Review Programs and Students' Achievement in Advanced Algebra among Fourth Year High Schools in the First Congressional District of Surigao Del Sur

Abstract

INTRODUCTION
To improve achievement of students in Mathematics, the Metrobank-MTAP-Department of Education Math Challenge which is a math competition in both private and public elementary and secondary schools nationwide is annually held. Here, participation and involvement of Mathematics students is greatly encouraged. The researcher took the interest in undertaking this study for Fourth Year Level, to evaluate the students' achievement in Advanced Algebra of both public and private secondary schools of the first district of Surigao del Sur.

METHODS

Descriptive-correlational method was used. A total of thirty-nine (39) teacher-trainer and seventy-eight (78) student-participant respondents of the study. The effectiveness of the implementation of review programs was drawn out through questionnaire. The result of the 2011 Metrobank-MTAP-Department of Education Math Challenge Elimination Round-Cluster Level was used to determine the level of students' achievement. Pearson product moment correlation was the statistical test used to measure its degree of relationship.

RESULTS

The findings were: review programs in Metrobank-MTAP-Department of Education Math Challenge were very effective; 82% of the participating schools got below the mastery level of achievement; review programs and level of students' achievement had significant relationship; problems met on the conduct of review programs by students, teachers, parents, and its implementation were serious; and training for teacher-trainers on MTAP interventions were meant to improve the students' achievement.

DISCUSSIONS

Conclusions are: Teacher-trainers conducted review programs; most of the schools are non-performing and do not excel; review programs have a great influence on the level of students' achievement; problems met greatly affected the conduct of review programs; and training for teachers-trainers on MTAP Interventions can uplift the level of students' achievement. Recommendations are: the designed training on MTAP Interventions must be implemented; schools must implement MTAP-Department of EducationSaturday Math program; school heads must be positive on review programs. Compulsory implementation of review programs must be observed and monitored; teacher-trainers should be more committed and dedicated on the conduct of review programs; student-participants must give more time on review programs even during weekends; parents must be well-motivated to support the review programs; and future researchers should examine better review programs in a more heterogeneous teacher-trainers sample.