Opportunity Class

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Taguig City University

CHAPTER 1
PROBLEM AND ITS BACKGROUND
Introduction
High school life may experience challenges in some of the academic
subjects like English, Science and Math and most of them have a negative
attitude towards these subjects especially in Mathematics. Part of the battle for
mathematics teachers is conveying to pupils that the skills they learn in the
classroom will have an impact on their ability to use numbers in their daily adult
lives. So why, high school students do maths still become one of the most hated
subjects? Is it the way it's taught, the way teachers are trained, the failure to
attract enough talented mathematicians who also have a gift for teaching, or just
the old problem the failure of the students to take math seriously? Well possibly
all of those to some degree.
Sage (2012) say, we don't believe any child can be written off as being no
good at math. If math can be presented as a collaborative, stimulating, problemsolving activity relevant to real life, then more children would become interested.
As our curriculum change to k-12 system our government implement ways on
improving our math curriculum in teaching and one of this is having an opportunity
class in high school students. High school students are fall behind in their basics
thats why it became an accepted practice in high school to conduct opportunity
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classes. Opportunity classes are necessary for those students who dont
understand the subject properly. It should not be viewed as a holding place for
resistant learners but as an intervention to ensure student success.
Opportunity class also known as remedial class, it will help the student to
change
their
bad
attitude
towards
mathematics
subject.
It
is
an
instructional environment which supplies instruction and guidance to encourage

each students intellectual, cultural, emotional, and physical development. It is a
tutorial assistance to help students overcome barriers to learning especially in
understanding Mathematics. It provides comprehensive academic programs that
facilitate positive self-esteem, confidence, resilience and personal growth with the
goal of helping students return to traditional classes and programs for grades one
through twelve.
Opportunity classes are often used to stress the basics in a subject such as
Math, English and others. It is an educational program which supplies specialneeds students with excellent academic instruction in a steady, reinforcing climate
with all the facets of a specialized curriculum. Through this program they can
help the students who are having problems or difficulties to understand the basics
of subject.
Each student is different when it comes in learning ability, academic
standards, classroom learning and academic performance. In implementing
opportunity classes or remedial classes in every school, teachers can provide
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activities to develop students abilities and needs. With the help of this program,
they can strengthen the confidence of each student, to enhance the basic
knowledge in different subjects and to master it. Opportunity class is a systematic
training for each student to develop their skills, self-management, self-learning
including interpersonal relationship and independent thinking.
In opportunity class, there are no legal requirements for their class sizes. As
much as possible classes are kept relatively small to effectively provide each
students to fully understand the concept of the basic knowledge. If the classes are
large, it should have an instructional support from a team teacher to fully
accommodate each student.
The goal of this study is to assess the learning of the selected grade 7
students who experienced joining opportunity classes. In determining their
progress towards solving math problems.
Background of the Study
Mathematics is a very challenging subject but many find it difficult. It is an
important component of the school curriculum. Math skills are necessary in
everyday life. Daily routines such as measuring, telling time and counting money
are all based on mathematics. It has become a big concern of our country and
educators. It has bothered badly because of the low understanding level
accompanied by discouraging achievements of the students in Mathematics. It
cannot be denied that most of the prospective college students are unprepared
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for learning higher Mathematics academic performance refers to how students

deal with their studies and how they cope with or accomplish different tasks given
to them by their teachers. It is the ability to study and remember facts and the
capability to communicate acquired knowledge verbally or down on paper, which
are commonly measured by means grades.
The researchers believe that those individuals with strong mathematics skills
have a higher chance in succeeding post-school activities and career. Because of
this, the importance of gaining these skills into children while they are young
should be stressed highly enough. The students having problems in this area
need a teacher to emphasize the importance, and bringing about competence
and a sense of accomplishment in each child. Sometimes learners need to attend
an opportunity class to understand certain Mathematics concepts. Many of them
struggle with Mathematics. They may need intervention to enable to understand
the basic Mathematical skills in order to progress.
The Department of Education and its allied stakeholders are responding to
the urgent and critical need to improve the quality of basic education in the
Philippines through a major education reform known as K to 12, which means
Kindergarten, the six years of elementary and the six years of secondary
education. According to Department of Education the result of National
Achievement Test last June 02, 2005 indicate that a very large portion of those
who enter high school have not yet mastered most of the elementary education
curriculum and are unprepared for learning the secondary level curriculum. Need
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for opportunity class instruction early in the high school cycle for the least ready
entrants remains substantial, urgent and essential. The Department of Education
is therefore mandating that all public high school organize and provide the
following opportunity class instruction programs to increase the chances that all
their students complete high school with sufficient mastery of its coverage.
Division/city superintendents are instructed to make sure that each high school
takes the appropriate measure to establish the necessary opportunity class
instruction.
A mathematics teacher needs to incorporate opportunity class to address
any deficiencies in students learning to prevent them from falling behind in their
education. If a student does not know how to multiply numbers, then that certain
student will have difficulty in solving math problems in later unit. Before a student
reaches the point of failure, the teacher must identify the problem and help the
master the obstacles. Because math concepts build upon each other, opportunity
class holds the key to any successful math classroom.
Theoretical Framework
The Researchers use only the 3 out of 5 conceptual frameworks on
mathematics education in the Philippines, these are constructivist learning theory,
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cooperative learning theory, and reflective learning theory. It will use to determine
the effectiveness of opportunity classes and to assess the grade 7 high school
students, based on the students behavior and academic performance while they
are attending the opportunity class at Signal Village National High School. These
theories were supported by DepEd and based on the new enhanced k to 12
curriculum.
Constructivist learning theory. Are based on the belief that students
construct their own knowledge and conceptual understanding through their
own activity/EXPERIENCE!. Piagets theories underlie much of constructivist
thought. Using Piagets theories, it is the teachers role to establish a
mathematical environment to enable students to construct this mathematical
knowledge. This environment would provide students with opportunities to
hypothesize, test out their thinking, manipulate materials, and communicate their
understanding in order to build mathematical knowledge.
Furthermore, Constructivism is basically a theory based on observation and
scientific study about how people learn. It says that people construct their own
understanding and knowledge of the world, through experiencing things and
reflecting on those experiences. When we encounter something new, we have to
reconcile it with our previous ideas and experience, maybe changing what we
believe, or maybe discarding the new information as irrelevant. In any case,
we are active creators of our own knowledge. To do this, we must ask questions,
explore and assess what we know.
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In the classroom, the constructivist view of learning can point towards a

number of different teaching practices. In the most general sense, it usually means
encouraging students to use active techniques (experiments, real-world problem
solving) to create more knowledge and then to reflect on and talk about what they
are doing and how their understanding is changing. The teacher makes sure she
understands the students' preexisting conceptions, and guides the activity to
address them and then build on them.
In addition to that, students need to construct their own understanding of
each mathematical concept, so that the primary role of teaching is not to lecture,
explain, or otherwise attempt to 'transfer' mathematical knowledge, but to create
situations for students that will foster their making the necessary mental
constructions. Educational research offers compelling evidence that students learn
mathematics well only when they construct their own mathematical understanding
(MSEB and National Research Council 1989, 58). An old adage states: "Tell me
and I forget, show me and I remember, involve me and I understand".
Cooperative learning theory. Is a teaching strategy that mixes students of
different ability levels and assigns them a single task to complete as a group. It is
typically used in educational environments. It reinforces the notion that all group
members share the same responsibility and fate. It also teaches students the
importance of group work because the poor performance of one student in a
cooperative learning task can impact the performance of the entire group.
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Cooperative learning also helps develop students' social skills, promotes selfsatisfaction and a sense of achievement, and can improve race relations among
multicultural groups of students.
It places a greater importance on interpersonal communication and small
group skills, along with group processing of information. In a team, one or two
members may be assigned a task and work together to complete that task,
whereas in cooperative learning, all of the team members work together at the
same pace and learn information together instead of individually.
Mathematics cooperative learning builds on the fact that middle school
students are at a stage where they are influenced by peers. The key is timing the
use of cooperative learning. During math instruction, it must be balanced with an
adequate amount of direct instruction.
Cooperative learning works well after material has been presented by the
teacher. This can come into play during practice, with students working together to
solve a problem. It can work well as a review technique prior to testing. The
excitement created by cooperative learning activities can also help engage
learners as the time for testing approaches.
Reflective Learning theory. It is not sufficient simply to have an experience
in order to learn. Without reflecting upon this experience it may quickly be
forgotten, or its learning potential lost. It is from the feelings and thoughts
emerging from
this
reflection
that
generalizations
or
concepts
can
be
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generated. And it is generalizations that allow new situations to be tackled

effectively. (Gibbs 1988)
Mathematics instruction must provide many opportunities for concept
building, relevant challenging questions, problem solving, reasoning, and
connections within the curriculum and real-world situations.
The reflective learning style consists of absorbing, rather than acting on, new
information. A reflective learner requires time to think through an idea and its
ramifications, while an active learner prefers to jump in and test theories
immediately. Reflective learners often enjoy working independently, at least before
doing a group activity. Note that reflective learners are not passive learners in the
sense that they only want to receive information. On the contrary, they wish to
cognitively process and reason with educator input so that it conforms to their
particular intellectual framework.
Conceptual Framework
The researchers use the input, process and output model. The input consists
of the respondents profile in terms of age, sex and section where in the researchers
use only the 3 out of 5 conceptual frameworks on mathematics education in the
Philippines, these are constructivist learning theory, cooperative learning theory,
and reflective learning theory. It will use to determine the effectiveness of
opportunity classes and to assess the grade 7 high school students, based on the
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students behavior and academic performance. The process consists of

respondents collection of data in terms of administer survey, distribution and
retrieval
of
the
survey
questionnaire,
analysis,
statistical
treatment
and
interpretation. The output is a proposal to enhance Opportunity Class Program.
Figure
1. Profile of the
respondents:
1.1 Sex
1.2 Age
1.3 Section
2 What is the effect of
Opportunity Class to the
following;
2.1. Students Behavior
2.2. Academic
Performance
Input
Process
Output
Data Gathering
-
Survey
Analysis
Statistical
treatment
Interpretation
Enhance
Opportunity
Class
Program
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Statement of the Problem
This study aims to determine the effectiveness of mathematics opportunity

class to the grade 7 students of Signal Village National High School. This study
will seek to answer the following questions:
1. What is the profile of the grade 7 students in terms of:
1.1. Sex?
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1.2. Age?
1.3. Section?
2. What is the effect of Opportunity Class to the following:
2.1 Students Behavior?
2.2 Academic Performance?
3. Is there significant difference in the perception of the respondents on
opportunity class when grouped according to profile?
4. Based on the findings, what recommendations can be provided?
Scope and Limitations of the Study
This study will be conducted at Signal Village National High School

specifically in the Secondary Department. The respondents are limited to grade 7
high school students. It uses descriptive research design and utilizes tests in
gathering the data. The researchers use only the 3 out of 5 conceptual
frameworks on mathematics education in the Philippines; these are constructivist
learning theory, cooperative learning theory, and reflective learning theory. It will
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use to assess the grade 7 high school students, based on the students behavior
and academic performance that the researchers provided. The researchers
acquired an approval from the head of Mathematics department at Signal Village
National High School to conduct the study. Then, a set of guide questions were
formulated based on the statement of the problem and integrated in the
researchers theoretical perspectives. A survey was then conducted at the Signal
Village National High School. The information that the respondents shared to the
researchers will only be used on this study and will not divulge, sell, and publish
in any form or content outside the study.
The researchers used the Colaizzis Phenomenological Analysis in analyzing
and interpreting the data. In the Colaizzis Phenomenological Analysis, the first
step is that the researchers reviewed the collected data and became familiar with
it. Through this process they get to understand the language of the co-researcher.
Second, reduction took place, the researchers returned to the data and focused
on those aspects that are seen as most important to the phenomena being
studied. Third, the researchers took each significant statement and formulated the
meanings in the context of the subjects own terms. Fourth, is the transformation
or imaginable variation to produce a consistent intersubjective agreement and
lastly is the synthesis and integration of insights expressed in the symbolic
representation.
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Significance of the Study

The findings of this study would be beneficial to teachers most
especially to Mathematics teachers, School, School administrators, Students,
Parents, Future Researchers, Principals and Curriculum developers.
Students. The results and findings of this study may boost their unique
interest, abilities, and needs in mathematics. The students will be given more
opportunity to improve in their Mathematics performance.
Parents. The output of the study may directly benefit the parents and may
encourage them to provide relative scaffold to the development of critical thinking
and solving skills of their children at home
School Administration. School Administrators and. Principals can gain
insights as to what trainings and standard operating procedures should be
given to teachers for the proper implementation of the new curriculum. The
results of the study may guide the school administrator to improve teaching
techniques in Mathematics since providing expertise in teaching student is
their prime concern. Findings may provide School administrators and
teachers with insight into professional development opportunities. The test
results may provide a basis for adapting instruction to the different needs of
individual student and for identifying students needing tutorial sessions.
Teachers. Through this study, teachers will be more aware of the possible
problems (or difficulties) they are most likely to face when an adoption of a new
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curriculum takes place, thus, making them more prepared. The study may
hopefully give the teachers a clear picture of their strength and weaknesses and
may also provide their competencies in mathematics. The study can assist
teacher attitudes and perceptions of interventions, and in their understanding of
how interventions can assist students with learning difficulties. This would help the
teachers extend time for tutorial sessions to students who have low performance
in mathematics so that they will be able to achieve the learning outcomes and
achievement indicators identified in K to 12.
Future Researchers. This may aid them to secure related information and
may serve as a good reference which may help and contribute ideas for the
development of their students having similar topics in their researches. The
results from this study will provide educators an opportunity to examine one
intervention in mathematics and help them in assessing their performance as well
as the students.
Definition of Terms
The terms used in this study are operationally defined for clearer
understanding:
Assessment. The process of gathering and discussing information from multiple
and diverse sources in order to develop a deep understanding of what students
know, understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment results are
used to improve subsequent learning.
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Assistance. Remedies the instructor used to help students faced the subject.
Constructivist theories. Based on the belief that children construct their own
knowledge and conceptual understanding through their own activity.
Cooperative learning. Teaching strategy that mixes students of different ability
levels and assigns them a single task to complete as a group. It is typically used
in educational environments.
Curriculum. Is broadly defined as the totality of student experiments that occur
in the educational process. The term often refers specifically to a planned
sequence of instruction, or to a view of the student's experiences in terms of the
educator's or schools instructional goals.
Intervention. This refers to the reinforcement of knowledge taught to the pupil in
a form of small group lecture.
K to 12 Mathematics Curriculum. Refers to curricular innovation in
Mathematics Education in the Philippines that focused on critical thinking and
problem solving.
Learning Difficulties. A classification that includes several areas of functioning
in which a person has difficulty learning in a typical manner, usually caused by an
unknown factor.
Opportunity
class.
It
is
an
instructional environment which
supplies
instruction and guidance to encourage each student's intellectual, cultural,

emotional, and physical development. It is a tutorial assistance to help
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students
overcome
barriers
to
learning
especially
in
understanding
Mathematics.
Performance. This refers to the score obtained in the diagnostic test.
Problem. It referred to a problem or any situation that caused the teacher
some troubles or hindered him from giving an effective teaching of the lesson.
Reflective learning. Consists of absorbing, rather than acting on, new
information. A reflective learner requires time to think through an idea and its
ramifications, while an active learner prefers to jump in and test theories
immediately.
Remedial class. Refers to special class given to a group of students to enhance
their knowledge.
Remediation Approach. It is an approach used by the teachers in enhancing
and reinforcing the learning by giving tutorial classes.
Solution. It referred to the instant method made used by the teacher to solve the
difficulty he encountered with regards to the problems met.
Acronyms
University of the Philippines National Institute of Science and Mathematics
Development(UPNISMED)
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Mathematics Society of the Philippines (MSP)

Mathematics Teachers Association of the Philippines (MTAP)
Mathematics Teachers Guild (MTG) of the Philippines
Department Of Education (DepEd)
National Council of Teachers of Mathematics (NCTM)
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Mathematics is said to be the queen of all sciences, but it is not everybodys
cup of tea. Why? Because during the childs crucial learning stage, most children
acquire a dislike for the subject. The researchers, as a student teachers now,
have realized that when students queries are not answered at the right time or
when they remain unanswered, a phobia for mathematics begins to develop. No
matter how hard you try later on, a lot of the students are unable to recover the
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initial enthusiasm they may had for the subject. Students fall below their expected
level of mathematics achievement for a variety of reasons. When asked why they
were not as successful in learning mathematics, many people reply that they
never understood mathematics, or never liked it because it was too abstract
and did not relate to them. These reasons and others can be categorized, in
general, as environmental or personal, individualized factors. In this chapter, the
researchers had provided some related literature of local and foreign from
published materials like books, newspapers magazine and web pages for this
thesis. For related studies, the researchers had provided some studies from local
and foreign using unpublished materials like thesis, research and surveys.
Foreign literature
On the book of Teaching learners who struggles with mathematics by
Sherman, L.I Richardson and G.J Yard (April 30, 2014), mathematics
instruction must provide many opportunities for concept building, relevant
challenging questions, problem solving, reasoning, and connections within the
curriculum and real-world situations. Students who are taught in a way that relies
too heavily on rote memorization isolated from meaning have difficulty recognizing
and retaining math concepts and generalizations. Using Spiraling the curriculum
provides opportunities for learners to deal with content developmentally over time.
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Concepts can be built upon and related to previous learning throughout the
curriculum as students become more proficient and experienced in mathematics.
However, it is critical that the same content not be taught year after year, in almost
the same manner of delivery. Students who do not get it the first time are not
likely to get it the next several times it is taught in the usual manner. Moreover,
underachieving students are frequently assigned repetitious and uninteresting
skill-and-drill work each year in order to teach them the basics.
This type of work often represents a narrow view of mathematical
foundations and a low level of expectation of students abilities. It limits
opportunities to reason and problem solve. In educational practitioners and
researchers have taken a more positive perspective, arguing that extracurricular
activities may have positive effects on life skills and may also benefit academic
accomplishments (Marsh & Kleitman, 2002). It is obvious that extracurricular
activities have an impact on academic performance and education ever since
their inception. Many extracurricular activities have proven to be beneficial in
building and strengthening academic achievement, even if the activities are not
obviously related to academic subjects (Marsh & Kleitman, 2002). Elkins (2005)
notes there has been a move away from the transmission model of content
delivery for all, or what has been referred to as you watch what I do, and then
you do it, to a focus on conceptual understanding that is supported by
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constructivist teaching approaches. Wendy Jones (2012) said, we don't believe

any child can be written off as being no good at math.
According to Counselor Connie Alexander Math is like fingernails on the
chalkboard. For some people, it is painful. But we need to know it and learn it,
and based to Robin McDaniel an opportunity class is one that is meant to
improve a learning skill or rectify a problem area. Opportunity Class is also known
as remedial class which involves using individualized teaching of students who
are experiencing difficulties in specific subject areas. Furthermore, Counselor
Connie Alexander Many people get into opportunity classes because they have
forgotten or took the class too quick It is designed to assist students in order to
achieve expected competencies in core academic skills such as literacy and
numeracy. Opportunity instruction might be taught individually or in groups and
targets academic weaknesses that may hinder learning.
Opportunity activities teach basic skills that are the foundation for learning a
subject in greater detail, and such skills must be learned before students can
develop a detailed understanding of the topic of study.
Where does this leave one-to-one instruction and drill activities that have
been the mainstay of many mathematics opportunity class programs? Before any
practice is undertaken, a secure understanding of underpinning concepts, where
new learning is linked to previous learning, must be assured. If not, it may
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become a cycle of practice and forget, practice and forget. How often has one
heard said, I taught him/her and its already forgotten? A response might
be How do you know he/she understood it in the first place? Sherman,
Richardson and Yard (2005) believe that students with learning difficulties are
given tedious and boring activities to develop the basics. They go on to remind
educators.
Closely related to Alfie Kohn (2006) to the notion that more time yields more
learning is the belief, widely held by both parents and teachers, that homework is
useful because it affords an opportunity for students to practice the skills theyve
been taught. This, of course, is a defense of a certain kind of assignment
namely, the kind that involves practice. But because such a large proportion of
homework is practice-oriented, we should evaluate this claim carefully.
According to Jennifer DeDonato, mathematics can be a difficult subject to

teach. Often students will get frustrated if they do not understand a concept and
declare they are "just not good" at math. There are many characteristics of math
teachers that can help them successfully teach the subject to their students.
Furthermore, Annette Benbow, professor and mathematics department
chair believes, it is still important to take math classes with a positive attitude,
even for students who do not want a career in the mathematical field. The
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rewards can be something as minor as a smiley face to something major like

fame or fortune (Dornyei, 2000). Extrinsic motivation does not mean, however,
that a person will not get any pleasure from working on or completing a task, it
just means that the pleasure they anticipate from some external reward will
continue to be a motivator even when the task to be done holds little or no
interest. For example, an extrinsically motivated student, may dislike an
assignment, may find it boring, or may have no interest in the subject, but the
possibility of a good grade will be enough to keep the student motivated in order
for him or her to put forth the effort to do well on a task (Dornyei, 2000).
The National Council of Teachers of Mathematics (NCTM) (2006)
states, effective mathematics teaching requires understanding what students
know and need to learn and then challenging and supporting them to learn it
well. In order to work within curriculum guidelines while accommodating the
diversity of students in their classrooms, educators need to be realistic and
systematic in the way they structure their mathematics programed. The benefits of
cross curricular teaching cannot be overemphasized. It could be well use of an
engaging, and age appropriate, theme is the way into developing conceptual
knowledge and skills. For example, a topic such as patterns could have students
exploring patterns not only in mathematics but also in Health and Physical
Education (team games), Society and Environment (climate, history), Arts
(dance), and Design and Technology (measurement processes used when
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designing and constructing). However, Tucker, Singleton and Weaver (2002, pp.
3) suggest that the primary criterion for judging an instructional activity is what
are the students learning during the activity [What is] the learning
objective? Educators of students with learning difficulties must be quite clear
about intended learning outcomes as they work toward closing the learning gap.
(Westwood 2000, Sherman, Richardson and Yard 2005). It is also important to
remember that there is more than one way to be right and there is more than one
way to be wrong! A students sense of satisfaction at having developed a
successful process for solving a problem must be warmly acknowledged rather
than discounted as not being the preferred way.
According to Allison Dooley that math opportunity class should be taken
with enthusiasm because it helps students actually understand the concepts
needed without the pressure of a faltering GPA.
Sherman, Richardson and Yard (2005, pp. 3) remind us that mathematics

instruction must provide many opportunities for concept building, relevant
challenging questions, problem solving reasoning, and connections within the
curriculum and real-world situations. Westwood (2000) also reminds us that the
educator is the key for ensuring successful learning.
Local literature
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Cabatay et al. (2011) attested that Mathematics is learned because of many

reasons. Firstly, the mastery of basic Mathematics skills is needed in order to
cope with the demands in life. Such demands include being numerically literate,
gaining tools for future employment, developing the prerequisites for further
education, and appreciating the relationship between mathematics and
technology. Secondly, mathematics is the language of the sciences, and many
disciplines depend on this subject as a symbolic means of communication.
Thirdly, mathematics education can play an important part in developing students
general decision making and problem solving skills.
DepEd is undergoing significant changes under the K to 12 Education
Program. These changes are in structure, curriculum and assessment. On the
other hand, K to 12 program follows a special approach where in learning is a
process building upon previously learned knowledge.
Opportunity class is a tutorial assistance to help students overcome barriers
to learning especially in understanding Mathematics. It is somehow related to
tutoring. In the website of manila, University tutor are the list of available tutors
that may help students who struggling with math subject, some are: Samuel M.
2014 (DOST Scholar, graduated from Mapua Institute of technology Philippines)
is a tutor in algebra, calculus, geometry, statistics, trigonometry, math and physics
wants to help student who cant fully understand and appreciate a certain subject
related to math. Jennifer P. (2014), is an experienced tutor during high school
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and college days, she would like to use her spare time to impart her knowledge
as well as help students understand their lessons better.
What is the point of tutorials? Samantha N. Damao (2015) said tutorials give
students an opportunity to practice analytical thinking, practice problem solving,
ask questions, gain a fuller understanding of the theory, discuss how theory
applies to reality, try out ideas by talking them through with others, and learn from
other students gain important group work skills for their professional life. Through
active discussion the students learn that others understand things differently from
other persons. The students gain fresh perspectives on issues and new strategies
for handling problems.
Rogelio E. (2014) a Master teacher, tutor his best to make sure the student
gets his/her money worth in every session however, tutor does not simply give the
answer nor do the assignments for his students, but rather guides and assist
them discover the concepts and apply the principles on their own. What does
tutorial participation means? Tutorial participation usually means talking and
thinking. Generally, its not about receiving information and taking notes. Tutorial
participation does not mean talking all the time. In fact, some students talk far too
much! However, most tutors will not ask a direct question, in case they embarrass
the student. So its really up to the learner to show that he or she desires to make
a contribution. If the tutor asks the pupils to work in small groups, its particularly
important for each student to contribute to the discussion. The students can
contribute to the discussion by giving an example to illustrate what someone else
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has said, agreeing, but adding some suggestions, comparing what has been said
to something else they already know about (perhaps something that have been
read), disagreeingand giving reasons, asking a question, and introducing a new
topic.
The students dont have to talk to participate. They can show that they are
participating simply by looking interestedthat means looking at the person who
is talking, showing by your body language that you belong to the group (e.g. move
your chair to be part of the group, try not to hide behind other people, sit forward
slightly), and show reactions to what people are saying and in facial expressions
(e.g. smile and nod in agreement, raise an eyebrow or frown slightly if you dont
agree). Of course, the most important part of tutorial participation is concentrating
on the topic. Try to focus on the content and not on feeling!
Rustico D. (2015), A graduate from the University of the Philippines said that
opportunity class may be practical sessions in laboratories or workshops, a
chance for the instructor to explain aspects of the lecture or a chance for pupils to
talk about the subject, with the instructor taking a back seat. Generally, students
are expected to participate actively in opportunity class and often a percentage of
your final grade depends on their opportunity class participation.
Mark Llego (2014) founder of Teacher PH, the term opportunity class is not
foreign to teachers, rather it is familiar one. Mark said that opportunity class given
after a formal, structured teaching assist slow performance improve their learning
or mastery of a lesson when the result of achievement evaluation is below the
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expected level and therefore needs an extra step to reinforce learning. He

believes an effective opportunity class instructor is expected to be always extra
sensitive to the needs of every learner in her class. She should not be contended
merely with the completion of the teaching subject matter but should be more
concerned with the outcome of that teaching. When the outcome of teaching
points to the need of reinforcement or re-teaching a lesson, a teacher must plan
steps so that the learners, especially the slow ones, can be helped to keep pace
with the learning level of other students in the class.
A teacher named Angel De Dios in Quinale Elementary school (QES) in
Paete, Laguna said that conducting an opportunity class using internet resources
is really great to help students to practice the students learning specifically in
math.
Dr. Simon L. Chua (2008), President of mathematics trainers guild, said
that the social civility truly hinges on education. Teacher as a role model who can
institute change and bring an authentic learning experience into the new frontiers
in teaching. It takes teachers to inspire a multitude of young minds and it takes
only few mentors to inspire other colleagues to be role models in this field.
Furthermore, the primary task now of Simon as a President of (MTG) is to
improve and provide quality education and open training among our mathematics
teachers and students. Numerous competitions from the district, division, regional
even up to the national level, have been organized by the DepEd, DOST and by
various NGOs, all of them aimed to increase Filipino students interest and
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involvement in math, and to strengthen and sharpen their mathematical

knowledge and skills.
The aim of math competitions is to arouse student's interest in mathematics
and to help them to study mathematics. Likewise, the teachers could improve
themselves if they are really sincere in training their students. Good math
teachers possess a capacity to connectedness. They are able to weave a
complex web of connections among themselves, their subjects, and their students
so that students can weave a world for themselves.
Foreign studies
Behringer et. al, 2010), the concept about remedial and developmental
describe a program of study designed for students considered ill-prepared for
college-level coursework. Remedial when applied in relation to a student, the term
implies the need to remedy or correct specific skill deficits In contrast,
developmental, suggests a process of development, growth, progress. These
two distinct definitions, when applied to either student or coursework, clearly
delineate an orientation or belief system that is either grounded in a studentdeficit framework or one that recognizes potential for growth. Therefore,
Remedial class suggests students have not yet acquired the necessary skills for
success in academic requirement, and, as such, their skill deficiencies demand a
need for practice that is repeated until such a time the drill works.
Developmental implies an unfinished process of learning; that is, the
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development of students as learners has not yet been fully realized and growth
can be promoted via assistance. Thus, developmental plan in education aims to
provide a comprehensive remediation of knowledge, and skill deficiency.
However, the lack of additional resources to supplement instruction to enhance
the acquisition of critical thinking and analytical skills is an area of concern.
The impact of opportunity class program was assessed by Paco Martorell
(2007), it was found out that this is the most common approach used by colleges
to assist students who possess weak academic skills. Opportunity class also
known as developmental education consists of courses and other services
(such as tutoring and supervised study) that are designed to foster skills generally
acquired in high school. However currently, there is a considerable uncertainty
surrounding the effect of remediation on student outcomes.
The professors have the responsibility in informing their student regarding
their academic status and professors are in a good position to observe specific
student behavior which can serve as "red flags" for potential attrition (e.g., poor
midterm grades, flagrant absenteeism, and failure to complete assignments, inclass boredom and passivity). Thus, faculty can play an essential role in
identifying attritional signs and encouraging or referring students to the support
service they may need (e.g., learning center; career center). This information will
serve as awareness to the students about the academic expectations
implemented by the institutions.
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Lombardi (2012) suggested that the teacher in remediation with a learner

should test the learner often after a new concept is introduced to insure it is
understood.
Furthermore, Borich, (2011) states that it also provides the learner with the
prerequisite knowledge, skill, or behavior needed to benefit from the planned
instruction. For example, you might attempt to lower the anxiety of highly anxious
students with a student centered discussion before another topic, so the
presentation will equally benefit all students. The remediation approach to
adaptive teaching will be successful to the extent that the desired prerequisite
information, skill, or behavior can be taught within a reasonable period of time.
When this is not possible or represents an inefficient use of classroom time, the
compensatory approach to adaptive teaching can be taken. Denison et.al (2006)
agreed that there is a flexible approach to opportunity class, which includes
diagnosis of the learner deficits, remedial activities and re-testing.
Several states are acknowledging the value of opportunity education
programs and recommending the establishment of best practice methods for
providing this education. Subsequently Boylan et.al, (2007) stated that
opportunity courses in colleges and universities provide incoming students with
the preparation to succeed in postsecondary curriculum. Greene et.al (2003),
meanwhile, students demand for remediation has increased in recent decades.
Nationally, it is estimated that only one-third of students leave high school at least
minimally prepared for college.
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Over the last 10 years, a greater focus on opportunity class education has
occurred as indicated by the recent research on the topic Byrdet, et.al (2005). He
said that more students apply for nursing education programs, and with the
increasing diversity in colleges and universities, greater emphasis and need for
remedial education that adequately prepares students for successful completion
of college courses is essential. The numbers of underprepared students continue
to grow and enrollment in remedial education courses at community colleges is
expanding.
According to the U.S. Department of Education (2006) Opportunity class
education in the community college systems is a major topic in higher education;
Previous studies states that to eliminate opportunity class education in the1990s
are now showing signs of reversal.
According to Parsad et.al (2003) Trends over the past decades how on that
both two-year and four-year institutions are adopting more strict policies such as
limiting the frequency of the students in spending opportunity class courses at
their institution, placing restrictions on students simultaneous enrollment in
opportunity and credit courses, and making participation in opportunity courses
mandatory for students whose placement scores classify them as academically
underprepared. More than 40% of first-year community college students
participate in at least one opportunity course. As the number of incoming college
freshmen needing opportunity education has multiplied in recent years, educators
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have struggled to prepare these learners for college level courses and to keep
them enrolled in college.
Furthermore, the study of J. Ellis (2011) also states that in many
postsecondary institutions, there are two levels of first year-courses; a standard
course in which most students enroll, and remedial course for students who are
not academically prepared for the standard course. Often opportunity class
courses do not carry credit toward satisfying degree requirements.
These
classes will only help you to get a better understanding of your subject. By drilling
yourself in the basics, you are making a smart choice that will lead you to better
keep up with advanced classes, and may teach you better study and learning
habits.
However, the developmental education has become a major source of debate
Boylan et.al (2007) and some critics stress the expense of providing students
with opportunity class education. Advocates contend there is substantial return
on investment to the institution and the greater society. By definition, lessprepared students are more likely to be placed in opportunity class, and hence,
suggest that remediation might promote early persistence in college, but it does
not necessarily help students on the margin of passing the placement cut-off
make long-term progress toward earning a degree.
As stated by Conboy 2006, effective teaching and efficient management of
schools requires information as to the causes of failure, one approach to
acquiring this information is to improve our understanding of what the students
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themselves perceive as the causes of school failure. He further explained the

major factors of failure, according to students, are quality of teaching and
previous student preparation for life in a scientific-technological society. A culture
of high expectancy on the part of teachers, parents and administrators may be a
key to influencing rates of success. He further mentioned the need for selfdirected learning/learning by choice among students has equal importance. While
many strategies may be put forward to reduce high failure rates, a better
understanding of student perceptions of the factors that lead to failure can provide
one way of informing the science education community about what should be
done if we want to increase academic success and reduce the risk of school
abandonment.
Likewise, the students in this study perceived a lack of previous student
preparation as the major failure factors in academic failure.
Local Studies
Based on the study of DepEd Government, the International Test Results
(2003) TIMSS (Trends in International Mathematics and Science Study)
Philippines rank 34th out of 38th countries in HS II and 43 rd out of 46th countries in
HSII Science; For grade 4, the Philippines ranked 23 rd out of 25th participating
countries in both math and science in 2008 even with only the science high
schools participating in advanced mathematics category, the Philippines rank
lowest. The congested curriculum partly explains the present state of education.
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The current basic education is designed to teach a 12-year curriculum, yet it is

delivered in just 10 years this quality of education is reflected in the inadequate
preparation of high school graduates for world of work or entrepreneurship or
higher education. Cognizant of this urgent and critical concern and in line with the
priorities of the Aquino Administration, the Department of Education is taking bold
steps to enhance the basic education curriculum.
Our new curriculum enhanced k to 12 basic education program seeks to
provide for a quality education program, one of its program is implementing
opportunity class for grade 2 to grade 10 to help them attain or recall what the
teacher has taught and achieve more than what the students could do all
throughout the learning courses.
Paternal and Dinglasan (2012) revealed that the students performance
plays an important role in producing best quality of graduates who will become
great leaders and manpower of the country, thus, responsible for the countrys
economic and social development. Educational services are often not tangible like
offering tutorial session to the pupil who struggle in math. However, it was found
out that one of the best approach for the Algebra to ease the students anxiety,
along with working a great deal of examples in an ordered sequence that shows
every single step to get the answer. Teachers must spend time in supporting the
students for the quality of their academic performance. The students and the
parents need to participate in the remediation like the mastery skills in
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Mathematics. (Previously tutorial class and what they do, what makes the present
condition what they have conducted, looking for the gap.)
Based from the research of Cabanatan, Cabrera, Crucena, Terrobias,
entitled Remedial Class: Experiences and Learning Difficulties, a Narrative
Report. This study aimed to discover the experiences and learning difficulties of
nursing students in taking remedial classes a total of 10 selected nursing students
voluntarily participated in order to determine and understand the experiences and
learning difficulties. The co-researchers are the level III and IV Nursing Students
of San Juan De Dios Educational Foundation Inc. (College) for the School Year
2012-2013, who has undergone remedial classes. In a series of remedial
activities, the Cabanatan, Cabrera, Crucena, Terrobias, found out that most
students were involved in the learning and had great interactions in the relaxing
atmosphere, including some more low-motivated students. During the opportunity
class sessions, learning feedback and outcomes constantly challenge the
students to participate actively contributed to further understanding the difficulties
in their academic performance. In addition, this challenge teacher to improve
teaching techniques
Based on the thesis entitled Effective Solutions in the Implementation of the
K to12 Mathematics Curriculum by Melanie T. Braza and Sweden S. Supapo.
This study sought some problems and solutions of one rural grade 7 teacher
of a public high school in the Philippines. Based on the analysis, the following
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problem categories emerged: (1) Administrative-related problems, (2) Teacherrelated problems and (3) Student-related problems.
In the first category/theme, the findings include: (a) there was lack of
trainings, seminars and unclear standard operating procedures since the teacher
still found difficulty in handling classes or subject matters in relation to the
implementation of the K to 12 Mathematics curriculum in the Philippines, (b) there
was late arrival and lack of modules provided for the students. In the second
category/theme, the findings are the following: (a) developing or weak teaching
skills and strategies, (b) the teacher found difficulty in teaching hard subjects or
contents and lack of time to tackle the content efficiently, (c) unavailability or lack
of instructional materials. In the third category/theme, the problems include: (a)
non-mastery of the basic concepts and skills, (b) poor problem solving and critical
thinking skills and (c) indifferent student behavior.
The solutions to the first problem include sharing of modules or guides and
more research work for the teacher. The solutions to the second problem
employed by the rural grade 7 Mathematics teacher stated above include:
conducting cooperative learning class, giving extra time for research work, taking
time in the preparation of the lesson, making use of the indigenous materials The
following are the solutions to the third problem: reviewing basic concepts and
giving examples, motivating and teaching students enthusiastically It is therefore
concluded that there are indeed problems and immediate solutions encountered
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by a rural grade 7 teacher in the implementation of the K to 12 Mathematics

curriculum in the Philippines.
According to Sanchez (2012) found out that poor performance in
mathematics may emanate from difficulties in comprehending mathematical
competencies; the teacher that the way they teach, the covering of competencies
and topics in the syllabus or course outline, lack of family support and
mathematical materials, the qualification and field study of the teachers, the
teaching and assessment of learners, and the perception of the subject, the
teacher preference and homework. The learners suggested that the teacher
should spend more time in explaining, giving more examples, using more
teaching and learning materials such as posters and pictures, and teachers
should offer extra classes after school.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design, population and sampling,

research instrument, data gathering procedure and statistical treatment of data.
Research Method Used
This study used descriptive survey method to assess profile such as sex,
age and section of grade 7 high school students at Signal Village National High
School, school year 2015-2016. A descriptive survey was selected because it
provides an accurate portrayal or account of the characteristics like opinions,
beliefs, abilities and knowledge of a particular individual or group. Descriptive
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research is a purposive process of data gathering, analyzing, classifying, and

tabulating data about the performance of the students in the Opportunity Class
and then adequate and accurate interpretation such data with aid of statistical
treatment.
According to Burns and Grove (1997-225), the design of a study is the end
result of a series of decisions made by the researcher concerning how the study
will be conducted.
Population and Sample of the Study
In this study, one hundred and twenty (120) was the overall population of
grade 7 students attending Opportunity Class at Signal Village National High
School.
To get the respondents, the researchers used Purposive Sampling or also
known as judgmental, selective or subjective sampling which is a type of nonprobability. The purpose of collecting data is to perform a group research; the
questionnaire was administered to collect data which was the standard survey
collection method.
The researchers determined the sample size to get the number of the
respondents of the study. The sampling procedure was done through the use of
Slovins formula in determining the sample size, as follows:
Formula:
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n=
N
1+N e 2
Where:
n= number of sample
N= total population
e= error tolerance/margin of error (5%)
1= constant value
Wherein:
n=
N
1+N e 2
0.05
1+120
120
n=
n=
120
1+ ( 120 ) (0.0025)
n=
120
1+0.3
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n=
120
1.03
n= 9 2
The total population of students taking opportunity class in grade 7

were 1 2 0 and only 9 2 were the number of respondents of our study.
Research Instrument
The instrument used was a researchers-made questions checklist to gather
the needed data for the students profile. A questionnaire was chosen as data
collection instrument. A questionnaire is a printed self-report from designed to
elicit information that can be obtain through the written responses of the subjects.
The information obtained through a questionnaire was similar to that obtained by
an interview, but the questions tend to have less depth (Burns & Grove 1993:
368).
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Only one questionnaire was needed to use to collect data. It was for all of
the grade 7 students in Opportunity Class. The questionnaire consisted of closedended questions. Closed-ended questions had options which was determined by
the researcher (Burns & Grove 1993:370). Closed-ended questions were included
because they are easier to administer and analyze. They are also more efficient in
the sense that a respondent was able to complete more closed-ended items in a
given period of time (Polit & Hungler 1993: 203).
Data Gathering Procedure
To start the study, the researchers sent a letter of request to Mathematics
Department Head of Signal Village National High School to conduct a survey.
Then, a set of guide questions were formulated based on the statement of the
problem and integrated in the researchers theoretical perspectives. Then, the
participants were asked about their experiences in attending their opportunity
class. The information that the respondents shared to the researchers was used
on this study and was not divulge, sold, and published in any form or content
outside the study.
Data Processing Procedure
The researchers used the Colaizzis Phenomenological Analysis in analyzing

and interpreting the data. In the Colaizzis Phenomenological Analysis, the first
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step was that the researchers reviewed the collected data and became familiar
with it. Through this process they get to understand the language of the coresearcher. Second, reduction took place, the researcher returned to the data and
focused on those aspects that seen as most important to the phenomena being
studied. Third, the researchers took each significant statement and formulated the
meanings in the context of the subjects own terms. Fourth, was the
transformation or imaginable variation to produce a consistent intersubjective
agreement and lastly is the synthesis and integration of insights expressed in the
symbolic representation.
Information and response of the students were processed and subjected to
statistical treatment. The findings were extracted and analyzed based on the
processed data.
Responses to the questionnaire by high school students were statistically
analyzed with the data requirements of the study. Descriptive statistics such as
frequency count, mean, percent and rank will be considered.
Statistical Treatment of Data
The statistical treatments of data used in this study were the following:
1. Frequency and Percentage Distribution. This was used to determine the
frequency and percentage distribution of the profile of respondents.
Formula:
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f
P= x 100
n
Where:
P = percentage
= frequency
n = number of respondents
100 = Constant value
2. Weighted Mean. Refers to the average computed by giving different weights to
some of the individual values. This formula was used to determine the average
rate of the grade 7 students:
Formula:
xw=fw / N
Where:
xw
= weighted mean
= summation
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F = frequency
w = weight
N = total number of respondents
3. ANALYSIS OF VARIANCE ANOVA. The one-way analysis of variable was
used to determine whether there are any significant differences between the
means of two or more independent (unrelated) groups. It compares the means
between the groups you are interested in and determines whether any of those
means are significantly different from each other.
Formula:
k
R j
12
H=
n 3( N +1)
N (N +1)
j
Where:
k =
number of groups
n j=
number of observations in the
N=
number of observations in all the number of observations in groups
combined
j th group
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R j = the sum of the ranks in the
j th group
4. T-test. It is a statistical examination of two population means. A two-sample t-test

examines whether two samples are different and is commonly used when the
variances of two normal distributions are unknown and when an experiment uses a
small sample size.
Formula:
t=
S=
x 1x
1 1
S ( + )
N1 N
( N 11 ) S1 + ( N 1 ) S
N 1+ N 2
Where:
x 1x 2= averages
S 1S = variances
N 1+ N =
has t
counts
distribution with
N 1+ N 2
degree of freedom
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION
In this chapter, the data gathered from the students of Grade 7 at Signal
Village National High School in relation to the research objectives. This chapter
discussed the result of the semi-structured questionnaires responded by 92
participants. Furthermore, the information that the respondents shared to the
researchers was used on this study and was not divulge, sold, and published in
any form or content outside the study. The objective of this study was to know the
effectiveness of Opportunity Class in students behaviour and academic
performance.
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For a clearer presentation, the findings of the survey were presented in tables.
To give an appropriate flow of discussion, findings were also divided into two parts.
Part one gave a summary of the Profile of the participants used in the study. This
profile was categorized according to the respondents section, age, and sex. The
discussion of the perception of the respondents was categorized according to
students behaviour and academic performance which was presented on the
second part.
Part I. Profile
The profile of the respondents was looked upon in terms of section, age and sex.
Table 1. Section
Star section
Middle section
Lower section
Total
Frequency
Percent
23
25.0
60
65.2
9.8
92
100.0
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The table above shows the section range of the respondents. Sixty-five point
two percent (65.2%) of the respondents were at the middle section. Twenty-five
percent (25%) were at the star section, and Nine point eight percent (9.8%) were at
the lower section. Majority of our respondents were at the middle section. The
apparent section of the respondents reflects among the effectiveness of the
Opportunity Class. The researchers could presume that in the said percentage, a
considerable number could be among the middle section of the sample.
Table 2. Age
Frequency
Percent
10-11
1.1
12-13
72
78.3
14 and above
19
20.7
Total
92
100.0
The above illustration shows the age of the respondents. Seventy-eight point
three percent (78.3%) of the respondents were 12-13 years old. Twenty point seven
percent (20.7%) of the respondents were between 14 years old and above.
Respondents aged 10-11 years old were One point one percent (1.1%) of the total
respondents. Most of our respondents were at the age ranging from 12-13 years
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old. The apparent age of the respondents reflects among the effectiveness of the
Opportunity Class.
Table 3. Sex
The number of the male respondents, fifty-eight point seven percent (58.7%)
was greater than the female respondents which was only forty-one point three
percent (41.3%) with the total of 54 for male and 38 for female. Based on the figure,
the dominated sex among the respondents were male. Based on the collated
questionnaires, over a half of the sample was composed of male respondents while
41.3% were females. This shows that there were mostly male who have participated
in Opportunity Class.
Table 3. Sex
Frequency
Percent
Male
54
58.7
Female
38
41.3
Total
92
100.0
Part II. Perception of the Respondents

This part of the paper provided the discussion and analysis of the perception
of respondents based on the Likert scale (4-Strongly effective, 3-Very effective, 2Effective and 1-Less effective). Herein, it should be noted that the respondent
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undergone the Opportunity Class were given a set of Students Behaviour and
Academic Performance statements through survey-questionnaire so as to
expressed their perception whether they agreed or disagreed with the given
statements through the use of four-point Likert scale. It would be provided a greater
understanding on the effectiveness of Opportunity Class at Signal Village National
High School.
Table 4. Students Behavior
Students Behavior
Mean
Verbal Interpretation
Constructivist Learning Theory

1. Gets frustrated when the discussion is
2.62
interrupted or the teacher is not around.

2. Listens attentively to the lecture of
3.05
Mathematics Teacher.
3. Studies the lessons I missed if I was absent
2.66
from the class.
Very Effective
Very Effective
Very Effective
Cooperative Learning Theory

4. Prepares for the Mathematics activities.
3.09
5. Spend time with group collaboration during
2.80
school days to concentrate more on my studies.

6. Group Studies to prepare for quizzes and
3.07
tests.
Reflective Learning Theory
Very Effective
Very Effective
Very Effective
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7. Gets good grades on tests, quizzes,
2.75
assignments and projects.
8. Finds out that extracurricular activities dont
2.75
affect your grades.

9. Spends vacant time doing assignments or
2.82
studying lessons.
10. Gives priority in studying and doing
3.14
assignments
Weighted Mean
2.88
Very Effective
Very Effective
Very Effective
Very Effective
Very Effective
Legend: 1.0-1.75 (Less effective), 1.76-2.50 (Effective), 2.51-3.25 (Very effective), 3.26-4.0 (Strongly
effective)
The table above provides the distribution of the perception of respondents

regarding the effectiveness of the Opportunity Class in terms of students behaviour.
In this regard, the respondents from the Opportunity Class have revealed very
effective to the given statements in Constructivist Learning Theory, Cooperative
Learning Theory and Reflective Learning Theory. When it comes to Constructivist
Learning Theory statements, Listens attentively to the lecture of Mathematics
(3.05), Gets frustrated when the discussion is interrupted or the teacher is not
around (2.62) and Studies the lessons I missed if I was absent from the class
(2.66) got a very effective result.
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Moreover, in Cooperative Learning Theory statements: Prepares for the

Mathematics activities (3.09), Group Studies to prepare for quizzes and tests
(3.07), and Spend time with group collaboration during school days to concentrate
more on my studies (2.80) were all very effective. And lastly for Reflective Learning
Theory statements, 4 out of 4 got a result of very effective which were: Gives
priority in studying and doing assignments (3.14), Gets good grades on tests,
quizzes, assignments and projects (2.75), Finds out that extracurricular activities
dont affect your grades (2.75) and Spends vacant time doing assignments or
studying lessons (2.82).Overall, however, the students behaviour with a weighted
mean of 2.88 is said to be very effective.
The respondents have said it was very effective in the students behaviour in
preparing for their Mathematics activities (3.09). According to Boylan et.al (2007)
and some critics stress the expense of providing students with remedial education.
Advocates contend there is substantial return on investment to the institution and
the greater society. By definition, less-prepared students are more likely to be
placed in opportunity class, and hence, suggest that remediation might promote
early persistence in college, but it does not necessarily help students on the margin
of passing the placement cut-off make long-term progress toward earning a degree.
In Listening attentively to the lecture of Mathematics Teacher (3.05) aligns with
The National Council of Teachers of Mathematics (NCTM) (2006) states, effective
mathematics teaching requires understanding what students know and need to
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learn and then challenging and supporting them to learn it well. In order to work
within curriculum guidelines while accommodating the diversity of students in their
classrooms, educators need to be realistic and systematic in the way they structure
their mathematics programed. Indeed, Wendy Jones (2012) said, we don't believe
any child can be written off as being no good at math.
Lombardi (2012) suggested that the teacher in remediation with a learner
should test the learner often after a new concept is introduced to insure it is
understood. In group studies to prepare for quizzes and tests. (3.07) and giving
priority in studying and doing assignments (3.14) gave us a close result. In line
with this, according to Counselor Connie alexander Many people get into
opportunity classes because they have forgotten or took the class too quick.
In line with this, the respondents said it was also very effective in getting
good grades on tests, quizzes, assignments and projects (2.75) that is
according to Westwood 2000, Sherman, Richardson and Yard 2005 it is also
important to remember that there is more than one way to be right and there is more
than one way to be wrong! A students sense of satisfaction at having developed a
successful process for solving a problem must be warmly acknowledged rather than
discounted as not being the preferred way.
When it comes to finding out that extracurricular activities doesnt affect
their grades (2.75) where in educational practitioners and researchers have taken
a more positive perspective, arguing that extracurricular activities may have positive
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effects on life skills and may also benefit academic accomplishments (Marsh &
Kleitman, 2002). It is obvious that extracurricular activities have an impact on
academic
performance
and
education
ever
since
their
inception.
Many
extracurricular activities have proven to be beneficial in building and strengthening

academic achievement, even if the activities are not obviously related to academic
subjects (Marsh & Kleitman, 2002).
On the other hand, getting frustrated when the discussion was interrupted
or the teacher was not around (2.62) these responses validate Jennifer
DeDonatos words, Mathematics can be a difficult subject to teach. Often students
will get frustrated if they do not understand a concept and declare they are "just not
good" at math.
Spending the vacant time doing assignments or studying lessons (2.82)
Furthermore, Annette Benbow, NW professor and math department chair, believes it
is still important to take math classes with a positive attitude, even for students who
do not want a career in the mathematical field. This in turn can lead to a greater
sense of achievement as the student progress, they can tick things off your to-do
list. This enhanced sense of achievement will help them boost their confidence and
enable them to develop their study skills further.
In Studying the lessons, they missed if they were absent from the class
(2.66) thus based on Tucker, Singleton and Weaver (2002, pp. 3) suggest that the
primary criterion for judging an instructional activity is what are the pupils learning
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during the activity [What is] the learning objective? Educators of students with
learning difficulties must be quite clear about intended learning outcomes as they
work toward closing the learning gap.
According to Counselor Connie Alexander Math is like fingernails on the
chalkboard. For some people, it is painful. But we need to know it and learn it,
likewise Spend time with group collaboration during school days to
concentrate more on my studies. (2.80) In a series of opportunity class activities,
Cabanatan, Cabrera, Crucena, Terrobias, found out that most students were
involved in the learning and had great interactions in the relaxing atmosphere,
including some more low-motivated students. During the opportunity class sessions,
learning feedback and outcomes constantly challenge the students to participate
actively contributed to further understanding the difficulties in their academic
performance.
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Page | 58
Table 5. Academic Performance
Academic Performance
Mean

1. Exerts more effort when doing difficult
3.15
assignments.
2. Answers Mathematical problems especially
2.73
during examination day.
Very Effective
Very Effective

3. Participates in the Group discussion,
3.08
answering exercises and/or clarifying things I
Very Effective
didnt understand.
4. Actively participate in group activities to
3.22
improve my performance in mathematics
Very Effective

5. Understand the key concepts and principles
3.17
of Algebra by connecting it into real life situation.

6. Motivates in attending Mathematics class
3.08
during school days.

7. Study hard to improve my grades when I get
3.12
low scores
8. Do my assignments regularly.
3.17
9. Improves Mathematical skills after attending
3.00
opportunity class
Very Effective
Very Effective
Very Effective
Very Effective
Very Effective
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Page | 59
10. Summarizes the lessons in Mathematics.

Weighted Mean
3.01
Very Effective
3.07
Very Effective
Legend: 1.0-1.75 (Less effective), 1.76-2.50 (Effective), 2.51-3.25 (Very effective), 3.26-4.0 (Strongly
effective)
The table above presents the respondents perception regarding the

effectiveness of the Opportunity Class in terms of academic performance. At this
point, the respondents from the Opportunity Class results have agreed very
effective to the given statements. From the Constructivist Learning Theory
statements, Exerts more effort when doing difficult assignments (3.15) and
Answers Mathematical problems especially during examination day (2.73) were
very effective. When it comes to Cooperative Learning Theory statements, both
Participates in the Group discussion, answering exercises and/or clarifying things I
didnt understand (3.08) and Actively participate in group activities to improve my
performance in mathematics (3.22) were very effective.
And for all of the statements under Reflective Learning Theory: Understand
the key concepts and principles of Algebra by connecting it into real life situation
(3.17), Motivates in attending Mathematics class during school days (3.08), Study
hard to improve my grades when I get low scores (3.12), Do my assignments
regularly (3.17), Improves Mathematical skills after attending opportunity class
(3.00) and Summarizes the lessons in Mathematics (3.01) were very effective.
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Overall, however, the academic performance with a weighted mean of 3.07 is said
to be very effective.
The respondents have said it was very effective in the academic performance
in doing their assignments regularly (3.17) where in it is closely related to Alfie
Kohn (2006) to the notion that more time yields more learning is the belief,
widely held by both parents and teachers, that homework is useful because it
affords an opportunity for students to practice the skills theyve been taught.
Doing homework when it is assigned helps the students keep up with class
topics. Putting homework off often causes problems to pile up.
Improve their Mathematical skills after attending opportunity class (3.00),
according to Allison Dooley that math opportunity class should be taken with
enthusiasm because it helps students actually understand the concepts needed
without the pressure of a faltering GPA.
When it comes to Summarizing their lessons in Mathematics (3.01) it is
indeed in Reflective Learning that It is not sufficient simply to have an
experience in order to learn. Without reflecting upon this experience it may quickly
be forgotten, or its learning potential lost. It is from the feelings and thoughts
emerging from
this
reflection
that
generalizations
or
concepts
can
be
generated. And it is generalizations that allow new situations to be tackled

effectively. (Gibbs 1988) A reflective learner requires time to think through an idea
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Page | 61
and its difficulties, while an active learner prefers to jump in and test theories
immediately. Reflective learners often enjoy working independently, at least before
doing a group activity.
Exert more effort when doing difficult assignments (3.15) that is
according Alfie Kohn (2006) to the notion that more time yields more learning is the
belief, widely held by both parents and teachers, that homework is useful because it
affords an opportunity for students to practice the skills theyve been taught. When a
student does his homework when it is assigned helps him keep up with class topics.
Putting homework off often causes problems to pile up.
Participates in the Group discussion, answering exercises and/or
clarifying things I didnt understand. (3.08) likewise in Rustico D. (2015) A
graduate from the University of the Philippines said that opportunity class may be
practical sessions in laboratories or workshops, a chance for the instructor to
explain aspects of the lecture or a chance for pupils to talk about the subject, with
the instructor taking a back seat.
In studying hard to improve their Grades when they got low scores
(3.12) Actively participate in group activities to improve their performance in
mathematics. (3.22) according to Sanchez (2012) found out that poor
performance in mathematics may emanate from difficulties in comprehending
mathematical competencies; the teacher that the way they teach, the covering of
competencies and topics in the syllabus or course outline, lack of family support
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Page | 62
and mathematical materials, the qualification and field study of the teachers, the
teaching and assessment of learners, and the perception of the subject, the
teacher preference and homework. The teacher should instill to the students
towards mathematics competence and confidence in students who have likely
experienced major gaps in instruction and years of failure in mathematics.
Motivated in attending Mathematics class during school days (3.08),
according to Counselor Connie alexander Many people get into remedial classes
because they have forgotten or took the class too quick. A person who is
motivated extrinsically works on a task that there is little or no interest in it, there
is no good satisfaction from learning. The rewards can be something as minor as
a smiley face to something major like fame or fortune (Dornyei, 2000). Extrinsic
motivation does not mean, however, that a person will not get any pleasure from
working on or completing a task, it just means that the pleasure they anticipate
from some external reward will continue to be a motivator even when the task to
be done holds little or no interest. For example, an extrinsically motivated student,
may dislike an assignment, may find it boring, or may have no interest in the
subject, but the possibility of a good grade will be enough to keep the student
motivated in order for him or her to put forth the effort to do well on a task
(Dornyei, 2000).
Understand the key concepts and principles of Algebra by connecting

it to real life situation (3.17) thus in Paternal and Dinglasan (2012) revealed
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Page | 63
that the pupils performance plays an important role in producing best quality of
graduates who will become great leaders and manpower of the country, thus,
responsible for the countrys economic and social development. Educational
services are often not tangible like offering tutorial session to the pupil who
struggle in math. However, it was found out that one of the best approach for the
Algebra to ease the pupils anxiety, along with working a great deal of examples in
an ordered sequence that shows every single step to get the answer. (Previously
tutorial class and what they do, what makes the present condition what they have
conducted, looking for the gap.).
Together with that, the respondents said it was only effective in answering
Mathematical problems especially during their examination day (2.73)
similarly, Faye Borthick and Donald Jones suggest, In discovery learning,
participants learn to recognize a problem, characterize what a solution would look
like, search for relevant information, develop a solution strategy, and execute the
chosen strategy. Moreover, the study further showed, in terms of students
behaviour it has been noted that these showed that the Opportunity Class was
effective.
Table 6. Significant Difference between Profile and Students Behavior
Anova F
Sig Value
Decision
Interpretation
Section
1.927
.020
Reject the Ho
Significant
Sex
-.696
.488
Accept the Ho
Not Significant
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Page | 64
Age
1.143
.326
Accept the Ho
Not Significant
It can be seen on the table above the Significant Difference between Profile
and Students Behavior of the respondents, and the table shows that the Section
got the Anova F of 1.927 and Sig. Value of .020 as the Decision of Reject the HO
therefore, there is a Significant Difference in Students Behavior in terms of
Section. Furthermore, the value for Sex reflects that -.696 as per Anova F and Sig.
Value of .488 and as the Decision of accept the HO therefore, there is no
significant difference in Students Behavior in terms of Sex. And lastly, for the Age.
It presents that it got 1.143 for Anova F and Sig. Value of .326 and as the Decision
of accept the HO thus, there is no significant difference in Students Behavior in
terms of Age.
Table 7. Significant Difference between Profile and Academic Performance

Table 7 below displays the Significant Difference between Profile and
Academic Performance of the respondents, and the table reflects that the Section
got the Anova F of 1.296 and Sig. Value of .206 as the Decision of Accept the HO
hence, there is no significant Difference in Academic Performance in terms of
Section. Moreover, the value for Sex reveals that 1.296 as per Anova F and Sig.
Value of .198 and as the Decision of Accept the HO and so, there is no significant
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Page | 65
difference in Academic Performance in terms of Sex. And last but not the least, for
the Age. It reproduces an Anova F of 1.737 and Sig. Value of .043 and the Decision
for this is Reject the HO so, there is a Significant Difference in Academic
Performance in terms of Age.
Table 7.
Anova F
Sig Value
Decision
Interpretation
Section
1.296
.206
Accept the Ho
Not Significant
Sex
1.296
.198
Accept the Ho
Not Significant
Age
1.737
.043
Reject the Ho
Significant
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Page | 66
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter summarizes the study by highlighting the research conducted on
the topic. The conclusions given were drawn from the outcomes of the research and
effectiveness of opportunity class which composed of Grade 7 students. Moreover,
recommendations were base from the findings and conclusion of the study.
Summary
The study entitled Effectiveness of Opportunity Class in Grade 7 at Signal
Village National High School S.Y. 2015-2016: An Assessment aimed to determine
the effectiveness of Mathematics Opportunity Class. This study will seek to answer
the following questions:
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Page | 67
1. What is the profile of the grade 7 students in terms of:

1.1 Sex?
1.2 Age?
1.3 Section?
2. What is the effect of Opportunity Class to the following:
2.1 Students Behavior?
2.2 Academic Performance?
3. Is there a significant difference in the perception of the respondents on
opportunity class when grouped according to profile?
4. Based on the findings, what recommendations can be provided?
In order for the researchers to find out the effectiveness of Opportunity Class
in Grade 7 student, the descriptive method was used. The study was conducted at
Signal Village National High School since the chosen respondents were the Grade
7 students of the said School. This study used Simple Random Sampling to
determine the samples of the study. One-hundred and twenty ( 120 ) were the
number of population attending the Opportunity Class and only 92 students were
the respondents of this study according to Slovins formula in determining the
sample size. The researchers used the survey questionnaire as research
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Page | 68
instrument. The instrument used was a researcher-made questions checklist to

gather the needed data from the respondents. The survey was created using a
suitable questions modified from related research and individual questions formed
by the researchers. The statistical treatments of data used in this study were the
following: Percentage and frequency distribution; weighted mean, analysis of
variance (ANOVA) and t-test.
Findings
This section provides the results of the study:
1. Profile of the respondents
The profile of the respondents was looked upon in terms of age, section
and sex.
1.1. According to Section
The study revealed that Sixty-five point two percent (65.2%) of the
respondents were at the middle section. Twenty-five percent (25%) were at the
star section, and nine point eight percent (9.8%) were at the lower section.
Majority of our respondents were at the middle section. The apparent section
of the respondents reflects among the effectiveness of the Opportunity Class.
1.2 According to Age
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Page | 69

Moreover, it implies that according to age of the respondents seventy-
eight point three percent (78.3%) of the respondents were 12-13 years old.
Twenty point seven percent (20.7%) of the respondents were between 14
years old and above. Respondents aged 10-11 years old were one point one
percent (1.1%) of the total respondents. Most of our respondents were at the
age ranging from 12-13 years old.
1.3 According to Sex

Furthermore, the number of the male respondents fifty-eight point
seven percent (58.7%) was greater than to the female respondents which was
only forty-one point three percent (41.3%) with the total of 54 for male and 38
for female. Based on the figure, the dominated sex among the respondents
was male. This shows that there were mostly male who have participated in
Opportunity Class.
2. Perception of the Respondents
This part of the paper provided the discussion and analysis of the
perception of respondents which were Students Behaviour and Academic
Performance.
2.1 Students Behavior
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Page | 70

The study implied that in terms of students behaviour, the respondents
from the Opportunity Class have revealed very effective to the given
statements. From the overall statements, the respondents have said it was
very effective in the students behaviour with the highest result was in Listens
attentively to the lecture of Mathematics Teacher (3.05) which was under the
theory of Constructivist Learning. With that, Prepares for the Mathematics
Activities (3.09) has the highest result in terms of Cooperative Learning
Theory. Lastly,
in Giving priority in studying and doing assignments (3.14) under the theory of
Reflective Learning was the highest result. And it has been noted that these
students behaviour showed that the Opportunity Class was very effective.
2.2 Academic Performance
However, the respondents' perception regarding the effectiveness of
the Opportunity Class in terms of academic performance have agreed very
effective also. The respondents have said it was very effective in terms of
Constructivist Learning Theory, Cooperative Learning Theory and Reflective
Learning Theory with the highest result in: Exerts more effort when doing
difficult assignment (3.15), Actively participate in group activities to improve
my performance in Mathematics (3.22) and Doing their assignments
regularly (3.17)
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Page | 71
3. Significant Difference between Profile and Students Behavior

It presents the Significant Difference between Profile and Students Behavior of
the respondents. The Section got the Anova F of 1.927 and Sig. Value of .020 as
the Decision of Reject the HO therefore, there is a Significant Difference in
Students Behavior in terms of Section. Furthermore, the value for Gender reflects
that -.696 as per Anova F and Sig. Value of .488 and as the Decision of accept the
HO therefore, there is no significant difference in Students Behavior in terms of
Sex. And lastly, for the Age. It presents that it got 1.143 for Anova F and Sig. Value
of .326 and as the Decision of accept the HO thus, there is no significant
difference between in Students Behavior in terms of Age.
4. Significant Difference between Profile and Academic Performance
On the other hand, It illustrates the Significant Difference between
Profile and Academic Performance of the respondents. The Section the Anova F of
1.296 and Sig. Value of .206 as the Decision of Accept the HO hence, there is no
significant difference in Academic Performance in terms of Section. Moreover, the
value for Sex reveals that 1.296 as per Anova F and Sig. Value of .198 and as the
Decision of Accept the HO and so, there is no significant difference in Academic
Performance in terms of Sex. And last but not the least, for the Age. It reproduces
an Anova F of 1.737 and Sig. Value of .043 and the Decision for this is Reject the
HO so, there is a Significant Difference in Academic Performance in terms of Age.
Conclusion
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Page | 72
Based on the above summary of findings, the conclusion of this research in

line with the profile of the respondents according to their section, almost of the
majority came from middle section. Moreover, majority of the respondents according
to their age were 12-13 years old. Furthermore, when it comes to the sex of the
respondents, the dominated sex among the respondents was male. This shows that
there were mostly male who have participated in Opportunity Class.
Aside from that, from the Students Behaviour and Academic Performance, it
has been noted that those statements under the three theories: Constructivist
Learning Theory, Cooperative Learning Theory and Reflective Learning Theory
were proven that it was very effective to use these theories in Opportunity Class.
Moving to the significant difference between profile and students behaviour,
there is a significant difference in the students behavior in terms of Section. But
when it comes to the age and sex of the respondents, there is no significant in
students be havior in terms of age and sex. Meanwhile, in the significant difference
between profile and academic performance, when it comes to the section and sex,
there is no significant difference in academic performance in terms of the two. And
lastly, there is a significant difference in academic performance in terms of age.
Recommendation
Page | 73
Page | 73
Based on the foregoing findings of the study, the following are recommended
for future enhancement of the opportunity class in High Schools:
1 Offer opportunity class not only in mathematics but also in other subjects
like English, Science, and Filipino.
2 Provide fun and challenging group and individual activities that may boost
up students interest.
3 Establish cooperative learning through having peer tutoring.
4 As much as possible the teacher should provide examples that may
connect or reflect in real life situation.
5 The teacher should always use positive reinforcement.
List of Tables
Table 1. Section
Frequency
Percent
Page | 74
Page | 74
Star section
23
25.0
Middle section
60
65.2
Lower section
9.8
Total
92
100.0
Frequency
Percent
10-11
1.1
12-13
72
78.3
14 and above
19
20.7
Total
92
100.0
Table 2. Age
Table 3. Sex
Frequency
Percent
Male
54
58.7
Female
38
41.3
Total
92
100.0
Page | 75
Page | 75
Table 4. Students Behavior

Students Behavior
Mean

1. Gets frustrated when the discussion is
2.62
interrupted or the teacher is not around.

2. Listens attentively to the lecture of
3.05
Mathematics Teacher.
3. Studies the lessons I missed if I was absent
2.66
from the class.
Very Effective
Very Effective
Very Effective

4. Prepares for the Mathematics activities.
3.09
5. Spend time with group collaboration during
2.80
school days to concentrate more on my studies.

6. Group Studies to prepare for quizzes and
3.07
tests.
Very Effective
Very Effective
Very Effective

7. Gets good grades on tests, quizzes,
2.75
assignments and projects.
8. Finds out that extracurricular activities dont
2.75
affect your grades.

9. Spends vacant time doing assignments or
studying lessons.
2.82
Very Effective
Very Effective
Very Effective
Page | 76
Page | 76
10. Gives priority in studying and doing
3.14
assignments
Weighted Mean
Very Effective
2.88
Very Effective
Mean
Table 5. Academic Performance
Academic Performance

1. Exerts more effort when doing difficult
3.15
assignments.
2. Answers Mathematical problems especially
2.73
during examination day.
Very Effective
Effective

3. Participates in the Group discussion,
3.08
answering exercises and/or clarifying things I
Very Effective
didnt understand.
4. Actively participate in group activities to
3.22
improve my performance in mathematics

Very Effective
Page | 77
Page | 77
5. Understand the key concepts and principles
3.17
of Algebra by connecting it into real life situation.

6. Motivates in attending Mathematics class
3.08
during school days.

7. Study hard to improve my grades when I get
3.12
low scores
8. Do my assignments regularly.
3.17
9. Improves Mathematical skills after attending
3.00
opportunity class
10. Summarizes the lessons in Mathematics.
Weighted Mean
Very Effective
Very Effective
Very Effective
Very Effective
Very Effective
3.01
Very Effective
3.07
Very Effective
Table 6
Significant Difference between Profile and Students Behavior
Anova F
Sig Value
Decision
Interpretation
Section
1.927
.020
Reject the Ho
Significant
Sex
-.696
.488
Accept the Ho
Not Significant
Age
1.143
.326
Accept the Ho
Not Significant
Table 7
Page | 78
Page | 78
Significant Difference between Profile and Academic Performance
Section
Sex
Age
Anova F
1.296
1.296
1.737
Sig Value
.206
.198
.043
Decision
Accept the Ho
Accept the Ho
Reject the Ho
Bibliography
Articles/Website
Interpretation
Not Significant
Not Significant
Significant
Page | 79
Page | 79
http://nonpartisaneducation.org/Review/Essays/v5n2.htm
http://www.deped.gov.ph/sites/default/files/Math%20Curriculum%20Guide
%20Grades%201-10%20December%202013.pdf
https://ph.answers.yahoo.com/question/index?qid=20080518102518AAifmmC
http://jwilson.coe.uga.edu/EMAT7050/Students/Dwyer/27970923.pdf
https://www.scribd.com/doc/31011698/Final-Thesis
http://www.nctm.org/Publications/Mathematics-Teaching-in-MiddleSchool/Blog/Mathematics-and-the-Real-World/
http://link.springer.com/article/10.1007%2FBF00571471#page-1
http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html
http://www.sei.dost.gov.ph/images/downloads/publ/sei_mathteach.pdf
http://education.cu-portland.edu/blog/curriculum-instruction/teachers-when-to
use-cooperative-learning-for-middle-school-math-class/
http://jwilson.coe.uga.edu/EMAT7050/Students/Dwyer/27970923.pdf
http://www.ldonline.org/article/5932/
http://comm.astate.edu/~mpitts/TM_paper_example.pdf
Page | 80
Page | 80
http://devcompage.com/2009/08/20/writing-the-thesis-outline-theoreticalframework/
https://www.scribbr.com/thesis/sample-theoretical-framework-of-a-thesis/
https://www.scribbr.com/thesis/the-theoretical-framework-of-a-thesis-what-andhow/
http://eprints.lancs.ac.uk/62024/1/952.pdf
http://nonpartisaneducation.org/Review/Essays/v5n2.htm
http://libguides.usc.edu/writingguide/theoreticalframework
http://phd.richardmillwood.net/en/theoretical-and-conceptual-framework
http://mathforum.org/mathed/constructivism.html
http://investigations.terc.edu/library/bookpapers/constructivist_learning.cfm
Books
Bruah, Kwana. Secondary School Education with Special Reference to

Mathematics. India Publisher: India.2010.pp 38-39
Page | 81
Page | 81
Sanchez, Prescilla. Problems in K 12 Mathematics of Grade Seven in the

Philippines.
Lorimar Publishing Inc:Quizon City.2012.pp. 103-105
Journals
Karandi, S. And Kulkarni, M.Poor School Performance: Indian Journal of
Paediatrics. India. 2005
Lombardi, Paula, Elementaru Math Remediatiom. Ehow Contributor:

USA.2012
Theses
Research of Cabanatan, Cabrera, Crucena, Terrobias, entitled Remedial
Class: Experiences and Learning Difficulties, a Narrative Report

the thesis entitled Effective Solutions in the Implementation of the K to12
Mathematics Curriculum by Melanie T. Braza and Sweden S. Supapo.
Mathematics Remediation for Grade-Seven Pupils Of Mindanao State UniversityMaigo School Of Arts And Trades by: Riza Lizondra
Cabatay, Henr I., et al.Preditors of Academic Success and Achievements for

College Algebra.M.A. Thesis.Lithographic Arts and Printing Press. October
201z1.
Paterna, Annalie and Dinglasan, Bella Luz. Pupils Performance on
Mathematics Departmental0Exam: Basis fpr Math Intervention
Program.Lyceum of Philippine University.September 2010.
Page | 82
Page | 82
Figure
Output
Process
1. Profile of the
respondents:
2.1 Sex
2.2 Age
2.3 Section
2. What is the effect of
Opportunity Class to the
following;
2.1. Students Behavior
2.2. Academic
Performance
Data Gathering
-
Survey
Analysis
Statistical
treatment
Interpretation

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Taguig City University

Taguig City University

instructional environment which supplies instruction and guidance to encourage

Taguig City University

Taguig City University

for learning higher Mathematics academic performance refers to how students

Taguig City University

Taguig City University

Taguig City University

In the classroom, the constructivist view of learning can point towards a

Taguig City University

Taguig City University

generated. And it is generalizations that allow new situations to be tackled

Taguig City University

students behavior and academic performance. The process consists of

interpretation. The output is a proposal to enhance Opportunity Class Program.

Taguig City University

Statement of the Problem

This study aims to determine the effectiveness of mathematics opportunity

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Scope and Limitations of the Study

This study will be conducted at Signal Village National High School

Taguig City University

Taguig City University

Significance of the Study

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Taguig City University

instructional environment which

instruction and guidance to encourage each student's intellectual, cultural,

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Taguig City University

Mathematics Society of the Philippines (MSP)

Taguig City University

Taguig City University

Taguig City University

constructivist teaching approaches. Wendy Jones (2012) said, we don't believe

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According to Jennifer DeDonato, mathematics can be a difficult subject to

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rewards can be something as minor as a smiley face to something major like

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Sherman, Richardson and Yard (2005, pp. 3) remind us that mathematics

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Cabatay et al. (2011) attested that Mathematics is learned because of many

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Taguig City University

Taguig City University

expected level and therefore needs an extra step to reinforce learning. He

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involvement in math, and to strengthen and sharpen their mathematical

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Taguig City University

Lombardi (2012) suggested that the teacher in remediation with a learner

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Taguig City University

themselves perceive as the causes of school failure. He further explained the

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The current basic education is designed to teach a 12-year curriculum, yet it is

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Taguig City University

Taguig City University