Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with K to 12 competencies

• Main Author: Capate, Romee Nicker A.
• Format: text
• Language: English
• Published: Animo Repository 2015
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/4738
• Institution: De La Salle University

This study sought to determine the performance and the difficulties of the Grade 8 students of Don Bosco Technical Institute during the first conduct of the new K to 12 Mathematics. Results of this study served as basis for recommending an Action Plan for enhancing instruction and aligning the Grade 8 Mathematics Competencies to Instruction and Assessment. Students scores in the formative tests and the Mathematics Achievement Test (MAT) measured their mathematics performance while interpretation of their mistakes in the least-mastered contents of the new K to 12 Mathematics identified their difficulties. Results indicate that most of the Grade 8 students were in the Beginning level of achievement only. Moreover, half of the tested contents were least-mastered. Incorrectly applying the formulas, properties, theorems, and/or laws and incompletely solving the problem despite correctly doing the initial procedure are their common difficulties. The general recommendation to align the Grade 8 Mathematics Competencies to Instruction and Assessment was to include the missed instructional objectives during the past instruction in the next Curriculum Planning. The recommended strategies to improve instruction included needs assessment, more practice for automation, conduct review classes for mastery and retention, explicit instruction, and peer-assisted mathematics instruction.