Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Journal of Instructional Mathematics Brillo Journal Journal of Educational Research and Practice
Arpilleda, Alcher J.
Unknown Affiliation
Arts Education Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Brillo Journal

 1 
Learning Gap Assessment in Integrated Mathematics 9 Arpilleda, Alcher J.; Resullar, Milagrosa P.; Budejas, Reubenjoy P.; Degorio, Ana Lea G.; Gulle, Reggienan T.; Somera, Mark Clinton J.
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.39

Abstract

The pandemic has profoundly impacted education, posing unprecedented challenges that demand immediate attention. Thus, this study was conducted to identify intervention activities that may be introduced on the learning gaps in Integrated Mathematics 9 for the First Quarter of the School Year 2022-2023. A quantitative quasi-experimental research using a pretest-posttest design was employed in this study and conducted on the 31 Grade 9 students of St. Paul University Surigao during the First Quarter of the School Year 2022-2023. A validated test was used to conduct the pretest and posttest to assess the learning gaps in Mathematics 9. Frequency, percentage distribution, and paired t-test were used in analyzing the data gathered. This study found that there are least-mastered competencies in the First Quarter of Mathematics 9. In addition, there is a significant difference in the pre-and posttest performance of the learners, especially after giving intervention activities such as drill, practice exercises, tutoring sessions, or small group instruction, peer tutoring and collaborative learning, expanded opportunity, explicit and technology-assisted instruction. Thus, the intervention improved learner performance and addressed least-mastered competencies. It is recommended for mathematics teachers to design further intervention materials targeting other least-learned competencies.
Co-Authors Angob, Wilje Mae T. Ariar, Myrna D. Asiya, Siti Atis, Joe Mark Stephen D. Budejas, Reubenjoy P. Degorio, Ana Lea G. Digal, Emelyn S. Galvez, Bernah Rizza May A. Gulle, Reggienan T. Khotibul Umam Resullar, Milagrosa P. Sayod, Roderick Somera, Mark Clinton J. Suhardi, Andi