Effect of D.E.S.I.R.E. (Drill Exercises Towards Students’ Increased Responsive Engagement) on the Improvement of Higher Math Skills

Maria Jenny Obligado Duppins^1,

¹School of Graduate Studies, University of Nueva Caceres, Naga City, Philippines

Cite this paper:
Maria Jenny Obligado Duppins. Effect of D.E.S.I.R.E. (Drill Exercises Towards Students’ Increased Responsive Engagement) on the Improvement of Higher Math Skills. American Journal of Educational Research. 2023; 11(5):279-286. doi: 10.12691/education-11-5-5

Abstract

The teacher-researcher conducted a study to develop, implement, and evaluate a teaching strategy utilizing mental math and speed tests to improve the higher math skills of 4th-grade learners at Apolinario Mabini Elementary School, Division of City Schools, Manila. The study included 40 4th-grade students whose learning progress fell under "fairly satisfactory" (75-79) during the previous grading period. Twenty students were assigned to receive the interventions at least three times a week for four weeks, while another twenty were assigned to the "Non-Intervention Group." The researcher collected qualitative (through teachers' and students' interviews) and quantitative (through pre- and post-assessment scores/results) data from both intervention and non-intervention groups. The mean score of the intervention group was 5.20 out of a 20-item pretest, with a standard deviation of 1.58. The computed t-value for the pretest was 0.47, and for the post-test, it was 3.97. The intervention strategy increases the performance of the pupils. The researcher suggests that Drill Exercises for Students' Increased Responsive Engagement (DESIRE) be used as an instructional method to increase the learners' performance in higher mathematics.

Keywords:
intervention group non-intervention group mental math speed test

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Yung, Y., Dai, H., Cao, R., Zhang, Y., & Shang, X. (2021, June). Self-paced graph memory network for student G.P.A. prediction and abnormal student detection. In International Conference on Artificial Intelligence in Education (pp. 417-421). Springer, Cham.
[2]	Sabando, N. (2022). Intervention Strategies Utilized by Elementary Mathematics Teachers and their Perceived Effectiveness in Enhancing Learners’ Performance. Psychology and Education: A Multidisciplinary Journal, 5(4), 281-292.
[3]	Ishartono, N., binti Halili, S. H., Ningtyas, Y. D. W. K., Tonra, W. S., Kholid, M. N., Waluyo, M., & Djamilah, S. (2022). The Role of Instructional Design in Improving Pre-Service and In-Service Teacher’s Mathematics Learning Sets Skills: Indonesian Journal on Learning and Advanced Education (IJOLAE), 5(1), 13-31.
[4]	Bradshaw, Z., & Hazell, A. (2017). Developing problem-solving skills in mathematics: a lesson study. International Journal for Lesson and Learning Studies.
[5]	Khalid, M., Saad, S., Hamid, S. R. A., Abdullah, M. R., Ibrahim, H., & Shahrill, M. (2020). Enhancing creativity and problem-solving skills through creative problem-solving in teaching mathematics. Creativity Studies, 13(2), 270-291.
[6]	Michael, I. (2015). Factors leading to poor performance in mathematics in kibaha secondary schools sack Michael a dissertation submitted in partial fulfillment of the requirements for the master of education in administration, planning and policy studies (med. apps) of the open university of Tanzania 2015. https://core.ac.uk/download/pdf/44684738.pdf.
[7]	Fababaer, J. (2019). Effectiveness of 3 Minutes Daily Drill in Improving the Multiplication Skills of Grade 7 Students. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2D). https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/8681.
[8]	Paul, J. M., Gray, S. A., Butterworth, B. L., & Reeve, R. A. (2019). Reading and math tests differentially predict number transcoding and number fact speed longitudinally: A random intercept cross-lagged panel approach. Journal of Educational Psychology, 111(2), 299.
[9]	Varaidzaimakondo, P., & Makondo, D. (n.d.). Causes of Poor Academic Performance in Mathematics at Ordinary Level: A Case of Mavuzani High School, Zimbabwe.
[10]	Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017). Mathematics anxiety and statistics anxiety. Shared but also unshared components and antagonistic contributions to performance in statistics. Frontiers in Psychology, 8, 1196.
[11]	Daker, R. J., Gattas, S. U., Sokolowski, H. M., Green, A. E., & Lyons, I. M. (2021). First-year students' math anxiety predicts S.T.E.M. avoidance and underperformance throughout the university, independently of math ability. Npj Science of Learning, 6(1).
[12]	Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students? B.M.C. Psychology, 9(1).