EFFECTIVENESS OF SUPPLEMENTAL TEACHING AT HOME FOR GRADE SCHOOL LEARNERS

Abstract

This study on effectiveness of supplemental teaching at home for grade school learners was conducted to introduce an intervention that will assist learners with difficulties in mathematics and involve the parents in enhancing the skills needed to achieve the learning competencies. The study sought to answer the question: How may the effectiveness of home-based supplemental teaching strategy be described? Specifically it sought answers to the following questions: (1). How may the pupils’ profile be described in terms of: size of the family, economic status and educational attainment of parents; (2). How may the conduct of home-based supplemental teaching be described in terms of instructional supplemental materials, learning environment, and length of time for studying; (3). What is the level of academic achievement of grade 3 pupils in Mathematics during the first quarter of the school year 2017-2018 which is before the conduct of the home-based supplemental teaching?; (4). What is the level of academic achievement of grade 3 pupils in mathematics during the second quarter of the school year 2017-2018 which is after the conduct of the home-based supplemental teaching?; (5). Is there a significant difference in the academic achievement of grade 3 pupils in mathematics before and after the conduct of home-based supplemental teaching?; and (6). What are the problems being encountered in the conduct of home-based supplemental teaching? The respondents of the study were 30% of the population of grade three elementary pupils together with their parents and one mathematics teacher from Macario Arnedo Elementary School. The first quarter grade in mathematics before the conduct of the home-based supplemental teaching and the second quarter grade after the intervention were used as basis for academic achievement. Questionnaires were used for the parent-respondents to answer. The statistical treatments utilized were percentage and frequency distribution for the demographic profile of the respondents. The researcher ranked the problems faced by the parents. In determining the significant difference of the academic achievement of the grade 3 pupils between the first and second grading periods, the researcher used the t-test for the independent sample means. It was found out the size of the family, economic status and educational attainment of the parents should be considered in implementing the home-based supplemental teaching. An average number of children will give more time to the parents to assist each of them. Moreover, parents who work at jobs had difficulties finding their time to guide their children especially most of them needs the help of their child in taking care of his younger siblings and in doing household chores. On the other hand, educational attainment is also another factor to be considered. The availability of supplemental materials should be taken into consideration. Moreover, learning environment should be conducive for learning and enough time should be given to the pupils to conduct the intervention. In terms of the availability of instructional supplemental materials, calculator and window cards are the most common materials that are available at home. The least common material that the respondents have is activity books and number card with pictures. In terms of learning environment; ventilation was rated very satisfactory; lighting, space, noise-free area, organization of files and gadget-free area were satisfactorily rated. The time allotted for the pupils is mostly 1-2 hours a day. This explains the previous findings that most of them are working parents that makes them have a little time for their child. In terms of academic achievement, the findings showed that most of the pupils obtained fairly satisfactory grades in terms of their academic achievement in mathematics for the first quarter. The mean average of the grades of the grade three pupils for the first quarter is in satisfactory level. On the other hand, the findings showed an increase in the number of pupils with an outstanding level of academic achievement after the intervention. The number of pupils under the fairly satisfactory level also decreased. This increase in the academic achievement of pupils who underwent intervention show an improvement in their level of performance. However, the mean average still falls under the satisfactory level. Through analyzing the academic performance before and after the intervention, it was uncovered that there was a significant difference in the academic achievement of grade 3 pupils in Mathematics before and after the conduct of home-based supplemental teaching. This implied that the home-based supplemental teaching is an effective intervention that can be implemented at home together with their parents-in-charge Different problems were also encountered during the conduct of the supplemental teaching at home. The most common problem of the parents was that they need to go to work every day and do household chores which made it difficult for them to deal with the home-based supplemental teaching.