Review of Related Literature

The review of literature explores the variable of the study: level of performance of

Grade 2 learners, measures to increase the level of performance, difficulties experienced

by the Grade 2 learners and the development and evaluation of the problem solving based

learning material.

Level of performance

Mauro (2018) explains that an assessment which should be done freshly and

thoroughly each year, a present level of performance should include a detailed description

of your child's current abilities and skills, with attention to learners’ weakness and

strengths and how these will affect his education. Overall, the PLOP is a very important

step in describing a child's academic, physical, and social needs which will need to be

addressed in special education during the current year.

Likewise, Agricola (2018) states that when teachers diagnose their students’

understanding accurately, they can develop and apply more effective and efficient

supervising or mentoring strategies, with conscious consideration of students’ needs.

Park (2020) clear that performance levels describe students’ performance when

instructed on grade-level skills and concepts. Combined with the Quantile Measure, the

performance levels can be used to group students and to determine appropriate

instruction.

Measures undertaken to increase the level of performance

According to Peters (2019) while playing games is a great leisure activity that

people of all ages can enjoy, games can also be used for learning and educational
experiences. Some games have been found to improve cognitive functions like memory

and reasoning. Other games have the potential to reverse aging related brain function

problem such as short term memory loss. Game-based learning can also done as

collaborative between learners and educators.

In agreement, Loncher (2019) explains that Social interaction in a traditional

classroom often detracts from the learning experience. Social interaction in a classroom

where collaborative learning is emphasized and done correctly improves the quality of

instruction and learning. Effective collaborative learning strategies—such as jig-sawing-

force students to rely on each other for critical information. In addition, collaborative

learning allows students from different backgrounds and cultures to share positive

learning experiences, allowing for diverse students to come together for a common goal.

With collaborative learning, students are required and encouraged to interact and

communicate with their peers.

Alongside, Sudhakar (2018) emphasize that teachers should make good use of all

teaching materials. For example, they may select and use the materials in textbooks to

meet the teaching objectives, or compile their own supplementary teaching materials.

They may also design materials of different standards. Materials from the internet,

newspapers, magazines and references provided by the Education Department may help

teachers design interesting and enjoyable activities to enhance pupils ’effectiveness of

learning.

Also, Dowd (2018) says that peer tutors learn by teaching the material to

a classmate or younger student. Peer tutors are challenged to use and hone

their creativity and critical thinking skills to help tutees make sense of new
material introduced by the teacher. Students being tuto red can ask questions to

ensure understanding. For both students, repetition aids retention. Peer tutoring

increases motivation and improves the overall academic performance of the

class. If you are looking for a way to combat boredom, absenteeism and trua ncy,

peer tutoring is the answer.

In addition peer tutoring brings the classroom alive with energy and

positive attitudes. Students who receive peer tutoring are less likely to fear or

detest certain subjects. Peer tutors develop a sense of pride and self -worth

knowing they’re capable of making a positive difference in the life of another

student. Peer tutoring is also thought to increase self -confidence as tutors and

tutees discover they’re capable of mastering difficult assignments and abstract

concepts even without the help of the teacher.

Difficulties experienced on the measures undertaken to increase the level of

performance

According to Thompson (2018), attention span is the amount of time that a person

can spend on a task without becoming distracted. People with a short attention span may

have trouble focusing on tasks for any length of time without being easily distracted. A

short attention span can have several negative effecats, including: poor performance at

work or school, inability to complete daily tasks, missing important details or information,

communication difficulties in relationships and poor health related to neglect and inability

to practice healthy habits. (Healthline, 2020) In particular, attention is implicated as a key

factor in the apparent negative influence of technology on learning in the digital age.

(Lodge, 2019)

At the same time, Higgins (2019) states many students ask teachers for help without

even attempting a task on their own. But the real problem isn’t students’ knee-jerk requests

for help, but rather teachers obliging them. Hence the term, learned helplessness. A key,

then, to students unlearning helplessness is teachers relearning helpfulness.

Especially, Andriotis (2019) says that retain information longer and better. Design

your learning modules so that they require your trainees to review and summarize what

they have learned. Encouraging critical thinking has been shown to increase learning

retention rates over time, as it fosters an active learning mindset in learners, leading to

greater engagement. Add a review questionnaire at the end of learning modules

alongside a quiz or test, or have group training and feedback sessions, where

participants have to summarize and demonstrate what they have learned – after all, the

best way to learn something is to teach it.

While, Pugliese (2019) opines that creativity is a cluster of skills that are needed to

produce ideas that are both original and valuable and Teaching Creatively has been

defined as ‘teachers using imaginative approaches to make learning more interesting,

exciting and effective’. Teaching creatively requires both the ‘right’ set of skills and

dispositions. One way to teach more creatively is to look at teaching as a problem-solving

activity and to adopt a growth mindset. But can teachers learn to develop our creativity?

The good news is that the so-called everyday type of creativity can indeed be developed.
On the condition that one is a) motivated, b) has the right attitude, and c) uses some

strategies.

In addition, Johnson (2019) states that imagination and creativity are the traits

that fuel the future. Both serve to inspire students and should be integrated into

every part of learning. In planning and designing learning for students, this will

know: Teaching students how to think is more important than teaching students

what to think.

Problem solving based material can be developed, evaluated, and proposed for

numeracy learning

Apparently, Rasna (2018) says that a balance among cognitive, affective and

psychomotor aspects are required for character education. It is suggested that a theme-

based book for young children should balance the academic and non-academic aspects.

Gruber (2018) explain that Competency based programs are very flexible as their

structure depends on the individual learner. The focus of CBE is on the final outcome and

not the journey. This enables students to control their pacing because they are not

confined by a set learning process. One of the strongest outcomes of competency based

education is increased student engagement. The cost of competency based programs

varies by institution, program and student pace. One of the key benefits of CBE is that

learning centers on real-world skills and competency development. Programs are

designed around competencies that are needed for a particular career ensuring that the

material is relevant.
 Side by side, Marasigan (2019) hold that considering the fact that changes in the

curriculum happen every now and then, it is of prime significance that a teacher must

learn how to be flexible and must employ strategic innovations to develop his/her own set

of instructional materials consonant to the needs of the students..