This is a school- based action research for Grade 11 HUMSS students of Alamada High School. This action research intended to increase students’ performance in Mathematics by providing Tiered Instruction with Scaffolding Activities (TISA) as the intervention in addressing students’ low turn-outs of outputs. The rationale was to help the students successfully perform mathematical tasks in the SLM. This is significant in improving the performance of the students in the least learned competencies in General Mathematics.
Data were gathered using the Mixed Method- Explanatory Sequential Design. These were analyzed using data triangulation technique. There were thirty (30) grade 11 HUMSS students from Alamada High School who purposively selected as participants of this SBAR. The intervention was conducted for two (2) months including formative, pre- instruction, and post- instruction assessments.
The quantitative result revealed that the scores of the students in the pre-test and post-test were comparable. There was a significant difference in the performance of the students before and after the implementation of TISA and across three (3) tiers. It further indicates large effect in students’ performance as being supported by the qualitative results which revealed that TISA evidently motivates learners to perform tasks in the SLM. This implies that TISA is effective in increasing students’ performance towards Mathematics instruction.
Keywords: mathematics performance, scaffolding, tiered instruction
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