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Sulatra, June Rey S.
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Math Aiders Mentoring Program as Remedial Class for Low-Performing Learners Belonio, Amy B.; Sulatra, June Rey S.
International Journal on Integrated Education Vol. 5 No. 6 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i6.3170

Abstract

Peer mentoring is one of the strategies used to enhance learners' mathematics achievement. This study developed a mentoring program that trains the potential higher grades high performing learners to become one of the “Math Aiders” to mentor the low performing learners in lower grades. The math aiders underwent a series of exams and training to become a mentor. Each mentor was assigned to three to five learners. This study was conducted in one secondary island school in Western Visayas, Philippines. Eighty (80) Grade 7 learners and twenty (20) “math aiders” were the participants of the study. A quasi-experimental method was used and the participants were grouped into two (2), the non-experimental (teacher only) and experimental group (math aiders and teacher as facilitator). The mentoring program was done after class hours, specifically at five o'clock in the afternoon (the time for the remedial class for low-performing learners). The instrument used was a researcher-made achievement test in Mathematics 7 which underwent validity and reliability testing. The findings of this study revealed that there is a significant increase in mathematics achievement in both interventions. Comparing the posttest between two groups, the learners' mathematics achievement was higher in the math aiders mentoring program group compared to the non-experimental group which is teacher alone instruction. This means that mentoring activity can be utilized as one of the interventions in the remedial classes to address the decrease in learners' achievement in mathematics.
Adversity Quotient and Metacognion as Related to Mathematics Performance Jemina, Judy D.; Sulatra, June Rey S.
International Journal on Integrated Education Vol. 5 No. 6 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i6.3171

Abstract

This descriptive ascertained the relationship of adversity quotient and metacognition to mathematics performance students. There were three hundred (300) respondents who were randomly selected from two high schools. Data gathering instruments used were adversity quotient and metacognitive awareness questionnaires. There was a significant strong significant relationship between adversity quotient and mathematics performance. Also, a strong positive correlation was recorded between metacognition and mathematics performance. Thus, the higher students’ adversity quotient and metacognition are associated with higher mathematics performance.
The Effect of Discovery Learning to Students’ Mathematics Performance Golingan, Robert B.; Sulatra, June Rey S.
International Journal on Integrated Education Vol. 5 No. 6 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i6.3228

Abstract

This quasi-experimental research was conducted to determine the effect of discovery learning to the academic performance of students. The participants of the study were randomly selected seventy (70) Grade 10 students in Mathematics class. Two (2) sections with 35 students each were the control and experimental groups. The findings showed that students did not meet the expectation in terms of the level of their performance in Mathematics before the intervention. After the intervention, the level of performance of the experimental group advanced to very satisfactory and the non-experimental group advanced to satisfactory. Significant differences were noted between the pre-test and post-test scores of each group. This shows that both of the interventions have a positive effect on students’ performance in Mathematics. Comparing the post-test scores between the control and experimental groups, significant difference was recorded indicating the discovery learning group has higher mathematics performance compared to non-discovery learning group.
Co-Authors Belonio, Amy B. Golingan, Robert B. Jemina, Judy D.