Mastery Level and Learning Styles of the Grade Six Non-Numerate Pupils: Basis for the Development of an Interactive Learning Module

Abstract

INTRODUCTION

In the world with dividing clusters of Math enthusiasts and Math non-aficionados, global learners, including Filipinos, are dealing with crafted learning activities integrated into their curricula. In the local school setting, it was recorded in the 3-year School Improvement Plan and was reflected in the School Report Card 2013-'16 of Masin Elementary School that 27% of the enrolment was assessed as non-numerates in Year1; 33% for Year2 and 30% for Year3. These significant rates have been calling for interventions. Hence, this research (2017) aimed to determine the mastery level and learning styles of Grade 6 non-numerate pupils as the basis for the research-based interactive learning module.

METHODS

The researcher made use of the descriptive-evaluative method. The study considered the result of the District Numeracy Test in evaluating the mastery level in Math of Grade 6, in each of the five content areas in terms of Number & Number Sense, Geometry, Patterns & Algebra, Measurement and, Statistics & Probability. Furthermore, this study also used the descriptive-survey method of research for (1) analysis of the learning styles and; (2) analysis of the significant difference in the mastery level when classified according to their preferred learning styles.

RESULTS

The results revealed that the mastery levels of the respondents were 25% or Mastery Least (ML) in the Number & Number Sense, 24% or ML in the Geometry, 31% or ML in the Patterns & Algebra, 29% or ML in the Measurement and 23% or ML in the Statistics & Probability. Regarding the preferred learning styles of 55 respondents, 15 or 27% were activists, 12 or 22% were reflectors, 6 or 11% were theorists, 2 or 4% were pragmatists and 20 or 36% had the preference to two or more learning styles. It was also found that there is no significant difference in the mastery level in each of the 5 content areas in Mathematics 6 when they were classified according to their preferred learning styles as indicated by the calculated F-values that are less than the critical F-value 3.72 for a two-tailed test at .05 levels of significance.

DISCUSSIONS

The results exhibit the necessity to conceptualize and support interventions like "I LOVE MATH!" so that learners will be engaged in the various activities specially designed based on their interests and abilities. Future researchers are also suggested to conduct a related investigation involving learners regardless of numeracy level, not limited to non-numerates alone.