Improving Students’ Mastery Level in Rational Through the Shepherding Approach

Abstract

INTRODUCTION

The K to 12 Education Curriculum follows a spiral progression. Subjects are taught from simple to complex as the learner moves to a higher level. In the class of 43, the researcher found out that 19 of them were not able to master the Rational Functions, because of the difficulty in the basic operations which is the most important component to solve the said competency. With these situations the researcher decided to design an intervention to fit their needs. Darling et al (2006) state that "mentoring relationships are shaped by the unique qualities each partner contributes to the dyad".

METHODS

The researcher used selective-purposive sampling. Out of 43 students in Grade 11-Jabagaton 19 of them would not master the competency and were required to participate in the study. These 19 students were found to have not mastered the competency in Rational Functions after giving the Pre-Test Assessment.

RESULTS

Out of 43 students, 12 or 27.91% were below mastery level, 7 or 16.28 of them are nearing mastery level and the rest 24 or 58.81% are in the mastery level. After the data gathered and have an initial interview the following causes of the problem were identified. 2 out of 19 respondents have financial problem, 5 are influenced by peers, 5 of them have problems in the distance of their home to school, 2 lack the interest and the remaining 5 have lack of mastery in the basic skills of operation on integers. The mastery level of the identified Grade 11-Jabagaton students in Rational Functions before and after the implementation of the "Shepherding Approach". As shown in the table before the implementation of the intervention, there were 7 students in the Nearing Mastery Level and the remaining 12 students are at the Beginning Mastery Level. As a result, 6 of the 7 students in the nearing mastery level improved to a mastery level and only one remains under nearing mastery level. On the other hand, out of the 12 students in the below mastery level, 2 improve to nearing mastery level, 8 moved to mastery level, and only 2 remained in the below mastery level.

DISCUSSIONS

The results show that students should master their basic skills during their lower years, before proceeding to the higher years to avoid the gaps in the teaching-learning process. With this gap, the teacher should understand some reasons that affect students' performance in school and that, teachers should innovate or employ varied teaching techniques which could respond to the learning needs of the learners.