Constructive learning materials in enhancing subtraction skills in grade three mathematics
Type
Thesis
Authors
Category
Pages
72
Abstract
Rationale
The concept of creating materials to assure the high mastery level of the learners on the least mastered skills in Mathematics which include Subtraction is the main goal why this study was conducted. The implication of the said materials on uplifting the learning among pupils in the Subtraction in Mathematics the primary purpose of this research.
Research Design
The descriptive survey method was employed since the present study attempted to describe the existing conditions relative to implementation analysis. Further, descriptive method is concerned with the practices that prevail, beliefs,
points of view or attitudes that are being felt, trends that are developing. Statement of the Problem
This study aimed to determine the effectiveness of constructive learning materials in enhancing Subtraction skills of pupils in Grade Three Mathematics for the school year 2018-2019 in Camarin D Elementary School-Unit
Division of Thus, it sought answers to the following posited problems:
1. What is the Level of Effectiveness of Constructive Leaming Material in
2. What is the level of acceptability of the developed constructive learning materials based from the LRMDS evaluation tool?
3. Level of Performance of Leamers in use of Constructive Learning Material as
4. Is there a significant difference between the pre-test and the post-test in the mean score?
5. What are the challenges encountered in the utilization of Indigenous Manipulative Material?
Summary of Findings
1. Level of Effectiveness of Constructive Learning Material in Subtraction All of the developed learning material includes Subtraction Beads/seed, Play Money Pocket Chart, Magic Flash Cards and Innovative Abacus Very Effective
2. Level of Acceptability of developed Constructive Learning Material in Subtraction based on LRMDS Assessment Tool Considering the data gathered reflects that the material developed in terms of criterion all of the develop constructive materials gained descriptive value of Passed for Manipulative 3. Level of Performance of Learners in the use of Constructive Learning Material based on the Pre-test and Posttest Mean Scores Looking at the data gathered, on the pretest results it is revealed that the proficiency level is of No Mastery whereas the post-test results shows that the mean is higher than the average, Sd is also high and an MPS higher than 75% of which the proficiency level is of With Mastery. 4. Significant Difference between Pre-test and Post-test Mean Scores Data reflects that the t-computed is greater than the t-critical, the decision is to reject the null hypothesis, thus, there is a significant difference between the pre-test and the post-test. Considering the decision, the researcher can therefore generalizes that constructive learning materials has an implication on the enhancement of mastery level in subtraction especially in improving their competency skills on the said mathematical operation.
5. Challenges encountered in the utilization of Indigenous Manipulative Material
Data revealed that the challenges encountered are "cannot arouse learners' curiosity". "presentation is not engaging", "does not have clear instructions on how to use the material", "are not interactive", "contains difficult
to answer", "activities are not self-directed", "require a lot of time to develop", "not visually appealing", "costly to develop" and "provides low cognitive In the light of the foregoing findings, the following conclusions were arrived at:
1. The constructive leaming material includes Subtraction Beads/seed, Play Money Pocket Chart, Magic Flash Cards and Innovative Abacus are all Very Effective respectively.
2. Considering the data gathered, it shows that for Factor 1, "Content Quality passed the LRMDS evaluation. This reflects that the material developed in terms of content quality has passed the set criterion so with the other factors presented in this study. enhancement".
Conclusion
In the light of the foregoing findings, the following conclusions were arrived at:
1. The constructive leaming material includes Subtraction Beads/seed, Play Money Pocket Chart, Magic Flash Cards and Innovative Abacus are all Very Effective respectively.
2. Considering the data gathered, it shows that for Factor 1, "Content Quality passed the LRMDS evaluation. This reflects that the material developed in terms of content quality has passed the set criterion so with the other factors presented in this study.
3. Data shows that compare to pre-test result of 42 learner-respondents, it dramatically increased in the posttest which from no mastery, learners got with mastery after they experience teaching-learning in Subtraction competencies with the use of constructive learning materials.
4. Data revealed that the t-computed is greater than the t-critical, the decision is to reject the null hypothesis, thus, there is a significant difference between the pre-test and the post
The concept of creating materials to assure the high mastery level of the learners on the least mastered skills in Mathematics which include Subtraction is the main goal why this study was conducted. The implication of the said materials on uplifting the learning among pupils in the Subtraction in Mathematics the primary purpose of this research.
Research Design
The descriptive survey method was employed since the present study attempted to describe the existing conditions relative to implementation analysis. Further, descriptive method is concerned with the practices that prevail, beliefs,
points of view or attitudes that are being felt, trends that are developing. Statement of the Problem
This study aimed to determine the effectiveness of constructive learning materials in enhancing Subtraction skills of pupils in Grade Three Mathematics for the school year 2018-2019 in Camarin D Elementary School-Unit
Division of Thus, it sought answers to the following posited problems:
1. What is the Level of Effectiveness of Constructive Leaming Material in
2. What is the level of acceptability of the developed constructive learning materials based from the LRMDS evaluation tool?
3. Level of Performance of Leamers in use of Constructive Learning Material as
4. Is there a significant difference between the pre-test and the post-test in the mean score?
5. What are the challenges encountered in the utilization of Indigenous Manipulative Material?
Summary of Findings
1. Level of Effectiveness of Constructive Learning Material in Subtraction All of the developed learning material includes Subtraction Beads/seed, Play Money Pocket Chart, Magic Flash Cards and Innovative Abacus Very Effective
2. Level of Acceptability of developed Constructive Learning Material in Subtraction based on LRMDS Assessment Tool Considering the data gathered reflects that the material developed in terms of criterion all of the develop constructive materials gained descriptive value of Passed for Manipulative 3. Level of Performance of Learners in the use of Constructive Learning Material based on the Pre-test and Posttest Mean Scores Looking at the data gathered, on the pretest results it is revealed that the proficiency level is of No Mastery whereas the post-test results shows that the mean is higher than the average, Sd is also high and an MPS higher than 75% of which the proficiency level is of With Mastery. 4. Significant Difference between Pre-test and Post-test Mean Scores Data reflects that the t-computed is greater than the t-critical, the decision is to reject the null hypothesis, thus, there is a significant difference between the pre-test and the post-test. Considering the decision, the researcher can therefore generalizes that constructive learning materials has an implication on the enhancement of mastery level in subtraction especially in improving their competency skills on the said mathematical operation.
5. Challenges encountered in the utilization of Indigenous Manipulative Material
Data revealed that the challenges encountered are "cannot arouse learners' curiosity". "presentation is not engaging", "does not have clear instructions on how to use the material", "are not interactive", "contains difficult
to answer", "activities are not self-directed", "require a lot of time to develop", "not visually appealing", "costly to develop" and "provides low cognitive In the light of the foregoing findings, the following conclusions were arrived at:
1. The constructive leaming material includes Subtraction Beads/seed, Play Money Pocket Chart, Magic Flash Cards and Innovative Abacus are all Very Effective respectively.
2. Considering the data gathered, it shows that for Factor 1, "Content Quality passed the LRMDS evaluation. This reflects that the material developed in terms of content quality has passed the set criterion so with the other factors presented in this study. enhancement".
Conclusion
In the light of the foregoing findings, the following conclusions were arrived at:
1. The constructive leaming material includes Subtraction Beads/seed, Play Money Pocket Chart, Magic Flash Cards and Innovative Abacus are all Very Effective respectively.
2. Considering the data gathered, it shows that for Factor 1, "Content Quality passed the LRMDS evaluation. This reflects that the material developed in terms of content quality has passed the set criterion so with the other factors presented in this study.
3. Data shows that compare to pre-test result of 42 learner-respondents, it dramatically increased in the posttest which from no mastery, learners got with mastery after they experience teaching-learning in Subtraction competencies with the use of constructive learning materials.
4. Data revealed that the t-computed is greater than the t-critical, the decision is to reject the null hypothesis, thus, there is a significant difference between the pre-test and the post
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