Division Achievement Test Results: A Basis for A Proposed Enhancement Program for First-Year High School Mathematics

Abstract

This study aims to assess Mathematics Instruction in five secondary schools in the division of Manila. Results of the study would serve as a basis for a Proposed Enhancement Program for First Year High School Mathematics.

A questionnaire was constructed by the researcher and used as the main data gathering in determining the teachers/students’ level in First Year High School Mathematics. The questionnaire was validated by the researcher’s adviser, reader, and statistician and three other experts from each of the following disciplines: Mathematics, Education and Research.

Data were presented, analysed, and interpreted with the use of the following statistical tools and techniques: frequency, percentage, mean, standard deviation, weighted mean, Person product-moment correlation coefficients (r) and t-test.

The study revealed that: (1) The students’ level of performance in the Division Achievement Test showed that the students did not reach the 75 percent mastery level. This result showed that the students were weak in Mathematics and they did not master most of the required skills in the subject; (2) the strengths and weaknesses of the students in Mathematics revealed that out of 50 items only 5 were mastered, while 45 items were not mastered. This shows that teachers should focus more on the strategies of teaching Mathematics and how they will make their lessons better appreciated by students so that they will produce more significant learning outcomes; (3) the respondents’ appraisal of the teaching of Mathematics, in terms of the extensiveness of classroom management, teacher/ department heads/ principals projected a grand weighted mean of 4.02 with a verbal interpretation of “very effective”. Students and a grand weighted mean of 3.64 which had an interpretation of “very effective”.