Effectivenessof Direct Instruction Strategy on the Academic Performance in Mathematics of Grade 9 Students in Fernando Air Base National High School for the Sy 2016-2017

Abstract

INTRODUCTION

The academic performance of students in Mathematics has been observed to fluctuate. National Elementary Assessment Test (NEAT) and the National Secondary Achievement Test (NSAT) revealed that the lowest mean observed was in Mathematics.

The same observation was revealed by the National Achievement Test (NAT) in the Division of Lipa City. For the school years 2013 -2015, low percentage mean scores (MPS) were recorded in Mathematics. Likewise, records of the least mastered competencies in Mathematics, specifically for Grade 9, seemed to reveal the same competencies for successive days.

Taking into account the alarming decline on the academic performance in Mathematics among high school students, the researcher aims to employ one of the pedagogical approaches, that is the Constructivism approach, that will be of great help for the low performing students in Mathematics 9 of Fernando Air Base National High School.

METHODS

In this study, the researchers used the descriptive method of research. A descriptive study collects organize and reviews information about the randomly selected students who served as participants to the remedial program. The method was used to analyze the academic performance of the students before and after using the direct instruction strategy in remediation and thus verify the assumption that the used strategy has a significant effect on their academic performance. Qualitative analysis is the most conducive in identifying the implications of the findings made.

RESULTS

With the aim of establishing the Effectiveness of Direct Instruction Strategy on the Academic Performance in Mathematics of Grade 9 Students in Fernando Air Base National High School for the Sy 2016-2017, the Correlated T is used as a statistical tool to interpret the significance of the effect of the applied strategy.

Based on the statistical analysis using the computation of correlated t, there is a significant difference between the pretest and the post-test in favor of the post-test. The program, remedial classes using direct instruction was effective.

DISCUSSIONS

The direct instruction strategy is already proven as effective method in remedial classes for the slow learners. The findings should be utilized in the other sets of students in Mathematics 9, considering the different topics and competencies.

Secondly, the strategy can be used as a basic of instruction in Mathematics other grade levels.