MATHEMATICS REMEDIATION FOR GRADE-SEVEN PUPILS OF MINDANAO

STATE UNIVERSITY- MAIGO SCHOOL OF ARTS AND TRADES

Background of the Study/ Rationale

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 pupils in Mathematics. It

cannot be denied that most of the prospective college pupils are unprepared for learning higher

Mathematics. The study of 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 pupils general decision making

and problem solving skills.

Academic performance refers to how pupils 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

pupil having problems in this area needs a teacher to emphasize the importance, and bringing

about competence and a sense of accomplishment in each child. Sometimes learners need

remedial to understand certain Math concepts. Many of them struggle with Mathematics. They

may need intervention to enable to understand the basic Mathematical skills in order to progress.

Sanchez (2012) observed that 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. The reform include the

decongesting and enhancing the basic education curriculum for learner to master basic

competencies, lengthening the cycle of basic education to cover Kindergarten through year 12.

On the other hand, graduate who opt to go to tertiary education are deemed better prepared for

college study. Pupils who dont have solid foundation in math would give up entirely when they

reach grade seven. Proper remedial help is needed. A mathematics teacher needs to incorporate

remediation to address any deficiencies in pupils learning to prevent them from falling behind in

their education. If a pupil does not know how to multiply numbers then that certain pupil will

have difficulty in solving math problems in later unit. Before a pupil reaches the point of failure,

the teacher must identify the problem and help the master the obstacles. Because math concepts

build upon each other, remediation holds the key to any successful math classroom.
Review of Related Literature

Secondary education 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.

There are universities that offer tutorial session in a compulsory manner. This may be

part of their grade such as that of the University of Canberra. In which a percentage of their final

grade is taken on the pupils participation in the tutorial class.

What is a tutorial session? In most subjects at the University of Canberra, the pupils are

required to attend tutorials. Usually there will be about 1520 pupils in the tutorial group. The

nature of tutorial varies from tutor to tutor and subject to subject.

Tutorials may be practical sessions in laboratories or workshops, a chance for the tutor to

explain aspects of the lecture or a chance for pupils to talk about the subject, with the tutor taking

a back seat. Generally, pupils are expected to participate actively in tutorials and often a

percentage of your final grade depends on their tutorial participation.

What is the point of tutorials? Tutorials give pupils an opportunity to practise analytical

thinking, practise 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 pupils gain important group work skills for their professional life. Through active

discussion the pupils learn that others understand things differently from other persons. The

pupils gain fresh perspectives on issues and new strategies for handling problems.
 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 pupils talk far too much! However, most tutors

will not ask a direct question, in case they embarrass the pupil. 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 pupil to contribute to the discussion. The pupil can

contribute to the discussion by giving an example to illustrate what someone else 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 pupils 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!

According to Karande and Kulkarni (2005) that poor school performance is not only a

result from a child having a low esteem, but also causes significant stress to the parents. Obama

(2004) asserts that parents have the primary responsibility of instilling the idea of hard work and

achievements in their children. Bruah (2010) revealed that mathematics performance of school

are positively correlated with (a) the academic performance of school indicated by school

leaving pass percentage and also (b) with the performance in subjects other than mathematics.
 Math issues and employing early intervention for math pupils is essential for math

success. Teachers can utilize many different methods to instruct elementary pupils with

intervention tools that can reach beyond the subject matter which extends into other everyday life

situations. Sheer (2013) believed that since math concepts are cumulative, if a learner doesnt

understand an elementary topic, the learner will probably have trouble later on. In math

remediation, the teacher can return to the more elementary concept as a starting point. Problems

can be presented in components to reduce the learners stress.

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.

Review of Related Studies

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.

According to McDermott (2001) tutorials require ongoing preparation in both the subject

matter and instructional method of tutorial instructors. In view of the score information about the

actual role of tutors in Physics group problem-solving tutorial, using interviews, written surveys,

and videotaped observations of pupils.

 1. What are the factors that result in a group of pupils working in a Physics

00000000cooperative learning tutorial deciding to call a tutor?

2. What are the different ways in which tutors interact with group of pupils?

The obtained data was analyzed looking at the variation in the focus of the pupils when

working a tutorial task. The array of approaches used by tutors in assisting pupils was also

looked at. By integrating results of the analysis each other work on group problem-solving

tutorials, implications for effective tutoring where inferred.

Tutors saw their role as being available to help the pupils understand the physics behind

the problem, and they emphasized that assisting pupils with conceptual understanding was one of

their major desires.

The researchers provide tutors who have the expertise, experience and encouragement.

They do not provide answers but rather assist in problem solving, in getting answers.

Paternal and Dinglasan (2012) revealed 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. Teachers must spend time in supporting the pupils for the quality

of their academic performance. The pupils and the parents need to participate in the remediation

like the mastery skills in Mathematics.(previously tutorial class and what they do, what makes

the present condition what they have conducted, looking for the gap.)
Conceptual Framework

Mathematics is a school subject that must be learned comprehensively. Its value goes

beyond the classroom with much depth. The twin goals of mathematics in the basic education

levels, K-12 are critical thinking and problem solving. The researchers adapt the definition of

critical thinking by Scriven and Paul (1987): Critical thinking in the intellectually disciplined

process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or

evaluating information gathered from or generated by observation, experience, reflection,

reasoning or communication as a guide to belief and action. On the other hand, they define

problem solving in mathematics using Polyas (1945 and 1962) definition: Mathematics problem

solving is finding a way around a difficulty, around an obstacle, and finding a solution to a

problem that is unknown. These two goals are to be achieved with an organize and rigorous

curriculum content, a well-defined set of high-level skills and processes, desirable values and

attitudes, and appropriate tools, recognizing as well as the different context of Filipino learners

A tutorial session is a way of enhancing the critical thinking skills and problem

solving skills of the pupils with difficulty in some subject areas. It is a type of reinforcement

where pupils are guided in gaining knowledge and skills in the class with much elaboration on

the field where the pupil has difficulty. It is an educational process in which the pupils learning is

strengthen after the concept is being taught in the classroom. In fact this has now become an

important educational mechanism for those learners who need more attention in understanding

the concept, acquiring the skills and its application.

 Figure 1

Schematic Presentation of the Study

Statement of the Problem

This study aims to determine the effect of remediation to the Mathematics I (Elementary

Algebra) performance of Grade Seven pupils of MSU-MSAT. This study will seek to answer the

following questions:

1. What are the remediation approaches employed by the teachers in teaching Mathematics?

SUGGESTION: THE VARIABLE THE PERFORMANCE, MEASURE BEFORE AND

AFTER THE REMEDIATION OR INTERVENTION APPROACHES HAVE BEEN

EMPLOYED WHICH HAPPENED TO BE THE THREE APPROACHES. FIRST

PERFORMANCE BEFORE, THEN AFTER THER REMEDIATION, WHICH IS EFFECTIVE

ON THE PERFORMance of the pupils using the 3 remediation approaches) can add 1 sq the

degree of diff bet the before and after the intervention approaches of the students . statement

should be clearl defined the scope . #3 is there a significant diff. In thre 3 approaches. You only

have 4 subproblems, specifically identify what topics is covered, lessons expected to be covered

in the 4th grading period.please write the procedures of the of identifying the low performing of

the students, skills to be developed among the students using table of specificatons used by the

math teacher)how do you validate the test which is your research instrument, look for another

basis for intervention, employ familiarity, read and read such that the basis for intervention

especially the conceptual framework, look for the difficulty of the grade seven pupils in problem

solving or mathematics, make use of it, look for sanchez that may be the guide of this study

college pupils or students, find the term use for the grade 7 pupils, try to find out in using the

pupils , there should be the basis before and after the remediation) .

2. What is the performance of the pupils before the remediation?

3. What is the performance of the pupils after the remediation?

4. Is there a significant relationship between the remediation and performance of the pupils?

5. Is there a significant difference between the remediation approaches?

(what remediation , who administer, background to which approaches, consider other factors

what is being focused in the study , being constant)

Hypotheses

1. There is no significant relationship between the remediation and performance of the pupils in

000mathematics.

2. There is no significant difference between the remediation approaches employed by the

00teachers.

Significance of the Study

School Administration. The results of the study may guide the school

administrator to improve teaching techniques in Mathematics since providing expertise in

teaching pupils is their prime concern. The test results may provide a basis for adapting

instruction to the different needs of individual pupil and for identifying pupils needing tutorial

sessions.

Teachers. The study may hopefully give the teachers a clear picture of their strength and

weaknesses and may also provide their competencies in mathematics. This would help the

teachers extend time for tutorial sessions to pupils 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.
 Pupils. The results and findings of this study may boost their unique interest, abilities,

and needs in mathematics. The pupils will be given more opportunity to improve in their math

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.

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 pupils having

similar topics in their researches.

Definition of Terms

The terms used in this study are operationally defined for clearer understanding:

Remediation Approach. It is an approach used by the teachers in enhancing and reinforcing the

pupils learning by giving tutorial classes (intervention) which are the motivational games,

000000school-based and computer-based tutorials.

Intervention. This refers to the reinforcement of knowledge taught to the pupil in a form

000000of small group lecture.

Motivational Games. This is a force to drive an individual to do or act on something which is

000000in a form of game or an activity where pupils are given some time bounded tasks

000000like quiz bee and puzzles which is in line with the topic and is a contest prices are

000000given to those who perform well.

School-Based Tutorial Session. It is a traditional classroom setting that has limited number of

000000pupils.
Computer-Based Tutorial Session. It is a tutorial session that uses computer programs as medium

000000of instruction.

Performance. This refers to the score obtained in the diagnostic test.

Scope and Limitations of the Study

This study will be conducted at MSU-MSAT specifically in the Secondary Department.

The respondents are limited to Seventy-four (74) purposively selected Grade Seven pupils

composed of two sections: 7A and 7B. It uses descriptive research design and utilizes tests in

gathering the data. The remediation has three phases which are motivational games, the school-

based tutorial session and the computer-based tutorial session. The performance after the

remediation is not base on their score in the periodical examination in the fourth grading period

but to the diagnostic test the researchers have provided because the remediation approach didnt

cover all the topics for the fourth grading.

This chapter presents the procedure followed in the research. It discusses the research

design, its setting, the respondents, the data gathering procedure, and the statistical tools to be

used.

Research Setting

This study will be conducted at Mindanao State University- Maigo School of Arts and

Trades (MSU-MSAT), Secondary Department.

Research Respondents

The pupils of Grade Seven A and B are the respondents in this research. Seventy-four

(74) pupils are selected purposively to undergo the remediation. These pupils are the once with

low performances in terms of their periodical examinations in Mathematics for the first to third

grading period.

Research Design and Data Collection

This study is an experimental research that will utilize the single-group design. Purposive

sampling will be use in selecting the pupils who will participate in the remediation which will be

employed by the researchers.

Research Instruments

The researchers will begin the remediation with a motivational game. The motivational

game should be fun but full of information. It must be in line with their topics. The motivational

games are in the form of the following: oral (quiz bee) and written (puzzles). They are also

exposed to computerized tutorials where outputs are also collected in a form of test using the

computer. To assess the pupils learning in their remediation, a diagnostic test will be given.

To qualitatively assess the performance of the pupils in the motivational game, school-

based tutorial, computer-based tutorials and diagnostic test the researchers will use the following

description with its corresponding values:

Description Interval

Outstanding 16 20

Very Good 12 15
 Good 8 11

Satisfactory 47

Poor 03

Data Gathering Procedure/Major Activities

Before conducting the remediation, the researchers will submit a letter to the campus

head to permit them to conduct a remedial class to the Grade Seven pupils of MSU-MSAT.

Then, the researchers will also send letters of invitation to the parents of those pupils who will

undergo remediation for an orientation that is to personally meet them. In the orientation, the

researchers will inform the parents what their sons and daughters will be doing during that time.

After the parents orientation, the researchers will meet the pupils to inform them on their

schedule and to let them know on the things to be done during their remedial class and what is

expected to them during their remediation. After performing all these tasks the researchers will

commence the remediation with the following scheme:

A. Motivational Games

The purpose of the motivational games is to encourage the pupils and let them see that

learning the skills in Mathematics could be full of fun and is pleasurable. The researchers let the

pupils experience different activities in which they will be encouraged to learn more in Math.

These are in the form of quiz bee and puzzles. The scores obtain by the respondents in puzzles

will be recorded.

B. School-Based Tutorial

In this tutorial session the pupils will be divided into four groups so that each group will

have at most 18 or 19 members. The small group tactics is use to ensure that each learner will be
given enough attention. Then, the school based tutorial will start which will be conducted by the

Math and Science teachers from the Professional Tools and Subject Department. In the tutorial

session the topic discussed in that week by their Math teacher will be elaborated, discussed

thoroughly with so many examples for the pupils mastery on the topic. Then after which will be

a 20 items test. The scores again will be recorded.

C. Computer-Based Tutorial

In the computer-based tutorial the pupils will be given some math problems to solve

using either the calculator in the computer or they will create the formula using the Microsoft

(MS) Excel. After solving some examples the pupils will then have a 20 item test using the

computer to determine if learning occurs. The scores obtained by the respondent will be

recorded.

D. Diagnostic Test

After employing the motivational games, school-based tutorial and computer-based

tutorial a diagnostic test will be given to the pupils. This diagnostic test contains some of the

questions found in the puzzles of the motivational games as well as some items from tests given

to them after the school-based tutorial session. The diagnostic test is a 30 items multiple choice

test.

Research Statistical Tools

After the test had been administered and collected, the researcher will then record the

data gathered. The scores will be recorded separately. The mathematical tools to be use in

analyzing the data are the following:

 1. Mean - use to quantitatively measure the arithmetic average of the sets of

00000000000000data.

Where,

is the mean

x is the summation of the values of scores

n is the number of respondents

2. Percentage is used to determine how many pupils pass or fail the tests.

= %

Where,

P is the percentage

s is the Score

n is the number of respondents

3. Analysis of Variance (ANOVA) will be used to determine the significant

0000000difference between the pupils performances in their motivational games, school-based

0000000tutorials and computer based tutorials.

4. Uncorrelated or independent sample T-test will be used to determine the significant

0000000relationship between the remediation approaches and the performance of the pupils.
 References

Books

Bruah, Kwana. Secondary School Education with Special Reference to Mathematics. India
000000Publisher: India.2010.pp 38-39
Sanchez, Prescilla. Problems in K 12 Mathematics of Grade Seven in the Philippines. Lorimar
000000Publishing Inc:Quizon City.2012.pp. 103-105

Journal

Karandi, S. And Kulkarni, M.. Poor School Performance: Indian Journal of Paediatrics. India.
0000002005
Lombardi, Paula, Elementaru Math Remediatiom. Ehow Contributor:USA.2012
Thesis

Cabatay, Henr I., et al.Preditors of Academic Success and Achievements for College
000000Algebra.M.A. Thesis.Lithographic Arts and Printing Press. October 2011.
Paterna, Annalie and Dinglasan, Bella Luz. Pupils Performance on Mathematics Departmental
000000Exam:Basis fpr Math Intervention Program.Lyceum of Philippine University.September
0000002010.
Ubama, B..Factors Affecting Academic Perormance of Undergraduate at Uganda Christian
000000University. Masters Degree Thesis. November 2004.

Inter Net:
http://www.canberra.edu.au/studyskills/learning/tutorials
000000updated: September 19, 32013