principles to the improvement of the respondents’ class participation in mathematics activities as well as their academic performance.

METHODS

The respondents were chosen purposely with complete enumeration which is the whole Grade Four Section Diamond. The data were gathered using an observation checklist and paper and pencil tests were utilized to measure the improvement of class participation and academic performance of the pupils.

RESULTS

Findings show that the majority of the respondents participated actively in mathematics' learning activities. As to the result of the pretest and posttest, the Mean Percentage Score (MPS) of pupils from pretest was 59.53% to 89.40% in the post-test that has a significant increase of 26.86%.

DISCUSSIONS

The following were findings of the study: Grade Four Diamond participated well during the conduct of the intervention. Mean Percentage Score (MPS) of pupils from pretest was 59.53% to 89.40% in the posttest that significantly increased by 26.86%. The following were issues and concerns encountered during the intervention. Class disturbances due to some extra-curricular and academic contest/activities held in the school.Frequently absent pupils due to family or health conditions.Class noise due to power teaching techniques that need pupils to utter or even shout words as part of performing their task or attention grabber.