Improving Math Performance of the Grade III-Level through Daily Remedial Math Class: An Innovative Educational Intervention

Liezel Jane G. Jandayan^1, , Lara Jill Z. Genodia¹, Eugene P. Eugenio¹ and Melanie T. Naluan¹

¹Indahag Elementary School, Department of Education - Division of Cagayan de Oro City, Cagayan de Oro City, 9000 Philippines

Cite this paper:
Liezel Jane G. Jandayan, Lara Jill Z. Genodia, Eugene P. Eugenio and Melanie T. Naluan. Improving Math Performance of the Grade III-Level through Daily Remedial Math Class: An Innovative Educational Intervention. Journal of Innovations in Teaching and Learning. 2021; 1(2):117-122. doi: 10.12691/jitl-1-2-8

Abstract

This study aims to improve the pupils’ skills on the four basic mathematical operations. Competencies like addition with regrouping, subtraction with regrouping and multiplication with regrouping are usually the most difficult topic for primary graders. For pupils to excel in Math these competencies should be mastered. To fully grasp the effectiveness of this program, all grade 3 pupils were asked to answer a pre-test worksheet depending on the competency targeted in a week. The research gave special emphasis on pupils who got the lowest scores. Forty participants were selected for the study. Parent’s permits were then given to these pupils informing about their participation to the remedial program. Throughout the week, pupils went through discussion of the competency, one-to-one instruction by the researchers and peer tutoring. However, when the child still had difficulty grasping the concept parents were involved in the tutorial. The researchers oriented them as to how they could best guide their children. Weekly monitoring of individual progress was regularly observed. Results showed significant improvement on the performance of pupils on the four basic operations. Pupils were excited and loved to join every DRMC session. Parents also had positive attitude towards DRMC. They found it beneficial not just in terms of intellectual aspect, but also in terms of their emotional aspect. Because parents reported that DRMC were able to understand their children more and provided proper motivation for them to develop and master these basic Math skills. It was found out that this program can develop more Math lovers and confident individuals. It is recommended that this remedial program be implemented to others grade levels or schools for further studies.

Keywords:
innovative intervention mathematics education mathematics performance mathematics achievement

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]	Wu, S., Amin, H., Barth, M., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in psychology, 3, 162.
[2]	Opitz, E. (2016). Remediation for Students with Mathematics Difficulties: An Intervention Study in Middle Schools. Retrieved on January 22, 2020 from https://www.researchgate.net/publication/307945552_Remediation_ for_Students_With_Mathematics_Difficulties_An_Intervention_Study_in_Middle_Schoolsf.
[3]	OECD. (2019). PISA 2018 Results (Volume I) What Students Know and Can Do: What Students Know and Can Do. OECD Publishing, 2019. ISBN 9264541888, 9789264541887.
[4]	Anderson D. (2020). Sick Schools: Diagnosis, Cure, and Prevention of School Maladies. Wipf and Stock Publishers, 2020. ISBN 1532696868, 9781532696862.
[5]	Montague A., et. al. (2017). Mathematics in Early Years Education. Routledge, 2017. Edition 4. ISBN 1351745115, 9781351745116.
[6]	Gersten A. (2016). What We Are Learning About Mathematics Interventions and Conducting Research on Mathematics Interventions. Retrieved on January 22, 2020 from https://www.researchgate.net/publication/308699602_What_We_Are_Learning_About_Mathematics _Interventions_and_Conducting_Research_on_Mathematics_Interventions.
[7]	Nicolasora, B. A. E., Labeña, M. L., & Lumantas, G. T. (2021). Numeracy Intervention during Pandemic Using Deliberate Practice and Internet-Supported Technology. Journal of Innovations in Teaching and Learning, 1(1), 56-61.
[8]	Gavia, M. M., Cabingas, J. P., Rodriguez, N. P., & Pallo, J. E. (2021). Hands-on School-based Gardening: An Intervention for Teachers’ Well-being amidst Pandemic. Journal of Innovations in Teaching and Learning, 1(1), 41-46.
[9]	Cowan, R., Donlan, C., Shepherd, D. L., Cole-Fletcher, R., Saxton, M., & Hurry, J. (2011). Basic calculation proficiency and mathematics achievement in elementary school children. Journal of Educational Psychology, 103(4), 786.
[10]	Burns, M. K., Ysseldyke, J., Nelson, P. M., & Kanive, R. (2015). Number of repetitions required to retain single-digit multiplication math facts for elementary students. School Psychology Quarterly, 30(3), 398.
[11]	Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Develop- ment, 78, 1343-1359.