Effects of Project Term to Students' Mathematics Performance

Abstract

INTRODUCTION

Mathematics invades all disciplines and in the past decade, there have been shifts and innovation for academic excellence in the field of mathematics. However, several types of research showed that are still students struggling in the said subject. With this, the teacher needs to understand the phenomenon and create meaningful ways on how to help the students. Thus, the concept of intervention programs could bring an effect on mathematics performance. In view hereof, this study sought to determine the effects of Project TERM (Teach Explicitly REMEDIAL MATHEMATICS) to students' mathematics performance.

METHODS

An experimental research design was utilized in this study using teacher-made tests and worksheets about basic mathematics. To ensure that the instrument will elicit correct responses from the students, it was subjected to content validation. The teacher-made test was employed before and afterthe experiment. While during the process of Project TERM, worksheets were utilized. The respondents of the study were 45 grade 11 students of Alangilan Senior High School who obtained 75% and below score on the pre-test.

RESULTS

Majority of the respondents achieved unsatisfactory performance in the pre-test while on the post-test majority of the respondents attained very satisfactory performance after the conduct of Project TERM. More so, the data analysis showed that there was a significant difference between the pre-test and post-test results and the project was an effective tool to enhance the students' academic performance in mathematics.

DISCUSSIONS

In the light of the findings that the project was an effective tool to improve students' mathematics performance, it can be inferred that difficulties in learning can be addressed through early and appropriate assessment plus conducting intervention activities relevant to the needs of the students. This was supported by several types of research like Sudling in 2012 who stated that every intervention relies on teachers' pedagogical content knowledge, enhancement activities and assessment of students' progress. However, other aspects like evidence-based teaching strategies and duration of the program may also be considered which may give a new direction to the results of the program.