ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
This study evaluated the effectiveness of the individualized assessment using contextualized modules to the performance of the grade 4 pupils in Mathematics. The findings of the study were the bases for a Proposed Improvement 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 4 learner before and after the teacher-researcher integrated the individualized assessment using contextualized modules in Mathematics. In this table, the researcher shows how the learners performed or gained or improved their skills in mathematics after they have experience the new learning intervention in the delivery of the most essential learning competencies which composed of more or less 4 to 6 competencies which set to be done in a 4 week’s time or 1 month in the implementation. 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 4 learners is in a very good level of performance. But this pretest performance is lower compared to the posttest performance gained by the grade 4 learners after they have exposed to the individualized assessment using the contextualized modules. The results in the pretest and the posttest performances of the Grade 4 learners resulted to the results in the computed t value 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 4 learners in Mathematics before and after the integration of the individualized assessment using Contextualized Modules using is rejected. Moreover, the intervention is improving the performance of the learners in Mathematics subject. The result of this study which focuses on the significant difference in the pretest and posttest scores of grade 4 learners before and after the integration of the individualized assessment using Contextualized Modules in the delivery of the different topics as well as validate the skills of the learners in Mathematics implies that the applied intervention is significantly effective in improving the performance of the grade 4 learners specially in improving their skills particularly to the different mathematical operations introduced by the teacher to the learners considering that the pretest scores is lower than the posttest scores which means that utilizing the said individualized assessment using Contextualized Modules in the delivery of the most essential learning competencies in mathematics subject is significantly effective and help the learners in improving their performances. Though they have gained a very good performance from the assessment conducted by the teacher, Some of the reasons why they really gained a very good performance because some of them have already exposed to the different learning assessment from the past 2 years and they were also exposed to the different learning gadgets that help them to be more motivated in learning the subject and loving the process of studying the different topics specially to those topics which are very difficult to understand by them. But we should also consider that individualized assessment using the contextualized Modules that were integrated from the different learning competencies of the Mathematics subject for the 2nd grading period implied that the intervention given to them is significantly effective because they have really gained an excellent performance from the assessment conducted by the teacher in validating their mathematical skills after they were experiencing the identified learning intervention This further explains that it is very important that the teacher really identify or validate the strength and weaknesses of each of the learner in order to give to them a specific intervention or strategy in learning the subject so that they will be more guided.