INTERVENTION PROGRAM IN ENHANCING MATHEMATICS PROGRAM OF

GRADE 10 STUDENTS AT NAVERA MEMORIAL NATIONAL HIGH SCHOOL

In Partial Fullfillment

Of the Requirement

in Methods of Research

by

Maranan, Lea Andrea D.

2019
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is one of the subjects most studied, taken up by students

from pre-school up to college. Mathematics is needed by everyone, everyday

either explicitly or not. Regardless of sex, age, culture, socio- economic status,

religion or education background, all people have, one way or another, needed to
apply some form of mathematical knowledge in dealing with their day-to-day

activities.

Mathematics education goal is to provide opportunities for individuals to

develop skills and attitudes needed for effective participation in everyday living

and prepare them for future education. Students with mathematical skills and

competence has an open door for productive future and those with whilst lack

closes the door. In the Philippine education, mathematics has rules, first

facilitating participation in productive life activities, second providing a way of

making sense of the world, third serving a means of communication and last

operating as a gateway to national progress. Mathematics achievement is often

viewed as attainable only by those students who seem really understand its

concepts at early age (Burris and Garrity, 2008). Also mathematics provides us

with the ways of knowing, thinking and understanding. It requires logical thought

and trains students to think both critically and creatively. For these reason

students of today’s generation depend their educational careers decisions

on their achievement in mathematics subject. According to Burris and Garrity

(2008), those decisions include placing students in identified tracks, which could

have negative effects on students’ identify, development and attainment,

particularly for those students who placed in lower tracks.

The difficulty appears to be identifying the best ways to improve

mathematics instruction in schools while providing equity among all learners.

Mathematics is considered as one of the most complicated, difficult and

challenging subject everyone has encountered. Although there are many

negative visions about it, Mathematics really has a very great application and

impact to the reality. It is not an easy task for teachers to encourage learners to

love numbers. Mathematics has several branches which are geometry, statistics,

trigonometry, calculus, arithmetic and algebra. Each branch is related to one

another and the knowledge in one is needed to be applied in the other. For better

learning and performance in any of the fields under mathematics, prerequisite

skills should be practiced and observed among learners.

Learners as clienteles in school are the focus in the classroom scenario.

Learning difficulties are common, significant, and worthy of serious instructional

attention in both and special education classes, most common difficulties are

having a hard time in recalling basic arithmetic facts, and reliability in written

computation.

Students with genuine difficulties struggle in basic facts, answer

impulsively, struggle with mental representations, have poor number sense and

have poor short- term memory. Learning difficulties in numerical concepts and

computational skills are often less well understood than those in reading and

writing difficulties. Many students experience difficulty in bridging informal math

knowledge to formal school math. For example, student with learning in problem

solving may experience difficulty in adjusting in other types of math. There are

number of hindrances encounter by the students nowadays. Some of these

hindrances are lack of focus on the topic and capability to solve, analyze and

decide on problems. Students find it difficult to learn mathematics because they

were lack of motivation and interest within the topic. The students should develop

attitudes towards learning different branches of mathematics.

Overcoming learners’ difficulty in learning mathematics is the most

challenging part that a teacher may do. It requires a lot of patience, effort and

time to lessen those difficulties. The challenge for teachers to become how

effectively instructs and engages with all the levels of readiness.

As observed by the researcher, most of the students experience difficulty

in participating in class discussion. This happens to their unfamiliarity of the

concepts encountered. The learners’ confusion in mathematical concepts is one

of the causes of the learning difficulties. Therefore the researcher aimed to

formulate intervention activities to enhance mathematics performance of the

students to lessen the learning difficulties.

Statement of the Problem

This study covered the factors that hinder the mathematics performance

with the purpose of having an intervention program to lessen the difficulties

experienced.

Specifically, the study sought to answers to the following questions:

1. How can be effective learning scenario can be described in

Mathematics?

2. How do the following factors hinder in enhancing the Mathematics

performance as assessed by the students and teachers themselves?

2.1 Topics

2.2 Teaching Strategies

 2.3 Instructional Materials

2.4 Learning Environment

3. How do the responses of the students and teachers compare?

4. What suggested intervention program in Mathematics can be utilized in

enhancing Mathematics performance?

Scope, Limitation and Delimitation of the Study

This study aimed to assess the factors that hinder the Mathematics

performance in the school year 2019 – 2020. This included the assessment of

the factors that hinder the learning such as topics, teaching strategies,

instructional materials and learning environment. At the end of the study,

suggested intervention program for enhancing Mathematics performance were

prepared.

Respondents of this study were Grade 10 students in NAVERA Integrated

School in Batangas City and Mathematics Teachers.

The study is delimited to other public school teachers and students and all

private school teachers and students.

The study was limited in a way that the medium gathering was a

questionnaire personally made by the researchers. The study focused on the

learning difficulties experienced by all the students.

Significance of the Study

The results of the study will be significance to diverse groups of people:

school administrators, teachers, students, present researchers, and future

researchers.
 To the school administrators, result of this study be og help to determine

certain course management program for improvement of instruction. This can

also encourage them to provide materials which can be used in enhancing the

learning process of the students. They will be aware on what is happening on the

learning status of the Grade 10 students.

To the teachers, this study will enlighten them to find solution in some

problems in teaching- learning methodologies with the end of improving their

knowledge and acquire modern teaching methodologies.

To the students, findings will benefit them to enhance attitudes toward the

subject. They will be able to overcome the difficulties they experience in

Mathematics and will be motivated to improve their performance in the subject.

They can also find ways on how learning can be easier.

To the present researchers, this study will make them realize different

learning difficulties encountered by the students. As an educator, the researchers

will know how to handle students especially those with learning difficulties in

Mathematics. They will be able to search for more effective strategies which can

be a great help in dealing with the students.

To the future researchers, this may serve as a guide in their own research

in the future. It can be used by them to find and discover efficient solutions to the

learning difficulties encountered by the students to enhance their Mathematics

performance.