Enhancing Mathematical

Teaching in Grade 8

An Action Research

By:
Donavie Esquivel
Sheila Enano
ABSTRACT
Planning effective strategies for promoting classroom all learners demands that
the educator known more importantly what work better group of people residing
in the educator classroom. This action Research study the efficacy of using the
full of complement assignments included in the curriculum adoption at the
Researchers School. Each strategy was implemented in its own teaching.
The Researchers used growth, which was determined by the deference observed
between a student pre-test percent score also their final unit test percentage
scores. All metrics which to evaluate each strategy. The all-assessment strategy
showed greater and more consistent growth among learners than which was
observed during the note strategy. These assessments for learning and for the
study to evaluate the efficacy of guided note taking. Findings in this study should
be Considered as illuminating but not conclusive as the sample used is not
generalizable
I. THE PROBLEM
Today classroom is diverse place where student from a myriad of
background and abilities are brought with the expressed purpose of
developing knowledge and skill that will assist student in growing as
individual while preparing them for the next level of their academic
lives. To effectively realize success as measured by today’s formal
assessment this researcher recognizes the need to find specialize and
implementation a system of instructional strategies which help assure
that each of these group of learners are engaged, challenged and
trained to use their skills and knowledge to any challenge life throw at
them.
They also state that games have the potential to teach complex new
information to students and that, in their opinion, both academic
performance and interpersonal relationships are likely to be enhanced
through the use of games. According to Ku et al. 2014; McLaren et al.
2017 many researchers who endeavored to develop educational
games for learning mathematics have shown that their games could
facilitate mathematics performance, enjoyment, and self-efficacyhe
classroom where this study took place embodies. These conditions
and strives towards these intentions. To effectively realize success as
Measured by today’s formal assessments this researcher recognizes
the need to find, Specialize and implement a system of instructional
strategies which will help assure that Each of these groups of learners
are engaged, challenged and trained to use their skills and knowledge
to any challenge life throws at them
The students comprising the sample in this study class are energetic,
curious and Reside in a supportive and peaceful mountain community.
In pre-algebra the half are Performing at grade level with about 25%
below and about 25% or so above. Are there Ways challenge each
learner and teach them in a way that best meets their needs while
doing so for all learners? Are there instructional strategies that could
be implemented That would yield better results for more students? Can
this be accomplished within the Confines of the time currently used to
plan?
Finding the right strategies for todays students is important, but so is
developing Strategies that can be used as a base program from which
to specialize for the next year’s Students who will come with unique
instructional requirement
DEFINATION OF TERM
In this study I will be using “self-contained” which defines as a group of a
student who are thoughts all core academic subjects by the same teacher.
Referring to the subject I will at time use the term “diverse population” which I am
referring to the distribution math scores as reported by 2009 CST test and
formative assessment administrated by this group regular schools Teacher. The
CST stand for California standards test while the STAR refers to the California
standard testing and Reporting.

Research Question.
This study aims to answer the following question
1. Can an improvement in student scores assessment be accomplished
without significant increasing planning time? Which strategy?

2. What are the pre-test and final test scores of pupils.

3. When used result in an improvement in the consistency and quality of

growth each student experience as by comparing a unit pre assessment
and unit of summative assessment?
II. LITERATURE REVIEW
One way to demonstrate the application of mathematics in the world is
to allow the students to apply the computational aspect to Real-life
scenario, however what is real life to the teacher is not necessarily
what is real life to the student. Encouraging students input in
mathematics is another way in which teachers can allow their students
to make their learning meaningful to students
A person’s ability to reflect on his/her work is important for the
process of learning to Be successful. McMillan and Hearn explain,
“Evaluating what they learned, what they
Still need to work on, and how they can get there can all support
deeper understanding Rather than superficial knowledge” (2008).
Reflection can take many forms including, Students grading their own
assessments which are then used to guide them in their Learning. To
be effective reflection must include opportunity to improve performance
And new opportunities to demonstrate learning and skill development.
Formative assessment can provide valuable information students
need. As stated by Campos and O’Harn, “feedback from assessments
can be used to help students with Goal setting. This allows the
students to take responsibility for their learning and Become more
independent learners” (Campos, 2007). Developing students into self
motivated learners likely requires shifting the reins of their learning into
student hands. Access to control over their learning appears to
motivate personal responsibility and a Genuine desire to improve
Intrinsic motivation is key to success. The road to intrinsic
motivation requires Thoughtful planning and experimentation as
Roginsky recalls, “even through research Supports and I believe, that
non-controlling, positive feedback leads to a positive Classroom
environment, and thus to an increase in intrinsic motivation, increasing
Positive non-controlling feedback to students did not increase intrinsic
motivation in This classroom study” (2003). The group who are being
taught must be carefully Considered when determining what type of
feedback will aid them in developing their Own internal motivation for
learning. The objective of assessment must be consistent with the
nature of it’s implementation, “the goals for developing diagnostic item
models for formative assessment are Quite different from goal. First,
we are less concerned with generating Instances with psychometric
parameters that can be predicted very accurately, and more
Concerned with generating instances that consistently measure
patterns Of understanding with accuracy sufficient to focus instruction”
(Graf, 2009). Formative Assessment that guides instruction must be
constructed and evaluated so as to provide The information that will
aid in planning effective instruction in addition to supporting Feedback
for students
In a study by Neil Toporski and Tim Foley the need for a
streamlined interactive Approach is indicated. The researcher studied
the unique needs of the modern distance Education class setting. In
this report it was explained that there exists a trend towards Providing
“theatrical” and “diverse… presentation methods.” The authors list
strategies Formulated during the study that promote a successful
schooling experience, they, “make it interactive, keep it engaging and
motivating put things in context Maintain diversity use collaborative
strategies, reduce cognitive Load, Provide adequate scaffolding”
(Toporski, 2004). Mr. Toporski and Mr. Foley’s
Summary and note taking when properly executed require
extracting the essence of The information being studied. Marzano
explains, “students must analyze the Information in depth in order to
decide what information is important to make notes About and
information that is not, students must be able to mentally sift through
and Synthesize information” (Marzano, 2000). An ongoing use of note
taking as a regular Component of learning will likely result in the
development of students abilities to pick Out the information they will
most likely need to know for later use. Motivating students To use this
strategy to in a meaningful way might be accomplished by allowing the
use of Student generated notes during
According to Oxford American Dictionary, cooperative learning can
be defined as a small group of students who are working together on a
common learning task. Each student plays An important role of helping
one another achieve this common goal. Cooperative learning begins
With the formation of groups into teams of students. Whicker, Bol, and
Nunnery (1997) studied 31 high school juniors and seniors divided into
two classes where one class studied material Cooperatively and the
other class studied independently. They used surveys of students and
found That most students indicated that they liked working in groups
and getting help from other Students. Cooperative groups consisted of
five members and included one student from the top Fourth of the
class, one student from the bottom fourth of the class, and three
students from the Middle half of the class (Whicker et al., 1997)
 III. METHODOLOGY
VARIABLE OF THE STUDY
According to Best and Khan (1993, p. 137), variables are the conditions or
characteristics that the experimenter manipulates, control and observes. There
are kind of variables in this study: dependent and independent variables.
Creswell, (2012,p.115) defined the dependent variable as an attribute or
characteristic that is dependent on or influenced by independent variable.
Furthermore, the independent variable is an attribute or characteristic that
influences or affects an outcome of dependent variable. In this study, the
dependent variable is the performance of grade 7 least mastered students. The
independent variable is the development of strategic intervention material with
game.
RESPONDENTS OF STUDY
The researchers utilized purposive sampling technique where in the
participants are randomly selected. The target respondents are the 10 least
mastered students in Daraga national high school. There were 10 experts to
evaluate the researcher’s made strategic intervention material. The selected
experts must have at least 5 years in service, principal, doctorate holder, degree
holder, Master’s degree holder, and field of expertise (consultant, coordinator,
math subject teacher and experiences in strategic intervention material
instrument.
Data Collection and Recording
Procedures
Before gathering data the researcher will asked permission to the
principal and explain or inform the purpose of the study to participants. For
gathering data, researcher utilized the following instrument for this study.
a. Strategic Intervention Material - These are the materials that
researchers will use to aid the learning of the students. This would help
increase the performance or the mastery level of the students on the
topics identified as least-learned or least-mastered. The intervention
material consists of five parts. These are guide card, activity card.
assessment card, enrichment card, and reference card. The overview of
the lesson, learning competency, and subtasks about the entire SIM are
found in the guide card; the activity card contains varied activities to
concretize learning competencies and to enhance the mastery of the skill.;
the assessment card contains exercises that will assess the level of
mastery of the skill upon the completion of the task(s).; the enrichment
card contains activities that reinforce the content of the lesson; and the
reference card lists resources found in this card that the learner may refer
to for further reading.
b. Evaluation Tool- The SIM will be evaluated by 10 experts. In
evaluating the SIM made by the researcher, evaluation rating sheet for
print resources from guidelines and process for LRMDS criteria from
dEped memo no. 441 series of 2019 was used. The researchers used 4-
point liker scale for content, format, presentation and organization and
accuracy and up to datedness of the information.
c. Acceptance Evaluation Tool - 10 least mastered students from
Daraga National High school will be given a questionnaire. The
researchers will integrate the instrument of since (2020) with a 5– point
Likert scale. The components to be evaluated will be on objectives under
the motivation, simplicity, clarity, interest, availability and learning pace
STATISTICAL TREATMENT
In this study, the researchers used the following formula to
calculate the data gathered from the 10 students who tried out the
strategic intervention material.
Mean - it is a measure of central tendency of a probability
distribution along median and mode. It is also referred to as an expected
value. This statistical tool will be used by the researchers to calculate the
average of data in evaluation tool and acceptance evaluation tool.
Frequency- in statistic, frequency distribution shows a summarized
grouping of data divided into mutually exclusive classes and the number of
occurrences in a class. The researchers will use this to organize and
summarize and interpret the data that will be gathered from the 15
students and 10 experts.
Percentage -This was used to determine how a part is related to a
whole. It was used to determine whether the respondents have
successfully passed or failed the intervention process.
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