Utilizing the MFAT Results for Better Service Delivery at Sto. Nino ES, Division of Batangas City

Abstract

INTRODUCTION

The study sought to determine the effect of the Multifactored Assessment Tool and the possible impact it may have on the delivery of individualized instruction of pupils in the school.

METHODS

The researcher used a descriptive method of research that utilized a qualitative-quantitative approach. Documentary analysis was used as well as interaction between and among the research proponent and the pupils identified in the MFAT.

RESULTS

The results show that there were 11 identified pupils who need further assessment and would undergo intervention. They are suspected cases of exceptionalities that are not formally assessed yet but are manifesting currently in the classroom setting.

DISCUSSIONS

The results show that there is a need to take a more active stand in the individualization of instruction among the pupils in the first grade. While there is only a limit to what we can do in the classroom, intervention activities designed to keep the pupils interested and engaged would definitely help open up new horizons for them.