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Research Paper | Education Management | Philippines | Volume 6 Issue 10, October 2017

Mathematics Performance of Grade Six Pupils in the National Achievement Test, Division of Northern Samar: Basis in Developing a Workbook in Elementary Mathematics VI

Nelia M. Adora ^[5]

Abstract: Despite the implementation of the BEC Curriculum, significant problems still exist especially on the level of knowledge, mastery and skills of the learners, lack of instructional materials, laboratory apparatuses and physical equipment, as manifested in result of the National Achievement Test (NAT). IN THE National Achievement Test (NAT) results of 2012, there are only few high performing schools with mean percentage score (MPS) of 86 % which is still categorized as Closely Approximating Master while there are sizeable number of low performing schools with MPS of 34 % and categorized as Low to Absolutely No Mastery. Furthermore, the Percentage of Correct Responses (PCR) per learning competency measured by subject area showed that the pupils performance in Mathematics is very low. These problems were manifested in the National Achievement Test conducted by the National Educational Testing and Research Center (NETRC), the agency tasked to conduct research, evaluate, and assess the effectiveness of instruction in the Department of Education. Educators confirmed that a significantly low achievement in Mathematics and a relatively low self-efficacy among students who are impatient in solving Mathematical problems posed great challenges to present day Mathematics educators. Additionally, some individuals regard Mathematics as a waterloo and a difficult subject, both to learn and to teach because of its nature. The act teaching is so complex that it is nearly impossible to claim that a specific way of teaching is superior to other ways. But, one way of maintaining the interest of the learners is to provide them with activities which they could perform individually after being given the proper guidance, instruction to teaching tool such as workbook or module which could make learning interesting. It is at this point, the emphasis in instruction is for the teachers to be equipped with the necessary resource materials to facilitate the development of the cognitive learning skills for all learners. As to the nature of Mathematics perceived to be a difficult subject, despite the teachers effort in explaining how the pupils should go about the exercises, still the success was marginal. This was also one of the main reasons why teachers and the system continued to develop and design educational books that would enhance the learners interest to the subject. Considering all these, the researcher was motivated to make Mathematics teaching effective through understanding what pupils know and learn by challenging and supporting them to learn it well. And this could be done by learning mathematics through the experiences that the teacher may provide through a workbook. Taking into consideration the challenges in Mathematics, a workbook on elementary Mathematics is a necessity to meet the learners needs and equip them with skills required for their level. Learners with different needs and interest were target users of this workbook. This workbook would be the output of this study based on the needs of the Grade VI pupils in the different schools in the Division of Northern Samar. Both the quality and the quantity of time spent in instruction were critical variables in pupils achievement. The quality of time spent could be determined by the teachers and pupils behavior in instruction, application and practice which demanded sufficient time to insure pupils mastery of the skills and competence through understanding the material. However, this study also aims to, determine the mastery level of the Grade VI pupils performance in Mathematics in the National Achievement Test in the Division of Northern Samar based on the Percentage of Correct Response (PCR) per learning competency, determine the most and least learned competencies of the Grade VI pupils in Mathematics, draw inputs from the findings based on the mastery level and learning competencies of Grade VI pupils in Mathematics in the NAT that can be included in developing a workbook, ascertain the content validity of the developed Mathematics VI workbook in terms of objectives, key concepts, direction/instruction, practical exercises, reflections and topics, and Identify the leveled of acceptability of the workbook in terms of clarity, usefulness, language and style, illustrations, presentations, and suitability, find out the perception of District I and II teacher-respondents on the evaluation of the developed Mathematics workbook for Grade VI pupils, find out the significant differences between District I and District II in the perception of the teachers evaluation of the developed Mathematics Workbook for Grade VI pupils. After determining the most and least learned competencies in Mathematics VI in the National Achievement Test as found out from the certification rating issued by the National Education Testing and Resources Center (NETRC), in the workbook was developed following the competencies covered by Mathematics VI in the National Achievem

Keywords: Mathematics, Performance, Grade six performance

Edition: Volume 6 Issue 10, October 2017,

Pages: 2097 - 2101

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