Enhancing Learners’ Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Abstract

Assessment exercises constitute a crucial component of the teaching and learning process, serving the purpose of gauging the degree to which learning objectives have been accomplished. This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise. Specifically, this study seeks to determine the learners’pre-test and post-test mean scores, identify significant differences between the pre-test and post-test results, evaluate learners’ exercises, and propose enhanced exercises. The research employs a quasi-experimental design, with 40 Grade 7 learners in the school year 2023–2024 as participants, selected through purposive non-random sampling. Statistical data analysis involves the use of mean, standard deviation, paired t-test, and Cohen’s D effect size. Ethical considerations were paramount, as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation, informed parental consent, anonymity, confidentiality, risk mitigation, results-sharing protocols, and the commitment to keeping research data confidential. The data yielded a remarkable outcome: the experimental group exhibited improvement in both the pre-test and post-test. This result substantiates the initial objective of the study, showcasing a noteworthy and favorable performance among the participants. Consequently, it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills, as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics. Therefore, the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.