IMPROVING MATHEMATICS PERFORMANCE OF GRADE 7 LEARNERS OF CASTOR Z. CONCEPCION MEMORIAL NATIONAL HIGH SCHOOL THROUGH LEARNING BY EXPERIENTIAL APPROACH (LEA)

Author

LEAH O. MARTICIO

Abstract

 This study aimed to assess the effectiveness of learning by experiential approach (LEA) in improving the mathematics performance of Grade 7 learners at Castor Z. Concepcion Memorial National High School during the 2024–2025 academic year. Specifically, it sought answers to the following questions: What is the profile of the Grade 7 learners in terms of age, sex, economic status, and attendance record? What is the profile of the mathematics teachers in terms of age, sex, civil status, highest educational attainment, length of service, and number of relevant trainings and seminars attended? (3) What is the level of mathematics performance of the respondents before and after the numeracy intervention programs in the following topics, data collection and sampling techniques, and the presentation of data in appropriate tables and graphs, interpretation of statistical graphs, the set of integers, and comparing and ordering integers, the four operations with integers, simplification of numerical expressions involving integers, absolute value of an integers? What is the extent of adequacy and availability of learning materials and teaching materials used in teaching Mathematics 7? What are the numeracy intervention programs employed by the teachers?What is the extent of the use of numeracy intervention programs in teaching mathematics? Is there a significant difference in the mathematics performance of the Grade 7 learners among the different numeracy intervention programs? The study employed an experimental and developmental research design, utilizing pre-test and post-test assessments to measure the learners' performance in topics such as data collection and sampling techniques, interpretation of statistical graphs, operations with integers, simplification of numerical expressions, and understanding absolute values. The research also examined the adequacy and availability of learning and teaching materials, the numeracy intervention programs employed by teachers, and the extent of their utilization. The study involved 154 Grade 7 learners and 10 mathematics teachers from the school. Data were collected through two sets of survey questionnaires—one for the learners and another for the teachers. The learners' profiles included age, sex, economic status, and attendance records, while the teachers' profiles encompassed age, sex, civil status, highest educational attainment, length of service, and the number of relevant trainings and seminars attended. Based on these findings, the following conclusions are drawn:Grade 7 learners have a diverse age range with a significant proportion from low-income backgrounds. Their attendance rate is generally high, but a significant minority exhibits irregular attendance.Mathematics teachers are predominantly young and academically qualified. The majority are in the early stages of their career, with a significant number holding their master’s degree and actively participating in relevant training sessions and seminars. Numeracy Intervention programs as instructional approaches effectively enhance Grade 7 learners' mathematical skills. The diverse strategies, such as hands-on activities, digital tools, and personalized support, collectively contributed to a deeper understanding and mastery of mathematical concepts. There is a scarcity of interactive and technology-based resources that may hinder the incorporation of engaging, learner-centered learning experiences essential for developing critical thinking and problem-solving skills in mathematics. The use of varied intervention programs provides diverse and effective strategies to enhance learners' numeracy skills. The integration of both traditional and digital tools reflects an adaptive approach to meet the varied learning preferences of students. Numeracy intervention programs such as Learning by Experience Approach (LEA), instructional videos, and remedial classes are used extensively to improve mathematics performance among learners. (7) The effectiveness of numeracy intervention programs varies, with the Learning by Experience Approach (LEA) demonstrating the most substantial impact on learners’ achievement in mathematics. The following recommendations are forwarded based on the foregoing: Targeted interventions should be implemented to support the academic success of all Grade 7 learners, especially those from low-income families and with irregular attendance. These could include providing additional learning resources, offering after-school programs, and establishing mentorship initiatives to address the specific needs of the learners. School administrators should sustain and enhance their support for mathematics teachers by providing targeted professional development opportunities. This includes the discussion of LEA during In-service Training for Teachers (INSET) and Learning Action Cell (LAC) Sessions focused on its innovative teaching strategies, higher-order thinking skills, and the integration of technology in mathematics instruction. Mathematics teachers should continue to implement and integrate the numeracy intervention programs into the mathematics curriculum to sustain and further improve learners' numeracy skills. The school administrators should invest in the integration of interactive and ICT-based instructional materials by digitizing the Learning by Experiential Approach (LEA). This can include the development of interactive modules, simulation tools, digital games, and video-based activities that foster hands-on, real-world problem-solving and contextualized learning experiences in Mathematics 7. Mathematics teachers should continue to implement and expand intervention programs, incorporating a blend of experiential learning, personalized support, and interactive tools. Mathematics teachers should continue to integrate a variety of instructional strategies, including experiential learning and multimedia resources. Additionally, regular assessment and feedback mechanisms should be implemented. The school administrators should prioritize the implementation of LEA and other active learning strategies in mathematics instruction.  An implementation plan for LEA may be developed and validated for pilot implementation. (8) Future researchers may conduct further research to explore the long-term effects of the interventions and their applicability across learning areas.

Keywords

Mathematics Performance, Learning by Experiential Approach, Experiential Learning, Grade 7 Learners, Grade 7 Learners

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