Nona Math Quad (Grade 9 Quadratic Lessons with Gci Rules, Gci Worksheets and Trans Parabola)

Abstract

INTRODUCTION

Mathematics is a logical and creative activity employing abstraction to identify, describe and apply patterns and relationships. But it has been observed among the students the feeling of anxiety and frustrations with regards to Quadratic Functions as shown in the Consolidated Mean/ PL and NAT Result of the Grade 9 learners. Therefore, in this project, we made sure that there is no student left behind with the utilization of GCI Rules, GCI Worksheets, and Trans -Parabola.

METHODS

Multiple Continuous Improvement (CI) methodologies have been used in this research where assess, analyze and act took place. In stage assess, 4 steps were delivered such as get organized, talk with the customers, walk the process, and identify priority improvement areas. For stage analyze, do root cause analysis, develop solutions, and finalize improvement plan were identified and processed. Lastly, the act stages are where you pilot your solution, roll out a solution and check your progress have been implemented.

RESULTS

Based on the comparative MPS of the Pre-test and Post-test results, a gain of 34% is achieved. There was a big improvement shown in the delivery of quadratic lessons using the GCI Rule, from an average teaching time of 1 hour and 21 minutes without completing the steps during the pilot testing to 1 hour and 2 minutes with complete delivery of steps during the rollout. After the series of solutions, the researchers produce manipulative named Trans-parabola. The Trans-Parabola helped the students showed active participation and collaboration in the activities. Trans-Parabola is a manipulative or an alternative material used to analyze the effects of changing the values of a, h, and k in the equation y=(x-h)2 + k of a quadratic function on its graph in the absence gadgets.

DISCUSSIONS

The utilization of GCI Rules (Guided Practice, Collaborative, and Individual) helped the learner developed competencies and ensured correct structuring of the concepts and its delivery where meaningful learning takes place. From all the things that the researchers did in this CI Journey, there were lists of CI journey milestones made in the school. These are the improvements made in the project, the GCI rule, GCI worksheets, trans-parabola, student's active involvement and improved delivery of lesson with complete steps undertaken on target time. Other Mathematics teachers able to buy in the GCI rule in their classes and they were given an opportunity to improve their IPCRF rating.