Grade 7 competencies in mathematics in interfacing student and teacher factors: toward math zero program/ Rojami L. Sumadsad.

By: Material type: TextPublication details: Parañaque City: Olivarez College, 2019.Subject(s): DDC classification:
  • T 370 2019 361
Dissertation note: Master Thesis Summary: Mathematics skills that the students learned at a young age build the foundation for future learning endeavors and can be a good indicator of whether or not young people will be able to meet and overcome new challenges as they mature. Mastery of early math skills predicts not only the future math achievement but also predicts future reading achievement. Republic Act No. 10533 paved the way for the implementation of the K to 12 Education in the Philippines. The Department of Education mandates teachers to determine whether the prerequisite knowledge or skills critical to understanding have been developed. If not, teachers should provide appropriate interventions to address the deficiencies. This is supported by DepEd Order No. 08, Series of 2015 which encourages teachers to conduct remediation when learners are already experiencing difficulties in a subject as manifested by low rating. The quantitative descriptive correlation research design was employed in This study, self made survey questionnaire and checklist was supplemented by documentary analysis among Grade 7 Math Teachers and 309 randomly selected Grade 7 students of the three selected high school in the city of Tagaytay. The gathered data were tabulated and computed using statistical treatment such as frequency distribution, percentage, weighted mean and Pearson's r. Findings reveal that Out the 11 competencies, there are 7 competencies that are in low mastery. The identified least mastered competency per content topic of Grade 7 Mathematics In line with the findings of the study, the following recommendations are made. Teachers should continue used different interventions that will address the least mastered competencies of the students in Mathematics, result of this study would serve as a basis for the formulation of different interventions that will address the contributing factors that affect the performance of the students in Mathematics. Different contributing factors would serve as a guide to the teachers so that these factors will not give a negative contribution to the achievement of the students in Mathematics.
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Theses/Dissertation Graduate School Library Olivarez College Learning Resource Center T 370 2019 361 (Browse shelf) Available

Master Thesis

Mathematics skills that the students learned at a young age build the foundation for future learning endeavors and can be a good indicator of whether or not young people will be able to meet and overcome new challenges as they mature. Mastery of early math skills predicts not only the future math achievement but also predicts future reading achievement. Republic Act No. 10533 paved the way for the implementation of the K to 12 Education in the Philippines. The Department of Education mandates teachers to determine whether the prerequisite knowledge or skills critical to understanding have been developed. If not, teachers should provide appropriate interventions to address the deficiencies. This is supported by DepEd Order No. 08, Series of 2015 which encourages teachers to conduct remediation when learners are already experiencing difficulties in a subject as manifested by low rating. The quantitative descriptive correlation research design was employed in This study, self made survey questionnaire and checklist was supplemented by documentary analysis among Grade 7 Math Teachers and 309 randomly selected Grade 7 students of the three selected high school in the city of Tagaytay. The gathered data were tabulated and computed using statistical treatment such as frequency distribution, percentage, weighted mean and Pearson's r. Findings reveal that Out the 11 competencies, there are 7 competencies that are in low mastery. The identified least mastered competency per content topic of Grade 7 Mathematics In line with the findings of the study, the following recommendations are made. Teachers should continue used different interventions that will address the least mastered competencies of the students in Mathematics, result of this study would serve as a basis for the formulation of different interventions that will address the contributing factors that affect the performance of the students in Mathematics. Different contributing factors would serve as a guide to the teachers so that these factors will not give a negative contribution to the achievement of the students in Mathematics.

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