Master F4: An Evaluation on Remedial Program in Mathematics

Abstract

INTRODUCTION

The research was conducted at Kaytitinga Elementary School, Kaytitinga 1, Alfonso, Cavite. Only 20 pupils were chosen to be tutored by 20 teachers in the school after class hours from August 2016 to March 2017.

METHODS

The conceptualization of this Master F4 originated from Manalo, 2012 which later modified to cater to the needs of Kaytitinga Elementary School pupils. In this program, pupils with very low mastery in the four fundamental operations are identified and will be given sets of tests using the Master F4 Portfolio, and from there, they will be assigned to one teacher to give them remedial teaching involving four fundamental operations. Materials used in this remediation program are: Master F4 Portfolio, Manalo, 2012, squared paper, table squares, number lines, procedural examples, counters, money, flats and longs, Base ten materials, block, tangrams, geo boards, 100 charts, window drill cards-Card A1-2, Card S-1-2, Card M-1-2, Card D-1-2 as supplied by DepEd. Each pupil under study was given remedial notebooks and stickers that will serve as their attendance, no attendance no sticker for their puzzle, sign of completing the Master F4 remediation program.

RESULTS

There is a significant difference between the academic performance of pupil respondents before and after the implementation of Master F4 as revealed after the eight-month remediation program of the Master F4, post-test revealed the following: 9 pupils or 45% got Moving Towards Mastery and 11 pupils or 55% have Mastered in the Master F4-Addition. Findings suggest that Master F4 program has significantly improved pupils' mathematics abilities in four fundamental operations. Three crucial practices should be applied to all mathematics interventions: universal screening, explicit and systematic instructional methods, and data-based decision making.

DISCUSSIONS

Research is united in the belief that early detection and remedy of Math difficulties eliminates future struggles with increasingly complex and Abstractmathematical concepts studied throughout secondary grades. Researchers have identified "fluency and proficiency with basic arithmetic combinations and the increasingly accurate and efficient use of counting strategies" as indicators of early math proficiency. The consensus among researchers indicates that elementary school math interventions are essential to avoid later difficulties.