ABSTRACT
The study focused on the development of contextualized numeracy materials for Grade 1 learners using the RMA results as the baseline of the study. The study employed a descriptive developmental research design. Mean Percentage was used to get results and the Paired T-Test tool was used to measure the significant relationship in using the contextualized numeracy materials among learners in the study.
This study used the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model as its research design under the careful quality assurance of the Evaluation of the Printed Materials Resources per DepEd Standards used in the study. It followed into the process of development using the ADDIE model of the contextualized numeracy materials during analysis, design, development, implementation, and evaluation.
The following were the crucial findings obtained in the study.
1. The least-learned competencies among Grade 1 learners in Mathematics remedial activities were distributed across various tasks. Specifically:
Task A- Number Identification. 57.52% of learners struggled with this task, indicating a significant need for improvement in this area.
Task C-Addition. 57.14% of learners required support in addition skills, highlighting the importance of targeted interventions.
Task D-Subtraction. 64.29% of learners demonstrated difficulty with subtraction, emphasizing the need for contextualized materials that address this specific skill.
Task G-Time Management. 33.73% of learners struggled with time management, suggesting that this skill requires additional support and practice.
Task I-Mass Measurements. 73.33% of learners showed difficulty with mass measurements, indicating a significant need for contextualized materials that address this specific skill.
These findings served as the research basis for developing contextualized numeracy materials to enhance the numeracy skills of Grade 1 learners during their Mathematics remedial activities. The researcher's consideration was directed towards addressing all these least-learned competencies to ensure that learners' numeracy skills are improved. These areas require more focused instruction and targeted interventions to help students improve their understanding and abilities.
On the other hand, Fractions, Geometric Representation, Missing Shapes in Patterns, and Linear Measurements are considered mastered competencies, indicating that most students have a good grasp of these concepts.
2. The data provided below shows the distribution of essential competencies in numeracy among Grade 1 learners. The competencies are categorized into nine tasks: Number Identification and Discrimination, Fractions, Addition, Subtraction, Geometric Representation, and Missing Shapes in Patterns. Time Measurements, Linear Measurements, and Mass Measurements are also included. The results indicate that:
Number Identification and Discrimination is the least learned competency, with only 57.52% of learners mastering it.
Fractions. Most learners (79.76%) have mastered fractions.
Addition and Subtraction are also among the least learned competencies, with 57.14% and 64.29% of learners mastering them, respectively.
Geometric Representation and Missing Shapes in Patterns. Most learners master these competencies, with 82.68% and 78.57% achieving mastery, respectively.
Time Measurements. This competency is the least learned, with only 33.73% of learners mastering it.
Linear Measurements. Most learners (92.86%) have mastered linear measurements.
Mass Measurements. This competency is also among the least learned, with 73.33% of learners mastering it.
3. The five least learned competencies are from the RMA Competencies for Grade 1 Learners namely: number identification and discrimination, addition, subtraction, time measurement, and mass measurement.
The contextualized numeracy materials are developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. This work adopted a standardized tool for quality assurance of printed materials concerning the components of instructions and criteria. The study underwent the DepEd tool in quality assurance.
The developed contextualized numeracy materials for Grade 1 learners were evaluated based on several criteria. The findings indicate that the materials were designed to be contextualized, making them relevant and meaningful for learners. This approach is rooted in a constructivist approach to learning, where learners construct meaning through interacting with and interpreting their environment.
The materials underwent validation processes, including content validation and acceptability ratings from teachers and SLRC experts. The results showed that the materials were highly valid and highly acceptable for use in Grade 1 mathematics instruction. It is also designed to facilitate easier recognition of patterns and mastery of algebraic skills, promoting effective learning outcomes. The use of contextualized problems engages learners in exploring mathematical concepts as they communicate with real-world experiences.
Additionally, the materials were developed to be relevant to everyday life situations, aligning with the Realistic Mathematics Learning (RML) approach. This approach emphasizes that mathematics must be close to learners and appropriate to their direct experiences. Further, the materials were designed to be implemented in a variety of settings, including classroom instruction and home learning activities. This flexibility allows teachers to adapt the materials to suit different learning environments and needs.
4. The validity test results of the contextualized numeracy materials per DepEd Standards indicate that the materials have passed all the criteria:
Content. The materials scored 28 out of 28 points, indicating that they fully meet the content requirements.
Format. The materials scored 72 out of 72 points, indicating that they fully meet the format requirements.
Presentation and Organization: The materials scored 20 out of 20 points, indicating that they fully meet the presentation and organization requirements.
Accuracy and Up-to-dateness of Information: The materials scored 24 out of 24 points, indicating that they fully meet the accuracy and up-to-dateness of information requirements.
The level are validity and usability of the developed contextualized numeracy materials is high since it can be seen from the results and discussions when it comes to the scores of every indicator. The developed contextualized numeracy materials were measured using the standardized tool. They showed favorable responses from the Quality Assurance (QA) members. Through the process given by the DepEd, it will be maximized by the schools in the Division of Gingoog City.
5. In institutionalizing the developed contextualized materials at the district level, researchers must first consider the district's needs and challenges regarding numeracy education. The researchers see to it that the materials design is contextualized, making them relevant and meaningful for learners.
The materials underwent validation processes, including content validation and acceptability ratings from teachers and LRMDS experts. The results showed that the materials were highly valid and highly acceptable for use in Grade 1 mathematics instruction. The materials were designed to facilitate easier recognition of patterns and mastery of algebraic skills, promoting effective learning outcomes. The use of contextualized problems engages learners in exploring mathematical concepts as they communicate with real-world experiences.
Parents should be involved in the learning process through activities and resources provided at home, reinforcing the contextualized learning approach. The materials should be integrated into the broader mathematics curriculum to ensure that learners receive a comprehensive education in numeracy and problem-solving skills.
Developing policies at the district level to support the integration of contextualized numeracy materials into the district's curriculum and teaching practices is very important to ensure sustainability. Training and professional development opportunities should be provided for teachers to use the materials in their classrooms effectively. Softcopy or layout of these contextualized numeracy materials would be given to teachers who wish to use the materials in their learning instruction for production. The development of contextualized numeracy materials should focus on the needs of the learners as it subjects to improve the performance of the students.
6. The frequency and percentage distribution of the grade 1 learners when grouped according to numeracy profile after the use of the developed contextualized numeracy materials improved. The majority, or 71% (30) of the pupils, are already enhanced after the use of the developed numeracy material. At the same time, only one (1) student remained for intervention. The other 26% (11) of the pupils are for consolidation, as evidenced by their scores that are between 75% and 84.99%. It empirically supports the improvement of the numeracy of the pupils when exposed to contextualized numeracy materials.
7. Relative to the mean scores, Table 5 shows that grade 1 learners obtained an average score of 43.83 in the pretest, which is lower than the post-test average score of 57.67. The mean gain in the post-test of around 13.84 is significant, as evidenced by the p-value of 0.001 (less than 0.05 level of significance). These results further support the improvement in the numeracy profile of the grade 1 learners after having been exposed to the numeracy materials.
These statistical figures indicate that most grade 1 learners performed well in the post-test after being exposed to the contextualized numeracy material.
8. The development of contextualized numeracy materials is a critical step in enhancing students' understanding and application of mathematical concepts. The importance of contextualization, teacher training, curriculum implementation, student engagement, academic performance, and relevance and effectiveness are all critical aspects of this process. The sources highlight the need for contextualized materials that are relevant and engaging for students. This can be achieved through teacher training programs that equip educators with the necessary skills to create effective materials. The involvement of teachers and students in the development process ensures that the materials are tailored to the needs of the learners. Using contextualized materials can significantly improve student engagement and motivation, leading to better academic performance in mathematics.
Keywords: Development, Contextualized Numeracy, Materials, Improvement, Numeracy Skills
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