Enhancing the Mastery Skills in Grade XI Mathematics through Project (SON) Students Opportunity on Numeracy

Abstract

INTRODUCTION

This action research is funded by the Basic Education Research Fund (BERF). It is a descriptive type of research which aimed to enhance the mastery skills in grade XI Mathematics through Project (SON) Students Opportunity on Numeracy. The respondents are the grade XI students of San Lorenzo National High School, Tabaco City. Project SON is a form of innovative materials in mathematics proposed by the researcher to improve learning.

METHODS

The main instrument used to gather data are the pretest and posttest. Another data to be considered are the least mastered skills identified during the pretest. The statistical tools used are the mean, PL and the t-test and to answer the significant difference between the means, the t-test was used to correlate the values of the pretest and posttest.

RESULTS

The researcher concluded that after conducting the pretest, several least mastered competencies were identified such as representing real life situation using function, evaluating functions, performing composition of function, solving problems involving functions and rational functions. These competencies were given priority for interventions. After analyzing the test items, findings showed that the mean and the PL in the posttest was higher than that the pretest. There was 16.67 % increase in the mean and 33% increase in the PL.

DISCUSSIONS

This action research provided multiple strategies and interventions toward enhancing mastery skills in Grade 11 Mathematics. The Pearson product Moment of Coefficient of Correlation (r) was -0.53 which was qualitatively described as moderately high. This was an implication that after series of interventions, there was an improvement in the performance level of the students. There was also a significant difference between the pretest and the posttest since the computed value of t = 3.95 was greater than the critical value of 2.201. Using the t-test for correlated sample at 0.05, the hypothesized mean difference was 0 and the degree of freedom df= n-1 was equal to 40. Therefore, the level of significance was at t.05 = 2.201 or 95% confidence level. The t-computed value of -2.704 was beyond the critical value of -2.403 at 0.05 level of significance with 40 degrees of freedom. This indicated that learning took place after several interventions given to the students. It also implied that remediation was an effective tool in raising the performance of the Grade 11 students.