2C-2I-R Mathematics Teachers’ Guide

Abstract

The future success of a child lies in the mastery of the necessary computation skills using the four fundamental operations, which are a prerequisite in doing more advanced and more complex mathematical problems. In realizing this, a teacher utilizes varied strategies to equip learners with the competencies they are expected to develop. This inspired the teacher to advance this study to determine the effectiveness of the 2C-2I-R teaching approach in Mathematics 3. The study employed the quasi-experimental research design, particularly the one-group-pre-test-post-test design. The respondents of the survey were the Grade 3 learners of Ilocanos Elementary School, the City of San Fernando, La Union during the School Year 2019-2020. The learners' parents consented to them taking part in the study. The data gathered were managed using descriptive and inferential statistics. The data showed that the respondents gained significant improvement from pre-test to post-test. The regular implementation of the 2C-2I-R Teacher's Guide in teaching Mathematics determined the changes in their performance since there was a substantial difference in the pupils' performance before and after the intervention. The 2C-2I-R approaches provide a relevant and helpful tool for improving the Mathematics skills and performance of pupils. With this, the researcher strongly recommends the adoption of the 2C-2I-R Mathematics Teacher's Guide.