ENHANCING LEARNING IN MATHEMATICS 6 THROUGH THE USE OF EXPLICIT INSTRUCTION

Abstract

This study focused on the use of explicit instruction to enhance learning in Mathematics among Grade 6 pupils of Concepcion Integrated School. The researcher has proven the effectiveness of guided or explicit instruction in teaching Mathematics, specifically lessons on third grading about solid figures and explored the teaching and learning process, as well as, the effects of intervention. The participants of the study were the Grade 6 pupils, section Faith who served as experimental group and Grade 6, section Joy who acted as the control group. Each section was composed of 39 pupils but only 25 from each section were the participants in the study. In the control group, Grade 6-Joy used the traditional method, while the experimental group, Grade 6-Faith utilized the explicit instruction. The research instruments used in this study were the pre-test, post-test, survey questionnaire, and interview guide questions prepared by the researcher and validated by the experts. T-test was the statistical tool that was utilized to show the difference before and after the use of explicit approach. From the second quarter grades of experimental group, it has been revealed that majority of them were from the bracket of 75-79 with 64 percent of the total population. It showed that 16 pupils out of 25 had an academic achievement level to fairly satisfactory. Upon administering the pretest to both control and experimental group, their mean percentage scores were both categorized as beginning based on the interpretation of grading system of K to 12 curriculums. On the other hand, posttest was also administered after the utilization of explicit instruction in experimental group. The mean description has improved to "developing". It was proven that the application of explicit instruction enhanced their learning in Mathematics. The posttest results of control group was still categorized as “beginning” because the increase was not that convincing to show that the learners have acquired sufficient knowledge. As to learning needs, the learners showed that they often showed interest during the execution of the explicit instructions as reflected by the overall mean. With respect to the execution of teaching, all indicators got verbal description of always. As per the experimental learners’ responses, the implementation of the explicit instruction on the classroom setting has positive perception as reflected from the overall mean which is described as always. Generally, as to the effectiveness of the explicit instruction, the learners agreed that it had affected their performances as revealed by the overall mean. The group who has undergone or exposed to explicit instruction performed better than the group who did not receive the treatment. In addition, learners’ answers to their interview proved that explicit instruction improved their performances and it showed support to the teacher in developing pupils’ mastery of the lesson. The curriculum implementers may use findings of the study to provide insight about enhancing learning in Mathematics grade through the use of explicit instruction. Mathematics teachers also can use the findings of the study to upgrade their methods or strategies in teaching Mathematics.