Effective Mathematics Intervention Program for Grade Six Pupils of Senator Claro M. Recto Memorial Integrated School through Fb: Fraction Bars

Abstract

INTRODUCTION

The recent results of the National Achievement Test in Sen. Claro M. Recto Memorial Integrated School indicate low performance in the different areas of learning; especially thus, this action research was conducted. This study will help to determine the strengths and weaknesses of the students in the area of Mathematics. In addition, this will be the backbone of the school in order to improve the performance of the Grade Six Pupils. Another basis of launching FB: Fraction is the result of the First Quarterly Test of the Grade Six Pupils. Item analysis conducted by the researcher shows results that are not very impressive. FB: Fraction Bar is perfect for flipped classroom math teachers and pupils. This lesson is aligned with the common core learning standards for math and the k-12 math curriculum as well.

METHODS

The researcher used the Descriptive research which involves the description, recording, analysis, and interpretation of the present nature, composition or process of the phenomenon.

RESULTS

The findings reveal that the pupils improved their understanding of fractions. There is a total of 6 or 96% of pupils passed the post-test however, 1 or 14% failed in the given test. This is due to the number of absences of the clientele. The correct responses of each identified pupil who did not pass the post-test using the Teacher-Made Test were tabulated and tallied. The post-assessment test shows that there is an increase of almost 42% in the 4 competencies involving fractions. However, pupils obtained a lower number of correct responses in Operation on fractions and Word Problems Involving Fractions with respective percentages of 71% and 67%. The findings reveal that the pupils improved their understanding of fractions.

DISCUSSIONS

Overall, the researchers found that the FB or Fraction Bar tasks were successful in supporting student learning. However, even with this highly researched, refined, and a sequenced group of learning objects, there were important contexts that affected the success of FB use by specific students. The three interacting contexts were related to technical, teaching and student factors that operated simultaneously in the learning environment of FB implementation. The revealing of these contexts through the study led the researchers to develop a guide to support teacher implementation of FB. This intervention clearly illustrates the ways that researchers and educators could help generate better conditions for student learning.