ABSTRACT
Improvement of learners’ numeracy skills is one of the focuses in the resumption of in-person class as this is observed as a big challenge where learners perform very low in mathematics as gleaned from the feedback of teachers. Hence, this study determined the effectiveness of 3Rs Technique (Rewrite, Rename, Regroup & Simplify) in enhancing the skill of the grade 5 pupils of Concepcion Elementary School in subtracting of fractions and mixed fractions with regrouping. Pretest - Posttest Experimental Research design was used in this action research. It employed total enumeration sampling technique in the form of taking the 38 grade 5 pupils who did not master the competency as participants of this study. The statistical tools used were mean, standard deviation, paired sample t-test, and Cohen’s d. The results revealed that there is a significant difference in the scores of the respondents before and after the implementation of the intervention. The effect size of the intervention was huge as manifested by the result of the Cohen’s d. The thematic analysis tells that the intervention is motivational, helpful and enjoyable. Therefore, it is recommended that 3Rs Technique (Rewrite, Rename, Regroup & Simplify) be used as additional teaching reinforcement in addressing least learned competency in mathematics particularly on subtracting of fractions and mixed fractions with regrouping. Moreover, it is recommended that the intervention will also be adopted by Mathematics teachers as this can be helpful in addressing their pupils’ difficulty on subtraction of fraction with regrouping.
Keywords: numeracy skill, challenge, focus
I. CONTEXT AND RATIONALE
Improvement of learners’ numeracy skills is one of the focuses in the resumption of in-person class as this is observed as a big challenge where learners perform very low in mathematics as gleaned from the feedback of teachers.
Mathematics plays a big role in developing human thoughts, bringing strategic, systematic reasoning processes used in problem analysis and solving which helps people to be able to anticipate, plan, decide, and properly solve each problem in daily life, (Mingke & Alegre/2019). However, Mathematics teachers find most of their students to have low achievement level in mathematics, especially with their topic on fractions.
Fractions are widely used in the world of mathematics; however, learners find them very difficult to understand. This may be because fractions are one of the most chronically troublesome areas in mathematics for children and adults alike. Students find them difficult to learn, while teachers find them difficult to teach (Parungao, 2021).
According to Gagani (2019), learning fractions are one of the mathematics fundamentals that learners must possess; however, many learners impartially understand in applying its procedural mechanism and the essential concepts needed to implement it in making sense to quantifiable ideas entirely. Meanwhile, Namkung & Fuchs (2019) disclosed that competence with fractions is foundational to acquiring more advanced mathematical skills but this is challenging for many students and many teachers as they often experience gaps in their own fractions of knowledge.
According to Ibañez and Pentang (2021), it seems an ordinary scene in the Philippines that teacher education learners have poor conceptual understanding of and negative attitude towards fractions. They also mentioned the citation of Cantoria (2016) that the study of fractions starts as early as first grade; in spite of the regular rehearsal of this mathematical topic through secondary school level, many learners reach college without showing adequate skills in fraction. Parungao (2021) suggested in her study that teachers should discover a solution to deal with these issues in order to positively influence learners’ mathematics achievement and also their attitude in dealing with fractions like the integration of manipulative into classroom discussions to help learners deepen their understanding about the different mathematical concepts and improve mathematical skills.
In the context of Concepcion Elementary School, performing fraction is also one of the challenges encountered by the Grade 5 pupils. As shown from the results of their summative test, out of 38 pupils, 21 garnered 74% and below on the competency “Subtract fractions and mixed fractions with regrouping M5NS-Ie-84” which is considered least mastered skill. If this will not be mastered, then the pupils may find total difficulties in performing fractions. Hence, this action research was conducted to improve the skill in subtracting fractions and mixed fractions with regrouping through the intervention called 3Rs Technique (Rewrite, Rename, Regroup & Simplify).
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