Makleap: Makilings' L. E. A. P. (Leading for Enhanced Academic Performance) Utilizing Double instruction Scheme for Large Classes for Grade 10 Students for School Year 2016-2017

Abstract

INTRODUCTION

It is a known fact that enrollment in public schools continuously increases annually, despite classroom deficiency. Teachers are faced with a dilemma of managing large classes especially in Grade 10 at Makiling National High School. This research attempted to assess the double instruction scheme for large classes with the end view of enhancing students' academic performance specifically in Mathematics. The idea of having a co-teacher provide assistance to 80 students in the daily class interaction, furthermore it was envisioned to motivate and engage students to perform better and do well in academics. This study was conceptualized with the end view of addressing the congested situation in a classroom setting and innovated measures to improve performance.

METHODS

A combination of qualitative and quantitative research was utilized in this study. Experimental and Control group composed of 80 students each were evaluated every quarterly test. Their respective Mean, MPS and Standard Deviations were documented and comparatively interpreted. Questionnaire method was also employed and more on one on one interview (profiling) was conducted to gather the vital and necessary data for this study. The survey approach looked back to see what has been accomplished and with a critical eye evaluated whether they were satisfied or not, with the end view of making improvements. In the case of this study, there was a co-teacher who assisted in the implementation of the scheme in terms of class activities, recorded behavior of students and checked the progress of the program. Focus and active involvement during group activities surfaced.

RESULTS

Findings of the study revealed an increase every quarter for the experimental group making an edge over the control group, thus proving that the double instruction scheme is effective to a certain extent. The combined efforts and perseverance of the two teachers managing the class complemented the leading group. Notable observations for the control group revealed absenteeism and non-focus since the class is large. However, results may serve as a ground to cascade and implement it across learning areas.

DISCUSSIONS

The innovation on the attempt to improve the performance of the large class showed a positive response. Mentors and school administrators must be visionary to address the burden of handling large classes. The congested situation in the classroom proved not a hindrance in the attainment of better outcomes. Likewise, the department must be able to address the needs of the school in terms of resources. Human resources (teachers) must be flexible to adapt to changes that will benefit learners academically and holistically.