INTRODUCTION

Why do some students fail in their Mathematics subject and only a few seem to appreciate

the beauty in numbers? Experts say that probably because the subject has been associated

with the words "geeky and sophisticated" rather than "creative and artistic”, even among

scientists.

In a real classroom setting, it is undeniable that some high school students struggle with

fractions and their fundamental operations. And with the heterogeneous types of learners in

a class size of 45-50, no one can expect that one teaching approach on the concepts on

fractions can be grasped by 100% of the learners.

Having believed in the principle of individual differences, the researcher understood that

every learner has a unique style of learning. Remediation/intervention would be then

effective when it suites the learner’s way of understanding. And having said that one of the

prevailing problems is on the learners’ poor skills in dealing with the addition and subtraction

of fractions, the researcher came up with an intervention through the creation of LNN (Libro

ng Numero), a booklet designed and indigenized by the teacher herself, with the integration

of IRF (Initial, Revised, Final).

Based on the latest academic performance (written and oral) of Grade 8- Amethyst

students, 5 of them direly needed an immediate attention. These identified students rated 60

below in their performance and written works for the second grading period on the addition

and subtraction of fractions. This problem called the attention of the researcher thus led her

to the aforementioned intervention.

METHODS

The research was formatted on a descriptive and evaluative manner. Thus, the

assessment study resulted so appropriately for profiling the variables of research which

aimed to improve the mastery and performance of Grade 8- Amethyst students on adding
and subtracting fractions. The gathered data were recorded, organized, and interpreted in

view of the objectives set in the study.

As a basis in identifying the recipients of the study, performance tasks (board works, oral

recitations) and written works’ (quizzes and long tests) ratings of Grade 8-Amethyst students

were gathered prior to the designing of the intervention set herewith. Purposive sampling

was utilized in this research since the researcher intended to select the recipients.

LNN was used by the researcher to solve one of the prevailing problems in Mathematics

8. This intervention focused on a provision of a teacher-made booklet with IRF integration

which the respondents had to answer. The booklets contained lessons on fractions which

were followed by exercises every after sub-topic. These exercises were contextualized by

the researcher for an easy understanding and comprehension on part of the respondents.

The whole intervention process lasted for two weeks, one hour every after last period of the

afternoon class sessions. In which, during the sessions, the identified learners would have

25 – 30 minutes allotted time for discussion with the subject teacher and the remaining 30

minutes would be for answering the exercises. The same set of exercises would be

answered in the IRF pages to measure more of the LNN’S efficacy. The Initial phase solicits

student’s prior knowledge, Revised phase is answered after a lesson was taught wherein the

learner may still encounter difficulties, and the Final phase is done after the whole concept

has been taught and learnt.

RESULTS

COMPARISON OF COMBINED PT AND WW RATINGS OF RECIPIENTS ON ADDITION AND

SUBTRACTION OF FRACTIONS BEFORE AND AFTER INTERVENTION

STUDENT BEFORE AFTER IMPROVEMENT RATE

B 67 83 +16

C 63 81 +15
 H 55 82 +27

J 55 85 +30

K 63 80 +17

To measure the students’ learning capability, results from written works and performances

were gathered. After the two-week intervention process, a notable improvement from the

respondents’ performances and mastery on adding and subtracting fractions was observed.

After undergoing intervention, performance and written works ratings were compared to

their pre-intervention performances. Gathered results showed how much the recipients

improved through the LNN (Libro ng Numero) with the integration of IRF.

It was noted that there were great increases on the students’ performance and mastery

levels thus proved the efficacy of the applied remedy to help the recipients improve their

grades and get their interest on the subject (Mathematics) itself.

DISCUSSIONS

Upon the collection of data after the intervention, findings were then gathered and

interpreted. Based on the results, there was a noticeable improvement on the mastery and

performance of the identified Grade 8-Amethyst learners. It is indeed true that once an

intervention is appropriate, the root cause of the problem will really be treated. Because of

the program, the students then did better in quizzes and performance tasks. The intervention

helped the learners a lot, thus they began to appreciate the subject. The use of LNN (Libro

ng Numero) with IRF integration helped the researcher identify how much the learners

improved their skills and level of understanding on addition and subtraction of fractions.

With this matter, which is relative to the idea of ensuring quality education, an integration

of IRF on a teacher-made booklet might be of great contribution to the success of the

delivery of quality education to DepED’s sole clientele- the students. The financial assistance
from partner companies would be of great help in the production of teacher-made booklets to

intensify the campaign on contextualization and indigenization of learning materials to cater

the needs of all types of learners. The school administration might also urge the other

agencies to extend efforts in creating and realizing related programs to heighten the drive of

helping and remediating learners who need utmost attention and care.