Effectiveness Of Interactive Learning Strategies to The Numeracy Performance of Grade 2 Pupils In Mathematics

AUTHOR(S)

BEBILOU P. BERJA

ABSTRACT

— —This study was conducted in order to evaluate the Effectiveness of Interactive Learning Strategies to the Performance of the Grade 2 pupils in Mathematics. The findings of the study were the bases for a proposed intervention Plan. This research is a quasi-experimental study that used the pre-test – post- test experimental designs to determine the Effect of Interactive Learning Strategies to the Performance of the Grade 2 pupils in the delivery of the most essential learning competencies in 4th grading period in mathematics subject. In the Quasi- experimental research design, the researcher prepared different digital learning materials that were focused on the learning competencies as well as facilitating in the giving of pretest and posttest to the identified respondents in order to gather necessary data that will be significant in the study. The researcher utilized universal Sampling in selecting the respondents of the study. The test of difference between the pretest and posttest scores performances of the grade 2 pupils in Mathematics subject which were focused on the different learning competencies in the fourth grading period. These results above are from the performance of the identified learners before the integration of the interactive learning strategies in the delivery of the lessons in Mathematics as well as to the results of the Grade 2 learners after they have already gained the knowledge and skills expected from them to gain after the implementation of the integration. The results in table 3 were came from the results of evaluating the learning capacity of the 15 respondents after they have evaluated by the teachers based from the things that they have learned when it comes to how far they have learned the Mathematics subject after implementing the Interactive learning strategies that their teacher offered. Based on the results in Table 3, it shows that the Grade 2 pupils performances in Mathematics in the pretest is 10.27 which is very low compared to the posttest performance of the Grade 2 learners having the result which is equal to 17.33.. These results in performances of the Grade 2 learners created and produced results particularly in the computed t value which is equal to 1.034 which is higher than the critical t value of 0.433 at 0.05 level of significances. Based from the results in table 3, it can be gleaned that there was really a positive impact brought about the implementation of the new intervention which is the interactive learningstrategies to the performance of the grade 2 pupils in the pretest and posttest considering also that the computed t value is higher than the critical T value which relates to the significance of the study therefore the hypothesis which states that there is no significant difference between the pretest and posttest score performances of the grade 2 pupils in Mathematics before and after the integration of the Interactive learning strategies is rejected. This further explains that the Exposing the Grade 2 pupils to the new learning strategies or method in delivering the lessons or to the different learning competencies could help increase their learning skills and boost learners’ selfesteem thus they are eager to learn new things and discover new learning through introducing learning method to them because these type of learners wanted new things almost every moment while learning the subject specially mathematics. Thus applying the aforementioned learning technique is significantly effective and it really helped the Grade 2 learners to help them improve their numeracy performance. Moreover, knowing the basic numeracy skills of the learners could create bridge to connect how they will be creative in learning things specially in improving their academic performance. Keywords — Interactive Learning Strategies, Numeracy, Performance, Grade 2 Pupils, English Face to Face