Abstract
This study examined the effectiveness of SoDriGa strategy in teaching mathematics among 4th-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.
Highlights
Mathematics can be considered as an instrument of knowledge, reasoning, and critical analysis of reality and the problems of the environment itself (Viladot, Casals, Hilton, & Sanders, 2018)
As highlighted in the results of the assessment conducted by Programme for International Student Assessment (PISA, 2018), Filipino learners garnered an average of 353 points in mathematical literacy, which was considered inferior to the 489 points Organisation for Economic Co-operation and Development (OECD) average
Out of 38 nations worldwide, who participated in the assessment in science and mathematics conducted by The Third International Mathematics and Science Study (TIMSS, 2003), Philippines ranked 36th in mathematics
Summary
Mathematics can be considered as an instrument of knowledge, reasoning, and critical analysis of reality and the problems of the environment itself (Viladot, Casals, Hilton, & Sanders, 2018). Mathematical literacy for all learners is not the sole goal, but as well as the primordial purpose of mathematics taught all through basic education (UNESCO, 2012). As highlighted in the results of the assessment conducted by Programme for International Student Assessment (PISA, 2018), Filipino learners garnered an average of 353 points in mathematical literacy, which was considered inferior to the 489 points Organisation for Economic Co-operation and Development (OECD) average. Report from the National Education Testing and Research Center (2012) reveals that the mean percentage scores for grade three, grade six, and high school students revealed to be 57.0%, 66.8%, and 48.9%, respectively which were quite far below from the set National Achievement Test (NAT) standard of the DepEd which was 75%
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