(1) The majority of incoming 7th grade students at Talipan National High School were found to be lacking in basic math skills based on a numeracy test.
(2) The researcher implemented a supplemental math program called "Math Plus" on Saturdays to help improve students' numeracy.
(3) After completing Math Plus, students showed marked improvement on a post-test of numeracy, indicating the program was effective in raising their math skill levels.
(1) The majority of incoming 7th grade students at Talipan National High School were found to be lacking in basic math skills based on a numeracy test.
(2) The researcher implemented a supplemental math program called "Math Plus" on Saturdays to help improve students' numeracy.
(3) After completing Math Plus, students showed marked improvement on a post-test of numeracy, indicating the program was effective in raising their math skill levels.
(1) The majority of incoming 7th grade students at Talipan National High School were found to be lacking in basic math skills based on a numeracy test.
(2) The researcher implemented a supplemental math program called "Math Plus" on Saturdays to help improve students' numeracy.
(3) After completing Math Plus, students showed marked improvement on a post-test of numeracy, indicating the program was effective in raising their math skill levels.
(1) The majority of incoming 7th grade students at Talipan National High School were found to be lacking in basic math skills based on a numeracy test.
(2) The researcher implemented a supplemental math program called "Math Plus" on Saturdays to help improve students' numeracy.
(3) After completing Math Plus, students showed marked improvement on a post-test of numeracy, indicating the program was effective in raising their math skill levels.
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Math Plus as a Tool for Increasing
the Level of Numeracy of the Grade 7 Students of Talipan National High School An Action Research Presented to the DepEd, Division of Quezon by: JUANITO A. MERLE I. The Situation The Talipan National High School (TNHS), true to its vision of providing quality education to its clientele, conducted a numeracy test to the student-applicants for Grade – 7. The said test was given to the incoming Grade – 7 students during their application for enrolment in May 2013. To measure the student-applicants’ numeracy level, a ten-item test was administered. T The following are the significant findings: Out
of 531 student-applicants, there were 434 or
81.73% who belonged to non-numerate level, 84 or 15.82% were classified as instructional learners and 13 or 2.45% were categorized as numerate learners. With the above mentioned statistical data, the
Mathematics Department of Talipan National
High School was faced with a dilemma. Why? (1) The mastery of basic mathematical skills is needed in order to cope with the demand of life. Such demands include being numerically literate, gaining tools for future employment, developing the prerequisites for further education, and appreciating the relationship between Mathematics and technology; and (2) Mathematics is the language of sciences, and many disciplines depend on this subject as a symbolic means of communication; and Mathematics education can play an important part in developing students’ general decision making and problem solving skills (Benito as cited in Derecho (2013). II. The Problem
Considering the contents of the numeracy test
administered to the new entrants, the statistical data revealed that most of the Grade 7 students of Talipan National High School were non-numerate upon their entrance to high school. These students needed assistance in the competencies covered by the test such as: (1) addition of 6 – digit numbers; (2) subtraction of numbers without regrouping; (3) multiplication of a 5-digit by a 3-digit number; (4) division of a five digit by a 2-digit number; (5) addition and subtraction of dissimilar fractions; (6) division of fractions; (7) division of decimals; (8) word problem involving addition and division; (9) word problem involving multiplication of whole number and decimal number; and (10) word problem involving multiplication of whole numbers.
Because of the felt need of the Grade 7
learners in the area of Mathematics, the researcher with the consent of the School Principal, Math Head Teacher and Math 7 teachers attempted to improve the level of numeracy of the Grade 7 students using an intervention program called Math Plus. III. Generation of Alternative Solutions In response to the needs of the Grade
– 7 students of the TNHS as disclosed
by the numeracy test result, Math Plus had been conceived and implemented on June 22, 2013 to July 27, 2013 based on the decision made by the Math 7 teachers together with the Math Head Teacher with the approval of the School Principal. Math Plus as agreed by the Mathematics mentors of TNHS is an intervention program offered by the Mathematics Department of Talipan National High School to Grade - 7 students. This program was designed in response to the result of the numeracy test administered to Grade - 7 students during their application for enrollment for the current school year, 2013 – 2014 It is one strategy suggested by the researcher during the meeting of Grade – 7 Math teachers with the School Principal, Head Teachers, and Research Coordinator. As the name suggests, Math Plus provides
the Grade – 7 students an additional
opportunity to gain supplementary knowledge, values and skills in Math which are acquired during weekends (6 Saturdays, from June 22, 2013 to July 27, 2013). IV. The Plan of Action A. Objectives Math Plus, as an intervention program, aimed to develop five Math student-leaders for every section of Grade – 7 classes. The development of these students focused on their proficiency in the following topics: operations on whole numbers, decimals, fractions and integers. Likewise, the Math Plus aimed to involve these student-leaders in assisting their classmates in learning Math during their free time and in assisting their Math teachers in facilitating the small group activities held during their regular Mathematics encounters. B. Time Frame The Math Plus was implemented for seven
consecutive Saturdays i.e. from June 22,
2013 to July 27, 2013 at 8:00 a.m. to 12:00 noon. C. Target Subjects Math Plus involved five Math student-
leaders from each section of 13 groups of
Grade – 7 students. The five chosen participants for every section of Grade – 7 students regularly attended the Math Plus session which was facilitated by the researcher. These student-leaders assisted their classmates in learning Math during their free time. Math – 7 teachers also mobilized these student-leaders in facilitating the small group activities held during their regular Mathematics encounters. D. Activities Undertaken To successfully implement the Math Plus,
the researchers prepared 13 copies of 24
researcher-made modules. The learners took ownership of the lesson since the modules provided them with customized, meaningful learning experiences. The researcher prepared modules that tackle the (1) Properties of Operations; (2) Addition and Subtraction of Whole Numbers; (17)Ordering Fractions; (18) Addition and Subtraction of Fractions; (19) Multiplication of Fractions; (20) Division of Fractions; (21) Addition and Subtraction of Decimals; (22) Multiplication of Decimals; (23) Division of Decimals; and (24) Problem Solving Involving Decimals. (3) Multiplication of Whole Numbers; (4) Series of Operations; (5) Solving Word Problems Involving the Four Fundamental Math Operations; (6) Set of Integers; (7) Addition and Subtraction of Integers; (8) Multiplication and Division of Integers; (9) Factors and Multiples; (10) Divisibility Tests; (11) Prime and Composite Numbers; (12) Prime Factorization; (13) Greatest Common Factor; (14) Least Common Multiple; (15) Fractions; (16) Equivalent Fractions; Aided with the researcher-made modules, the Math Plus students collaboratively accomplished the learning activities. This decision of the teacher-researcher was influenced by the Cooperative Learning Theory of Clifford S. Zimmerman (cited in Dillenbourg, 2013). After the completion of the suggested
activities, the teacher led the discussion
guided by questions for analysis which are also found in the modules. With the topics clearly discussed with the Math Plus participants, the 65 Grade 7 students shared their acquired knowledge and skills with their classmates during their free time and during their regular Math classes. Afterthe completion of the Math Plus, the Math Head Teacher administered the posttest to 579 Grade 7 students in order to measure the acquired knowledge and skills of all Grade 7 students. Afterthe discussion of each lesson, the 13 small groups of students were made to answer the Oral and Written Assessments as an integral part of the modules. Checking of students’ responses was done right away for the learners to unlock their difficulties encountered in the lessons. E. Evaluation Criteria The numeracy level of the Math Plus participants was measured by the researcher through the numeracy test given to the Grade – 7 students during their application for enrolment in May 2013 and the same test administered by the Mathematics Head Teacher on July 29, 2013. The Grade 7 students’ responses to the
numeracy test were interpreted using a
continuum prepared by the researcher- statistician. The researcher used the scale of 0- 4 for non-numerate, 5 - 7 for instructional, and 8 - 10 for numerate. To measure the effectiveness of the Math Plus
as an intervention strategy to improve the
numeracy level of the Grade 7 learners, t-test for dependent samples was calculated by the researcher and its result was tested statistically at 0.05 level of significance. V. Presentation and Interpretation of Results VI. Conclusions (1) That upon admission in Talipan National High School, majority of the Grade 7 students were non- numerate; (2) That the Grade 7 students demonstrated marked improvement in numeracy test after the implementation of the Math Plus; (3) That the Math Plus as an intervention program helped the Grade 7 students improve their performance in the numeracy test that covered (a) addition of 6 – digit numbers; (b) subtraction of numbers without regrouping; (c) multiplication of a 5-digit by a 3-digit number; (d) division of a five digit by a 2-digit number; (e) addition and subtraction of dissimilar fractions; (f) division of fractions; (g) division of decimals; (h) word problem involving addition and division; (i) word problem involving multiplication of whole number and decimal number; and (j) word problem involving multiplication of whole numbers; (4) That the Math Plus as an intervention program was found effective as evidenced by the significant difference in the pre-test and posttest scores of the Grade 7 students in the numeracy test. VII. Recommendations
With the findings discussed in Part V and the
conclusions drawn from the findings, the researcher recommends the following: (1) Continue the administration of numeracy test to student-applicants; (2) Utilize the result of the numeracy test in addressing the students’ needs; (3) Offer Math Plus 2 to further enhance the mathematical knowledge, skills, and values of the Grade 7 students; and (4) Compile the Math Plus modules for future use of the TNHS. VII. Reflection Mathematics plays a very important tool in people’s daily living…the knowledge of Mathematics serves as the weapon in rapid change, uncontrolled technological advancement and the globally competitive world. In the field of science, medicines, businesses and other related areas and even in the economic development of the entire nation, Mathematics plays a role of an ever increasing importance (Vidal, 2013). Following the line of thought of Vidal, all schools in the country should seriously accept the responsibility of molding the youth through holistic formation of the learners. Formation of the learners always means helping the students advance themselves in terms of knowledge, values and skills. Talipan National High School (TNHS), true to its vision of providing quality education to its clientele, does not have the right to select its students. Whoever applies for enrolment as long as the applicant is qualified for high school schooling, he/she is given permission to enroll in this institution of learning. In the beginning of the SY 2013 – 2014, the Grade 7 teachers, in particular, discovered a problem on numeracy level of the new students. Instead of passing the blame to the elementary school teachers who had been the learners’ formators in the elementary level, the TNHS Mathematics teachers recognized the learners’ problem and provided a solution to it in the form of an intervention program known as Math Plus. To implement an intervention program like Math Plus entails seriousness, deeper commitment and dedication on the part of the school administrators and teacher- volunteer. The program required a lot of sacrifices including the preparation and production of modules and the execution of the teacher’s plan aided with the teacher-made modules. Administrators’ support including program monitoring played an important role in the successful implementation of the Math Plus. The aforementioned sacrifices bore fruits since this action research proved that the program helped the Grade 7 students improve their numeracy level. It is the realization of the current researcher that if every teacher dedicates himself to the profession called teaching, the DepEd Quezon’s motto i.e. “Bawat bata kinakalinga” will find its meaning.