Effectiveness of the Division Unified Learning Materials to the Least Learned Competencies Of Grade 2 Pupils in Mathematics

AUTHOR(S)

Maria Cristina O. Asensi

ABSTRACT

This study evaluated the effectiveness of the Division Unified Learning Materials to the Least Learned Competencies of the Grade 2 pupils 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 in Mathematics of the Grade 2 learners Before and After integration of the different unified Division-based learning materials in the delivery of the most essential learning competencies for not more the 4 weeks in the implementation of the identified intervention. In this table, it can be gleaned that in the pretest performance of the grade 2 learners is lower than the posttest performance. So, the null hypothesis which states that there is no significant difference between the pretest and posttest performance of the grade 2 learners in Mathematics before and after the integration of unified division-based learning materials using is rejected.
The result of this study which focuses on the significant difference in the pretest and posttest scores of the Grade 2 learners before and after the utilization of the Unified Division Based unified learning materials crafted by subject and curriculum set of experts in Mathematics implies that the new intervention is significantly effective in improving the performance of the grade 2 learners considering that the pretest scores of the learners is lower than the posttest scores which means that even though the learners have already knowledge or ideas and passed more main tasks and they can expound their ideas of the topics and help them increase their motivation in learning the topics and even though they are gaining a good level during the validation even before the intervention of the aforementioned innovation still they need another learning intervention that could increase more their different learning tasks and performances and that was really happening after the learners really gained learning from the identified intervention which means that the intervention is really effective learners have gained excellent performance during the delivery of the most essential learning competencies for the second grading period during the teaching and learning process of the teacher and learners. Which means that the researcher have already found significant findings of the performance based on the utilization of the Unified division based learning materials in the delivery of the different topics given for almost 1 month if sharing the intervention to the identified learners. Furthermore, the intervention is really effective in improving the performance of the learners because they already acquired excellent performance from the different topics presented because they really loved and motivated to learn because of how the learning materials are being crafted. Moreover, the learners shows enthusiasm in learning the topics because based from the exposure of the learners to the different division unified learning materials the learners can already expound their ideas of the topics and help them increase their performance in every topics presented by the teachers. There are big possibilities that when the teacher really exposing the learners to the identified learning materials in the delivery of the most essential learning competencies in Mathematics for the second grading.