RESEARCH ENTRY
Research Title: "NUMERACY LEVEL TEST RESULTS' AS PREDICTOR OF STUDENTS' PERFORMANCE IN MATHEMATICS IN LUCENA CITY NATIONAL HIGH SCHOOL – MAYAO PARADA EXTENSION: BASIS FOR REMEDIATION PROGRAM" (QUALITY)
Research Proponent: ANGELO S. VILLANUEVA
Position: SECONDARY SCHOOL TEACHER I Division: LUCENA CITY
School/Institution: LUCENA CITY NATIONAL HIGH SCHOOL–MAYAO PARADA EXTENSION
ABSTRACT
This action research aimed to determine the significant relationship between the respondents' results in the Numeracy Level Test and their general point average in Mathematics treated by Pearson Product – Moment Correlation. It was conducted among grades 7–9 of LCNHS-Mayao Parada Extension in order to propose remediation program in Mathematics that will enhance and promote better performance of learners in the level of numeracy. Data from the respondents' demographic profile were treated carefully through weighted average mean, percentage scores.
The school's level of numeracy based from the NLT, the computed grouped mean was 12.51 or 25% that fall under emergent level. The school's level of proficiency in Mathematics was 81.99 interpreted as Approaching Proficiency. There is a strong relationship between the respondents' results in the NLT and their grade point average in Mathematics with 0.57108403 degree of relationship at 5% level of significance. As results, the researcher proposed a remediation program that will improve the level of numeracy and proficiency that will enhance and promote better performance of respondents.
KEYWORDS: Numeracy Level Test, Mathematics Remediation Program
Type of Research: Descriptive – Correlational Method
INTRODUCTION
With the implementation of the K to 12 curriculum, the Mathematics department devised a systematized test called "NUMERACY LEVEL TEST" to assess the learners' numerical ability and to evaluate their understanding on the key concepts, principles, standards, and competencies in Mathematics. The result of the test will be used to determine the level of numeracy of each learner in particular and the school in general.
Numeracy Level Test (NLT) is a standardized test developed specifically for use in schools in Region – IV CALABARZON. The test is designed primarily to assist classroom teachers in determining the level of numeracy attained by their learners in the knowledge, skills and understandings of Mathematics as described by the Philippine Elementary Learning Competencies (PELC). The test is properly checked and interpreted. The results will assist teachers to make informed decisions about the kinds of teaching materials, methods, and programs most suitable for the learners.
Numeracy is a proficiency which involves the ability to use a range of mathematical skills and processes confidently to solve problems in everyday life. It goes beyond mere knowledge of number facts and processes and the ability to perform arithmetic operations.
Remediation for students with learning difficulties in Mathematics is commonly based on a behaviorist framework of learning. Generally, teachers over-emphasized the mastery of Mathematics automacy in solving arithmetic problems. Students are helped to understand mathematical concepts and procedures using a concrete-representation-abstract (CRA) sequence which is based on teacher-centered approach (Moscardini, 2009; Gurganus, 2007; Fuchs &Fuchs, 2001; Mercer & Miller, 1992) such as drill-and-practice, and demonstration-prompt-practice. As a result, these students might acquire procedural knowledge but are weak in process skills and without sufficient conceptual understanding. The students might have problems applying what was learned in a variety of contexts and learning mathematics at the higher level (Moscardini, 2009; Ketterlin-Geller, Chard, & Fien, 2008; Cawley & Parmar, 1992).
Lambid (2007 rev.) believes with changes to curriculum and instruction; assessment also needs to change. Hence, curriculum, instruction, and assessment should be seamless and inseparably linked. Sole reliance on traditional paper and pencil tests has served its purpose in the past when Mathematics was viewed as the ability to manipulate procedural and computational skills.
REVIEW OF RELATED LITERATURE
This part of the study imparts ideas and concepts that are significant in analyzing and in gathering the data for the completion of the research study. Concepts were lifted from different materials like books, journals, newspapers, magazines and electronic publications.
The Philippine Education System has been working on a perfect formula which will suit the learning capacities and needs of the 21st century Filipino learners. People from the institution has been seeking for the best solution to the growing problems in the transfer of learning between the teacher and the learner, therefore they start focusing on the primary formative years of the learners. One of the sectors of education formulated the Philippine Elementary Learning Competencies (PELC) and Philippine Secondary Learning Competencies (PSLC) which is both composed of a listing of expected outcomes in all academic subjects in elementary and secondary education. However, failure to master the required competencies for elementary will surely affect learners' performance in high school math since Mathematics competencies are interrelated.
Dr. Garces (2008), in the article published in Manila Bulletin entitled "Revolutionizing Math & Science Education" stated that Math is a continuous process that builds on prerequisite skills. Learning is sequential. Thus, it is important that each lesson is understood, because if the students miss one concept, they will miss all succeeding concepts. Students must really be encouraged to work independently to be able to develop speed and confidence in their work.
Furthermore, Lee-Chua (2011), in her article "Math Mastery Comes with Balance of "Why" with "How"" published in the Philippine Daily Inquirer stated that characteristics of New Math was the spiral approach where the same sequence of many different topics (whole numbers, fractions, geometry, measurement, statistics, etc.) was followed yearly, only growing in complexity.
In addition to this, Safer and Fleischman (2006), in their article "How Students Progress Monitoring Improves Instruction" stated that educators need tools to help them identify students who are at risks academically and just instructional strategies to better meet those students' needs. They also said that there were reports that science and Mathematics content cannot be completed in one school year. Thus, backlog occurs and carry-over of the previous year content and competencies to the following school year adversely affects the teaching and learning process.
Moreover, Maghirang (2013) viewed that Mathematics is a continuous process that connects prior knowledge to understand new concepts. It is very important to know the mastery level of the respondents to be able to identify the least mastered competencies and be able to develop a program that will help the students in learning Mathematics.
The philosophy of assessment based on the Department of Education (DepEd) Order no. 73 s. 2012, Guidelines on the Assessment and Rating of Learning Outcomes Under K to 12 Basic Education Program stated that assessment shall be used primarily as a quality assurance tool to track student progress in the attainment of standards, promote self-reflection & personal accountability for one's learning, and provide a basis for profiling the student's performance.
Teachers do not have to sacrifice great teaching pedagogy to achieve on high stakes tests (Williamson et al., 2009). "Students can learn sophisticated concepts when instructional methods and materials are motivating and appropriate" (Bottge et al., 2006, p. 405). Research has provided evidence that contextualized problem solving can be a teaching strategy that is successful for increasing student achievement and motivation.
The importance of adequate yearly progress, as a result of NCLB, is at the forefront of concern for state and local school systems. These agencies must find a way to assist students and teachers to meet these requirements. Through early identification of student needs and explicit instruction in remedial programs, schools can decrease the number of students who fail to succeed (Hanley, 2005). Remedial programs are the obvious choice for assisting students and teachers in closing achievement gaps. Use of remediation may benefit all involved stakeholders under the No Child Left Behind Act, Individuals with Disabilities Education Act, and the requirements of Response to Intervention. However, more research is needed to determine the effects of remedial instruction on standardized test scores (Burns, Klingbeil, & Yesseldyke, 2010).
Salandanan (2009), pointed out that assessment and evaluation of pupils' learning in the ultimate test of one's teaching effectiveness. Some instruments and procedures provided to serve as guide in gathering and interpreting data in other valuable information. Decisions arrived at could help in future planning of the lesson especially in the choice of appropriate teaching methodology.
Based on the previous studies, it can be viewed how assessment is important not only for teachers to know where their students are but also for the students to know where they are. Assessing students will help the teachers to find their strengths and weaknesses. With these results, the school, the teachers and parents can work hand in hand to help students with difficulties in Mathematics by developing a program suited to the needs of the learners and this should be done before the learner leaves his primary level and before entering a new level.
RESEARCH QUESTIONS
This action research was conducted to determine the significant relationship between the respondents' results in the Numeracy Level Test and their general point average in Mathematics among grades 7 – 9 of Lucena City National High School-Mayao Parada Extension.
Specifically, it sought answers to the following questions:
1. What is the respondents' average score in the Numeracy Level Test?
2. What is the level of proficiency or average grade performance of the respondents in Mathematics?
3. Is there a significant relationship between the respondents' results in Numeracy Test and their general point average in Mathematics?
4. Based on the findings of the study, what remediation program for Mathematics can be proposed that will enhance and promote further performance of learners in the level of numeracy?
Hypothesis
The researcher formulated the null hypothesis below for statistical testing at 5% level of significance.
Ho: There is no significant relationship between the respondents' results in Numeracy Test and their general point average in Mathematics.
SCOPE AND LIMITATION
This action research would determine the significant relationship between the respondents' results in numeracy level test and their general average in Mathematics of the S.Y. 2014 – 2015 among the non-numerate and emergent learners in Grades 7 – 9.
RESEARCH METHODOLOGY
This chapter presents the research methodology that includes research design, research locale, research population and sample, research instrument, data gathering procedures and statistical treatment of data.
Research Locale
This study was conducted in Lucena City National High School – Mayao Parada Extension in Brgy. Mayao Parada, Lucena City for the school year 2014 – 2015. As one of the Mathematics teachers of this school, the researcher chose this locale in preparation for the upcoming years to focus on the National Achievement Test.
Population and Sample
The research population in this study was composed of all the learners with a total of two hundred eighty-two (282) who had taken the Numeracy Level Test in Grades 7 – 9 in Lucena City National High School – Mayao Parada Extension last June 18 – 19, 2014. Eighty-nine (89) were from Grade 7 with of forty (40) males and forty-nine (49) females; ninety-four (94) were from Grade 8 having forty-eight (48) males and forty-six (46) females; and ninety-nine (99) were from Grade 9 with fifty-one (51) males and forty-eight (48) females.
Research Instrument
The data used in this study were the results in the Numeracy Test and Average grade in Math to determine the significant relationship between the respondents' results in the Numeracy test and their average grade in Mathematics in the school year 2014 – 2015.
Statistical Treatment of Data
The completion of this study was greatly reliant on the standard statistical tools. Data from the respondents' demographic profile will use simple mean/weighted average mean and percentage scores. The Pearson Product – Moment Correlation was used to determine the significant relationship between the respondents' result in the Numeracy Test and their average grade in Mathematics for the school year 2014-2015.
Simple Mean: x= xn where: x = mean x = summation of the percentage score
n = number of respondents.
Percentage Score: P=fn x 100% where: P = percentage score f = frequency count
The Pearson Product – Moment Correlation =
where: rxy = Pearson Product Moment Correlation Coefficient
n = number of respondents
x = mean percentage scores of the respondents in Numeracy Level Test
y = Average grade of the respondents in Mathematics
Degree of Association or Relationship
Source: SSB, Sacred Heart College
RESULTS AND DISCUSSION
Based on the data gathered from the respondents, the following are salient findings of the study:
1. The results revealed that from the two hundred eighty-two (282) total and actual test takers, one hundred twelve (112) or 40% were non-numerate learners, one hundred eight (108) or 38% were emergent learners, forty-four (44) or16% were average numerate learners, sixteen (16) or 6% were above average level, and two (2) were under highly numerate level. The computed grouped mean of the school was 12.51 having a scale description of under emergent level.
2. The level of proficiency or the general point average in Mathematics of the respondents revealed that one hundred sixteen (116) or 41% fall under approaching proficiency; ninety-one (91) or 32% were on the developing level; sixty-nine (69) or 24% garnered proficient level and only six (6) or 2% got the Advanced level of proficiency in Mathematics.
3. The null hypothesis was rejected and interpreted as a moderate relationship between the respondents' results in the Numeracy Level Test and their General point average in Mathematics.
4. There is a significant relationship between the respondents' results in the numeracy level test and their average grade performance in Mathematics.
Variables correlated
(NLT results and Average grade performance in Mathematics)
Computed rxy- value
Pearson Moment of Correlation
Decision
Impression at 0.05 Level
G7 KAPAYAPAAN
rxy = 0.456906453
Reject HO
Significant
G7 PAGKAKAISA
rxy = 0.382351598
Reject HO
Significant
G8 PAGTUTULUNGAN
rxy = 0.705122315
Reject HO
Significant
G8 PAGTITIWALA
rxy = 0.692559045
Reject HO
Significant
G9 MALIKHAIN
rxy = 0.679775144
Reject HO
Significant
G9 MASIGASIG
rxy = 0.745707532
Reject HO
Significant
NLT results and Average grade performance in Mathematics
rxy = 0.57108403
Reject HO
Significant
TABLE 1. Pearson Moment of Correlation of each section and its decision
In the table above, it shows that the null hypothesis was rejected at 0.05 level of significance with 0.57108403 degree of relationship interpreted as a moderate relationship between the respondents' results in the Numeracy Level Test and their General point average in Mathematics. More so, strong relationships between the respondents' results in the Numeracy Level Test and their General point average in Mathematics in both grades 8 and 9; however, moderate relationship in grade 7 Kapayapaan and weak relationship on grade 7 Pagkakaisa.
Gabiola (2004), found out from her study entitled Mathematics Readiness of the First Year High School Entrants of selected Schools in Lucena City that there is a significant direct relationship between the Mathematical ability and Grade VI general average implying that those who have higher average tend to score higher in the test.
Mangulabnan (2007), found out that there was high significant relationship between Grade VI grades and performance in National Achievement Test except for the performance in Math. However, in current study it was found out that there was a significant relationship between the Numeracy Level Test result and the average grade performance of the respondents in Mathematics.
CONCLUSION
Based from the summary of the findings, the following conclusions were drawn:
1. In terms of the school's level of numeracy based from the Numeracy level test, the computed grouped mean of the school was 12.51 or 25% that fall under emergent level.
2. In terms of the school's level of proficiency in Mathematics, the computed weighted average mean was 2.96 interpreted as Approaching Proficiency.
3. There is a strong relationship between the respondents' results in the Numeracy Level Test and their grade point average in Mathematics
4. Based from the results, the researcher proposed a remediation program as the research output to be used by the school that will help the respondents to review and revisit the competencies in learning Mathematics to increase the level of numeracy and proficiency and will enhance and promote further performance of respondents in the level of numeracy within a school year from basic to complex.
RECOMMENDATION
In the light of the findings and conclusions of this study the researcher offers the following recommendations:
1. To the Students
Be active, attentive and participative during Math classes/Remedial classes and monitor individual progress through authentic assessment using portfolio and self – reflective.
Develop a study habit.
2. To the Teachers
Work hand in hand in conducting remedial classes to those students who fall under non-numerate level to increase the level of numeracy and help the learners to review and revisit the least mastered skills.
Provide intervention materials to personally view and manipulate by the learners.
Provide series of differentiated instructions and activities that will cater individual differences and multiple intelligences of the learners.
Monitor learner's progress using portfolio.
3. To the Parents
Monitor the activities of your child/ren and encourage them to attend remedial classes (if remedialist) and have a study habit at home.
Monitor your child performances at all times.
Attend parent conference/meeting to update yourself on the progress of your child/ren.
4. To the Future Researchers
Explore other possible variables that would encourage students to enhance their Mathematical skills and abilities.
REFERENCES
Aniano, L. (2010). Difficulties in Solving word problems on fractions among Grade VI pupils of Balara Elementary School. University of Rizal System Rodriguez, Rizal
Banaag, M. (2009). Academic performance, entrance test and diagnostic test results; Basis for enrichment program for high school Mathematics, Science, and English IV. Sacred Heart College.
Calucag, L. and Petilos, G. (2012). The effects of Remedial Mathematics in learning College Algebra, Journal of Education and Practices. Vol. 3, No. 12
Corpuz, B. (2007). Principle of Teaching. Quezon City: Lorimar Publishing.
DepEd Order no. 73, s. 2012
Gabiola, S. (2004). Mathematics Readiness of the first year high schools in Lucena City: Implications to Mathematics Instruction. Institute of Graduate Studies and Research MAEd Mathematics. Lucena City: Manuel S. Enverga University Foundation
Garces, P. (2008). Revolutionizing Math and Science Education. Manila Bulletin, pp. E-2.
Lee–Chua Q. (2015) Foundations First: Arithmetic mastery and algebra performance. Ateneo de Manila University, Philippines. Retrieved from http://math.encu.edu_cn on August 2015.
Maghirang, B. (2013). National Achievement Test Result as Predictor of Students' Performance in Mathematics: Basis for Remediation Program. Lucena City: Sacred Heart College
Magno, A. (2004). The performance and attitudes of grade 6 pupils at Villamor Airbase Elementary School towards problem solving in Mathematics. Special Project. Philippine Normal University. Manila.
Salandanan, G. (2009). Teachers Education. Katha Publication Inc. Quezon City.
Safer, N and Fleischman, S. (2006). How students progress monitoring improves instruction. Educational Leadership. Vol.5 no.62 pp.81-83.
Research Output
A REMEDIATION PROGRAM IN MATHEMATICS
INTRODUCTION
Responding to the challenge in the implementation of the K to 10 Mathematics Curriculum that provides a solid foundation for Mathematics in Grades 11 to 12, its contents conclude Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability.
Lucena City National High School – Mayao Parada Extension can implement remediation program for the students who will found to be academically at risks in Mathematics to prepare them in the competencies of Mathematics if they are determined to enhance the academic excellence in Mathematics for their students.
VISION STATEMENT
Lucena City National High School – Mayao Parada Extension envisions a Mathematics Program that would equip and enhance the Mathematical skills of its students by providing Math Remedial Program in all levels in preparation for the complexity of the competencies in Mathematics 11 to 12.
MISSION STATEMENT
Lucena City National High School – Mayao Parada Extension is committed to deliver quality Mathematics Instruction by (1) the implementation of remediation program for the learners who are academically at risks based on the Numeracy Level Test results taken upon entering the school year; (2) prioritizing the least mastered competencies under the strands of Number Sense, Measurement, and Geometry and Statistics and Probability; and the least mastered competencies per quarterly examination.
PROGRAM CONCEPT
The Mathematics Remediation addresses the academic and skills deficiencies of the learners reflected on their Numeracy Level Test Results that revealed that there is a need for mastery of the basic concept and fundamental skills in Mathematics.
GENERAL OBJECTIVE
The Mathematics Remediation Program aims to give additional help to the students who have non-numerate and/or emergent levels based on the Numeracy Level Test to prepare them in complexity of the competencies in Mathematics, in general. It is a remediation program that is intended for the learners to overcome any particular deficiency which may be due to certain learning and behavioral problems.
SPECIFIC OBJECTIVES
The Mathematics Remediation Program aims to:
1. Develop the learners' Mathematical skills focusing on the least mastered competencies.
2. Improve the speed, accuracy and mastery of the Mathematical skills by answering Math drills and exercises thru individual worksheets and activities and group performances.
3. Enhance the learners' skills in solving mathematical problems.
4. Intensify the learners' critical thinking skills by exposing them to real life application of the Mathematics; and
5. Involve the learners to become actively involved in remedial activity.
DELIVERY MODE
The success of this program lies on the hands of the efficient Mathematics teachers of Lucena City National High School – Mayao Parada Extension. The Mathematics coordinator together with the Mathematics teacher plan and implement the program effectively. This program will utilize the combination of the use of learning modules, self – paced and guided learning materials which the Mathematics teachers will provide considering the competencies that are needed to be enhanced and the Para – teaching programs.
Lucena City National High School – Mayao Parada Extension, its Mathematics department introduced the idea of a focused group discussion called "PARA-TEACHING PROGRAM" that aims to develop potential learners to become Para-teachers or teacher's assistant in increasing the numeracy level of the learners who are academically at risk and in support to NO FILIPINO CHILD LEFT BEHIND act of 2008. Each section has its own Para-teachers who conduct remedial teaching program during 12:30p.m. – 1:00p.m., and 4:30p.m. – 5:00p.m. facilitated, monitored and supervised by the Math teachers. As reflected in the learners development chart, majority of the learners fall under the developing level in Mathematics. To address the issue on the level of performance of the learners, this program was launch.
Discussions and face-to-face discussion were different teaching strategies like discovery approach, inquiry – based, experiential, cooperative and reflective learning must be used effectively. Monitoring and feed backing to the students' performance will help the students become reflective and responsible for their own learning.
The Mathematics coordinator evaluates and monitors the regularity of the remedial classes, supervises the monitoring and feed backing of the teachers on the students' performance to the guidance counselors, advisers, parents and students. Evaluate if the remedial program is effectively implemented.
MECHANISM
Mathematics teachers will group the learners according to their level of mastery based on their Numeracy Level Test results. Parents through Mathematics teachers will be informed on how well their child performance in the Numeracy Level Test. Together, the parents and the Math teachers will monitor the progress of the students who are academically at risks. Parents can encourage and support their child active participations and attendances in the remedial program.
Those students who have non-numerate and/or emergent level in Mathematics will undergo the remedial program that will be carried out in a built in remedial class at 12:30 – 1:00 and 4:30 – 5:00 in the afternoon everyday from Mondays to Fridays.
MATHEMATICS REMEDIATION PROGRAM
Timetable on the Utilization of the Research Output
TARGET
STEPS & STRATEGIES FOR IMPLEMENTATION
PERSONS INVOLVED
TIMETABLE
CRITERIA FOR OUTCOME EVALUATION
Objectives of the Remediation Program
Orientation about the remedial class:
1. Attendees
2. Schedule
3. Activities Expected Output
School Head,
Math Coordinator,
Math Teacher,
Parents, and Students
June – Administration of the Numeracy Level Test by the Math Teachers
>LCNHS – Mayao Parada Extension and its school head and learners are well-informed and oriented about the program.
>Successful implementation of the remediation program.
Schedule and Time Allotment for Remedial Class
Schedule
12:30 – 1:00 and 4:30 – 5:00 in the afternoon from Mondays - Fridays
Math Coordinator,
Math Teachers, Advisers and Students
All year round
Math Coordinator together with the Math teacher planned and implemented the Remedial Program. Math Coordinator must have assigned days for the remediation to the Mathematics teachers and monitored the regularity of the remedial class.
Teaching Methodologies
Lessons prepared by the teachers includes:
Seatwork
Practices and Drills
Lesson Review
Small Group Discussion
Board work
Focused Group Discussion
Para-teaching
Learning Modules & Materials
Math Coordinator and Math Teachers
All year round
Mastered competencies in Mathematics focused on Number Sense, Measurement and Geometry and Statistics.
Well-attended remedial class.
Improved involvement of the students.
Improved grades of the students
Teacher Facilitator
1. Mathematics teachers are informed of the difficulties on the least mastered competencies.
2. Enhance the difficulties of the students in terms of Number Sense, Measurement and Geometry and Statistics.
3. Mathematics teachers provide examples and expose the students in real life problems to become critical thinkers.
4. Teachers encourage and motivate the students to become responsible for their learning through reflective activities.
Math Coordinator, Math Teachers and School Head
July – March
Implementation of Remedial Teaching Strategies/Methodologies
Well-planned remediation program.
Well – conducted lesson in the remedial class.
Students valued the lessons that they learned in the remedial class not only the competencies but also becomes responsible for their own learning.
Evaluation
Portfolio
Individual Record Sheet
Feed backing Students' Performances
Math coordinator, Math teacher, parents, and students
Monthly
Well-monitored remedial class.
Well – informed parents.
Self-reflective students on their performance in the remedial class.
School administrators Support
School head and Math Coordinator
provide orientation and conference for the parents and students regarding the remedial class; and
Monitor the program.
School Head, Mathematics coordinator, Math teacher, parents, and students
June
July – March
Well-informed teachers, parents & students about remedial program.
Well-conducted & monitored remedial class
Parents
Encourage their child to actively participate in the remedial class.
Monitor their child performance
Math Coordinator,
Teachers, Adviser
All year round
Parents support the remedial class
Students
Students' strengths and weaknesses will be discussed through the use of the results in Numeracy Level Test.
Solicit the students' active participation.
Motivate and encourage them to enhance their mathematical skills by religiously attending the remedial classes.
Math Teachers and Advisers
All year round
Active participation of the students in the Remedial classes.
Well-attended remedial classes.
Enhanced skills of the students in Math
