The Performance of Grade Seven Students Through Numpa (Numeracy Project Assessment) in Remedial Teaching in Tañong National High School

This study was conducted in Tañong National High School in Brgy. Tañong in the City of Malabon for the school year 2017 2018. As one of the Math teachers of this institution, the researcher choose this locale in preparation for the upcoming years to focus in the National Achievement Test (NAT).

Population and Sample

The research population in this study were Grade 7 students of Tañong National High School. There were ninety-nine (99) males and ninety-four (94) females a total of 193 students who took the 4 Fs Test on July 10, 2017 .

STATISTICAL TREATMENT DATA

The data collected were all descriptive data, including the pre-test and post-test scores of the assessment.

A Z-test was used to evaluate the effectiveness of the tool of the achievement of the respondents, Mean, Standard Deviation, and MPS (Mean Percentage Score) were also used for analysis.

Scale of Mastery Level

Simple Mean

Percentage Score

Standard Deviation Z Test

Pre-Implementation

• Pre-Assessment

• Identification of Respondents

• Conduct a Survey

• Conduct an Interview

• Orientation of Parents

• Signing of Agreement

Implementation

• Conduct a Remedial Class

• Assess Weekly Remediation

Post-Implementation

• Administer a post-assessment

• Conduct an Interview

• Analyze Observation

• Conclusion and Recommendations

• Share Result

December, 2017-January, 2018

July-August, 2017

September-November, 2017

‌WORK PLAN

Chapter 3

RESULTS AND REFLECTIONS

This chapter presents the data gathered by the researcher from the respondents through pretest and post-test.

Based on the data gathered from the respondents, the following are the findings of the study:

Scores and the Mean of the Pretest of Grade 7 Table 1 Summary of the Means of the Pre-Test of Grade 7

on Basic Four Fundamental Operations

The table above shows the performance of Grade 7 students. These were given before the beginning of the remediation program. The pre-test contained 10 items per operation, with a total of 40 item questions. It is shown that the highest mean score is

7.26 (Addition) and describe as approaching mastery level with the standard deviation of

1.56 while the lowest mean of 3.38 described as developing with a standard deviation of

1.15 (Division).

This supports the idea of Moscardini 2009; Gurganus 2007; Fuchs 2001; Mercer & Miller 1992 that students are helped to understand mathematical concepts using a concrete-representation-abstract sequence which is based on teacher-centered approach.

Scores and the Mean of the Post-test of Grade 7 Table 2 Summary of the Means of the Post-Test of Grade 7

on Basic Four Fundamental Operations

The table above shows the performance of Grade 7 students in the post-test in four fundamental operations.

This was given after the Remediation Program. This served as one of the main data of the study. The post-test contained 10 items per operation, with a total of 40 items questions.

Table 2 shows that the highest mean score obtained was in the addition, 8.97 and described as mastered with the standard deviation of 1.17, while division operation obtained the lowest mean of 5.65, described as achieving level with a standard deviation of 1.16.

The findings, as emphasized by Delisle and Berger (1990); Witmore (1980), that remedial strategies are effective as they focus on students

strengths to create thier intrinsic motivation while remediation is done in a safe environment so that the learners can make their own understanding of knowledge.

Table 3.1 Test of Significant Difference among the Mean Scores in the Pretest and Post-test of Grade 7 students in Addition

Table 3.1 shows that the mean has improved in the post test results in addition operation. Similarly, the computed z-value is greater than the critical value which means that there is a significant difference among the mean score in Addition because of the remediation program.

The findings are congruent with (Bottge et al. 2006) students can learn new concepts when instructional techniques and materials are motivating and appropriate.

Table 3.2 Test of Significant Difference among the Mean Scores in the Pretest and Post-test of Grade 7 students in Subtraction

Table 3.2 shows that the mean has improved in the post test results in subtraction operation. Similarly, the computed z-value is greater than the critical value which means that there is a significant difference among the mean score in subtraction because of the remediation program.

The findings are congruent with (Bottge et al. 2006) students can learn new concepts when instructional techniques and materials are motivating and appropriate.

Table 3.3 Test of Significant Difference among the Mean Scores in the Pretest and Post-test of Grade 7 students in Multiplication

Table 3.3 shows that the mean has improved in the post test results in multiplication operation. Similarly, the computed z-value is greater than the critical value which means that there is a significant difference among the mean score in multiplication because of the remediation program.

The findings are congruent with (Bottge et al. 2006) students can learn new concepts when instructional techniques and materials are motivating and appropriate.

Table 3.4 Test of Significant Difference among the Mean Scores in the Pretest and Post-test of Grade 7 students in Division

Table 3.4 shows that the mean has improved in the post test results in division operation. Similarly, the computed z-value is greater than the critical value which means that there is a significant difference among the mean score in division because of the remediation program.

The findings are congruent with (Bottge et al. 2006) students can learn new concepts when instructional techniques and materials are motivating and appropriate.

‌CONCLUSION

Chapter 4

Conclusion and Recommendations

Based from the summary of the findings, the following conclusions

are:

1. In terms of the pre-test performance in Math Grade 7, the Division operation obtained the lowest mean of 3.38 that falls under emergent level.

2. In terms of the post-test performance in Math Grade 7, the Division operation obtained the computed mean of 5.65 and interpreted as Approaching Mastery.

3. The pre-test and post-test revealed that there is signficant difference in the pre-test and post-test because the computed value is greater than the critical value. Hence, the hypothesis is rejected.

4. Based from the results, the researcher proposed a program which is remediation program that will help the learners to increase the level of numeracy and enhance the performance of the students in the basic operations.

‌RECOMMENDATIONS

In the light of the significant findings and conclusions of this study, the following recommendations are pressented:

1. To the Students

   • Be active, attentive and participative during the Math class/Remedial class.

   • Develop a study habit.

2. To the Teachers

   • Prepare learning devices using illustrations, pictures and other presentations to catch the learners attention.

   • Monitor learners progress using portfolio.

   • Provide instructional materials to be manipulated by the learners.

3. To the Parents

   • Assist their children in studying and cooperate with the school to monitor their childrens performance.

   • Attend parent conference to update the progress of their children.

4. To the Administrators

   Provide updated materials to win the students interest and to inform them about the changes and innovations in the present situation.

5. To the Future researchers

Explore other possible interventions/programs that would encourage students to enhance their mathematical skills.

REFERENCES

1. DepEd Order No. 73, s. 2012

2. Lee-Chua Q. (2015) Foundations First: Arithmetic Mastery and Algebra Performance. Ateneo de Manila University, Philippines.

3. Salandanan, G. (2009). Teachers Education. Quezon City Katha Publication Inc.

4. https://en.wikipedia.org/wiki/Remedial_education

5. Corpuz, B. (2007). Principle of Teaching. Quezon City

6. Lumogdang, Lumogdang, D. .(2013). Performance of Grade 7 Students in Four Fundamental Operations in Integers using Computer-Based Learning Approach in Teaching Mathematics among Grade Seven students (Descriptive). Meycauayan College, Meycauayan Bulacan.

7. Safer, N. And Fleischman, S. (2006). How students progress monitoring improves instruction. Educational Leadership. Vol.5 No.62 pp.81-83

8. Villanueva, Villanueva A. . (2015). Numeracy Level Test results as predictor of students performance in Mathematics in Lucena City National High School. Lucena City Quezon

Jose Ryan L. Aguilar

Teacher I Mathematics Tañong National High School

Schools Division Office of Malabon City

A C K N O W L E D G E M E N T

This research was supported by the Department of Education through the Basic Education Research Fund (BERF). The researcher conveys his deepest appreciation and profound gratitude to the ALMIGHTY GOD, the source of all wisdom and strength, and direction for making all things possible.

Likewise, the researcher wishes to thank Schools Division Office Malabon City, for allowing the conduct of this research to Tañong National High School and the following persons for their valued contribution to make this work a meaningful one:

Mrs. Marites B. Jarina, Principal I of Tañong National High School, for her friendly advice, support and encouragement for the fulfillment of this study;

The Continuous Improvement (CI) Team, for their support and persistence that made the researcher finished this study;

Mr. Irwin S. Jopio, Mathematics Coordinator, and the Math Department for their assistance and effort that greatly improved and completed this study;

Tañong National High School Grade 7 students, the respondents of this study, for their cooperation in answering the research instrument;

Mrs. Elizabeth R. Aguila, his wife, for her love, patience, support, understanding and enormous help for completing this research; and

And to those who were not mentioned but will be forever kept in the reserchers

heart.

TABLE OF CONTENTS

Chapter I INTRODUCTION Page Context and Rationale 1

Background of the Intervention 2

Action Research Questions 3

Chapter II ACTION RESEARCH METHODS

Research Design and Population 4

Data Gathering Methods 4

Statistical Treatment 5

Data Analysis 5

Work Plan 6

Chapter III RESULTS AND REFLECTIONS

Table 1 Summary of the Means of the 7

Pre-Test of Grade 7 on Basic Four Fundamental Operations

Table 2 Summary of the Means of the 8

Post-Test of Grade 7 on Basic Four Fundamental Operations

Table 3.1 Test of Significant Difference 9

among the Mean Scores in the Pre-test

and Post-test of Grade 7 students in Addition

Table 3.2 Test of Significant Difference 10

among the Mean Scores in the Pre-test

and Post-test of Grade 7 students in Subtraction

Table 3.3 Test of Significant Difference 10

among the Mean Scores in the Pre-test

and Post-test of Grade 7 students in Multiplication

Table 3.4 Test of Significant Difference 11

among the Mean Scores in the Pre-test

and Post-test of Grade 7 students in Division Chapter IV CONCLUSIONS AND RECOMMENDATIONS

Conclusion 12

Recommendations 13

Action Plan 14