Enhancement of Mastery on Basic Mathematical Operations

Abstract

INTRODUCTION

This study aims to determine the assessment of the enhancement of mastery on basic mathematical operations. Specifically, the study seeks to determine the following: (1) profile of the respondents regarding age, sex, parents' highest educational attainment, grade in mathematics, family average income, and time spent in studying mathematics; (2) enhancement of mastery on basic mathematical operations according to the teaching-learning process, student attitude towards Mathematics, and demographic factors; and (3) significant relationship between the extent of enhancement of mastery of basic mathematical operations and their general average in mathematics across selected profile variables of the respondents.

METHODS

The respondent’s profile and the enhancement of mastery on basic mathematical operations were statistically treated and tallied using frequency and percentage formula. Levels of satisfaction by the weighted mean formula aided by a Five-Point Likert scale and the relationship between the respondents' enhancement of mastery on basic mathematical operations across the selected profile variables were analyzed using Pearson’s R-correlation.

RESULTS

From the analysis of the data gathered in the study, the findings were: (1) most of the respondents spent studying Mathematics for 30 minutes; (2) the enhancement of mastery on basic mathematical operations teaching-learning process, students attitude towards mathematics, and demographic factors were described as "Moderately Agree;" and (3) that the teaching-learning process and students’ attitude towards Mathematics has an effect on the students' enhancement of mastery on basic mathematical operations. Demographic factors do not affect the enhancement of mastery on basic mathematical operations.

DISCUSSIONS

Based on the findings and conclusions of the study, the researcher recommends the following: (1) conduct a similar study focusing on the effect of the extent of enhancement of basic mathematical operations on students' performance in Mathematics; (2) the teacher may use the different conventional methods of teaching Mathematics instead of the traditional method; (3) the student must be encouraged and get more attention from their teacher when they are performing or having a hard time in Mathematics; and (4) the school may have a monitoring routine for the Mathematics teacher on how they effectively teach Mathematics to their student.