Effects of Creating Active Numerist (CAN)as Intervention Program to the Non-Numerate Learners

Abstract

INTRODUCTION

Teaching Mathematics has become a major issue in different parts of the country. The teaching strategies used by teachers and the quality of teachers have affected the performance of the learners. It is one of the hardest parts for a Mathematics teacher to easily learn Mathematics by his learners but he can think a way for his learners to learn and love Mathematics well. He came to think of the intervention program that will help him in improving his teaching in Mathematics. It has been observed that many learners have not yet mastered the basic skills of four fundamental operations in Mathematics which is very important for them to be able to solve specific problems. With the help of newly developed instructional materials, he thinks that it can lessen the problem.

METHODS

The study was focused on improving Mathematics performance through the use of an intervention program (CAN). Out of 42 learners who took the diagnostic test,15 are non-numerate who will undergo the said program. This program was done from 10:00-10:35 from Monday to Thursday within two months. With the use ofthe descriptive-survey design of research using one group pretest-posttest design of the research was utilized to gather to attain the purpose of the study and to test the effectiveness of the developed materials.

RESULTS

The result of the post-test administered to the 15 learners shows that in addition without regrouping 15 learners improved from non-numerate learners while in addition with regrouping 12 learners improved to numerate learners after being exposed to the CAN intervention program and 3 learners are still non-numerate. There is an increase in the level of performance of the learners, thus the performance is better after the intervention program. There is sufficient evidence at the alpha level of significance to show that there is a significant difference between the performance of 15 Non-Numerate learners before and after their exposure to the said intervention program with respect to all the lessons involved. This means that the use of the intervention program improves the level of performance in Mathematics lesson.

DISCUSSIONS

The intervention program was effective in developing the Mathematics performance of learners but there still a need to have constant practice in solving math problems to improve the performance better. Parents' involvement may take part also by giving them full support and follow up at home. Constant follow up of the next Mathematics teachers should be conducted for further development.