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All Journal International Journal of Evaluation and Research in Education (IJERE) IJIE
June Rey S. Sulatra
Northern Iloilo State University
Education

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Math Aiders Mentoring Program as Remedial Class for Low-Performing Learners Amy B. Belonio; June Rey S. Sulatra
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 Judy D. Jemina; June Rey S. Sulatra
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.
“There was no learning”: a phenomenon in mathematics education after modular distance learning Fresan R. Magnate; June Rey S. Sulatra
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39701

Abstract

Modular instruction, limited scaffolding, reduced monitoring, and heavy reliance on home support contributed to what many teachers described as a period where “there was no learning,” resulting in compounded academic and motivational deficits. This study investigated the challenges mathematics teachers faced while transitioning from modular distance learning to face-to-face instruction, particularly the persistent disruptions in classes and the interventions they implemented in response. Using a phenomenological case study design, qualitative data were collected from eighteen elementary and secondary mathematics teachers through interviews, focus group discussions, and classroom observations. Findings revealed that foundational learning gaps, pre-emptive resistance to mathematics, delayed curriculum pacing, teacher overload, and resource scarcity are the products of modular instructions and learning disruptions. Many students lacked mastery of basic operations, struggled with comprehension, and exhibited low confidence, making grade-level instruction difficult to sustain. In response, teachers implemented structured remediation, peer tutoring programs (e.g., math aiders), community-based support mechanisms (e.g., Mobile Learning Hub and Distance Learning Center), localized materials, and extended instructional time. The findings suggest that mathematics learning recovery requires more than content delivery; it demands systematic rebuilding of foundational skills and student engagement. The study stressed the need for structured bridging curricula, flexible pacing policies, sustained remediation programs, and stronger school–community partnerships to ensure resilient and equitable mathematics education.
Co-Authors Amy B. Belonio Fresan R. Magnate Judy D. Jemina