Effectiveness Of Using Drill Cards To The Performance Of Grade 1 & 2 Pupils In Mathematics

AUTHOR(S)

VIRGILIO P. ABENOJA

ABSTRACT

—— This study evaluated the effectiveness of the use of drill cards to the performance of the grade 1 & 2 learners in Mathematics. The findings of the study were the bases for a Proposed enhancement Plan. The study utilized the Quasi Experimental type of research Design to validate the effectiveness of the intervention. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the test scores in the pretest and posttest performances gained by the Grade 1 & 2 learner before and after the teacherresearcher integrated the drill card in Teaching Mathematics. In this table, the researcher shows how the Grade 1 & 2 learners improved their skills in mathematics after they were exposed to the new interventions given by the teacher during the delivery of the most essential learning competencies that was done in a 4 weeks’ time. Table 3 showcased the results above that the pretest performance where learners are not yet exposed to the intervention set by the teacher to the Grade 1 & 2 learners which is lower compared to the posttest performance gained by the learners after they have exposed to the individualized assessment. The results in the pretest and the posttest performances of the Grade 1 & 2 learners resulted to the computed t value and it is greater than the critical t value. So, the null hypothesis which states that there is no significant difference between the pretest and posttest performance of the grade 1 & 2 learners in Mathematics before and after the integration of the drill cards is rejected. The result of this study which focuses on the significant difference in the pretest and posttest scores of grade 1 & 2 learners before and after the integration of the Drill cards in the delivery of the different topics in Mathematics implied that the applied intervention is significantly effective, meaning that the results is statistically significant which means that the improvement of the scores gained by the learners observed after the intervention is not due to chance but because of the intervention applied by the teacher in teaching the topics. The rejection of the hypothesis connotes that the intervention has a substantial effect on the learner’s performances which reflects a meaning improvement when the scores in the pretest is compared to the posttest performance of the grade 1 & 2 learners.