Least Learned Competencies in Mathematics 8: Basis in Crafting

Strategic Intervention Materials

G Laña1
1
Bariquir Elementary School, Bariquir Naguilian, La Union, 2511 Philippines

Journal of Research and Investigation in Education is licensed under a Creative Commons 4.0 International License.

ARTICLE HISTORY A B S T R A C T
Received: 13 June 23 This descriptive research study was conducted to determine and analyze the least
learned competencies in Mathematics 8 from First Quarter to Fourth Quarter in
Final Revision: 13 October 23
Naguilian District, Division of La Union as basis for crafting K to 12 aligned
Accepted: 23 October 23 Strategic Intervention Materials (SIMs). It also looked into the problems
Online Publication: 31 December 23 encountered in teaching Mathematics 8. Grade 9 learners and teachers were the
respondents; the learners’ participants were selected through Slovin’s formula. In
KEYWORDS treating the gathered data mean, percentages, frequencies, and ranking were used.
It found that there were eight (8) least learned competencies in all the quarters
SIMS, Mathematics 8, Least Learned (first, second, third, and fourth) and the level of performance was fairly
Competencies, Strategic Intervention satisfactory. It was concluded that the least learned competencies were those that
Materials. require higher order thinking skills. It was recommended that the crafted K to 12
aligned Strategic Intervention Material should be adopted by high school teachers
in Naguilian District and other high school teachers in the province as an
additional learning material to address the weaknesses of the learners along the
identified least learned competencies in Mathematics 8.

KATA KUNCI A B S T R A K
SIMS, Mathematics 8, Least Learned Studi penelitian deskriptif ini dilakukan untuk mengetahui dan menganalisis least
learned competencies dalam Matematika 8 dari Kuartal Pertama hingga Kuartal
Competencies, Strategic Intervention
Keempat di Distrik Naguilian, Divisi La Union sebagai dasar penyusunan K
Materials. hingga 12 Strategic Intervention Materials (SIMs) yang selaras. Hal ini juga
melihat permasalahan yang dihadapi dalam pengajaran Matematika 8. Siswa dan
CORRESPONDING AUTHOR guru kelas 9 menjadi responden; peserta pembelajar dipilih melalui rumus Slovin.
Dalam menangani rata-rata data yang dikumpulkan, persentase, frekuensi, dan
[email protected] peringkat digunakan. Ditemukan bahwa terdapat delapan (8) least learned
competencies di seluruh triwulan (pertama, kedua, ketiga, dan keempat) dan
DOI tingkat kinerjanya cukup memuaskan. Disimpulkan bahwa least learned
competencies adalah kompetensi yang memerlukan keterampilan berpikir tingkat
10.37034/residu.v1i3.158 tinggi. Direkomendasikan agar Strategic Intervention Materials yang disusun K
sampai 12 harus diadopsi oleh guru sekolah menengah atas di Distrik Naguilian
dan guru sekolah menengah lainnya di provinsi tersebut sebagai bahan
pembelajaran tambahan untuk mengatasi kelemahan peserta didik sepanjang least
learned competencies yang teridentifikasi dalam Matematika 8.

1. Introduction the society. It allows students to master the learning

process, to engage with their curriculum, own and
a. Research Background
direct their own and individual and flexible ways. It
Education is a means for man to survive the provides complex learning environments for students
complexities of this ever-changing world. It is the best which incorporate authentic learning, assessing, and
thing a person can have to guarantee that he will live a personal development. It will allow learners to solve
prosperous life; It is indeed essential in preparing for the types of the complex problem they will face in real
one’s bright future. It is one of the basic needs of an life [1].
individual. It is just like a ladder where one must take
In today’s world, one of the areas of education that
the first step before going to succeeding steps.
helps people to cope with their different problems is
Education also produces well cultured wise man. It is
Mathematics. It demands a strong foundation in this
often said that the children of today are the citizens of
core subject since it is considered as one of the
tomorrow. If children today study hard to become good
gateways for every nation’s progress. In the K to 12
students, then surely, they will become good citizens in
curriculums, Mathematics is one subject that pervades
the future.
life at any age on many circumstances. Thus, its value
The 21st century’s goal in education is the mastery of goes beyond the classroom and the school.
information, embedded in knowledge and Mathematics as a school subject, therefore, must be
understanding and the advanced use of technology in learned comprehensively and with much depth. The

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twin goals in the basic education levels, K-10 are develop understanding as well as show the appropriate
critical thinking and problem solving [2]. way of doing things [6].
Mathematics is one of the major subjects which cannot Likewise, students taught with instructional materials
be taught effectively without the use of appropriate performed better that those taught without instructional
instructional materials. Thus, it is required that teachers materials [7]. This shows that students learn and
must ensure the active participation of all the learners. perform better when they are taught with instructional
Learning by doing is emphasized in the curriculum so materials because the use of instructional materials
the students should be able to understand and connect gives the opportunity to see, feel, and touch the
the importance of the subject matter to life and materials during teaching. Moreover, strategic
community at large. intervention material (SIM) as those that deepen the
students’ skills in manipulation, thinking,
Mathematical literacy therefore involves more than
understanding, and observing. It is a user-friendly
executing mathematical procedures and possessions of
instructional material that can be used inside the
basic knowledge that would allow a citizen to get by.
classroom or it can be given as take-home activity of
Mathematical literacy is mathematical knowledge,
the students [8].
methods, and processes applied in various contexts in
insightful and reflective ways. According to de Lange, Additionally, in the recently conducted PISA
mathematical literacy is the overarching literacy that (Programmed for International Student Assessment
includes numeracy, quantitative literacy, and spatial 2019) the result where Philippines was placed last
literacy. Each of this type of literacy empowers the among the 79 participating countries and near last in
individual in making sense of and understanding science and mathematics, puts in even sharper focus
aspects of the world and his/her experiences To be able our need to address quality basic
to have mathematical literacy teachers should use education(sunstarpampangapressreader.com).
appropriate intervention materials. Likewise, the NAT (National Achievement Test)
performance of the Fourth-Year high schools in
Intervention materials are important for teachers in the
Mathematics of the La Union Schools Division is
delivery of instruction to ensure that all students
moderately poor based on the results for the following
succeed in today’s high stakes testing environment.
school years were as follows: 2012-2013 (40.71%) and
Helping students require teachers to choose an
2013-2014 (48.34%). In addition, the mean percentage
appropriate time and strategy for the intervention.
scores of the students were likewise relatively low
Without a systematic approach, this can be a challenge
from DepEd Division of La Union Report on 2015.
for teachers who have multiple need of help [3].
Result of the National Achievement Test identifies
Some of the great challenges faced by educators today
Mathematics as one of the lowest performing subject
includes the shortage of unequal and insufficient
areas for the past three years. It is apparent that in the
distribution of materials and resources, lack of time for
secondary schools in La Union Schools Division
planning lessons, and evaluations, poorly defined
particularly in Naguilian District the NAT (National
learning objectives and lack of training in pedagogical
Achievement Test) results are alarming especially
approaches that teach scientific literacy and scientific
among the public secondary schools which garnered
thinking. In many countries, educational research is
the following mean in Mathematics: S.Y: 2015-2016,
producing materials supported by government finance
35.67%: SY 2016-2017, 33.67%: SY 2017-2018,
and there is a growing trend for synch materials to be
45.89%, these results mean that they did not even meet
freely available on the internet. This provides some
the mastery level.
surely that materials have been tried and tested and it is
left to the reader to adopt them to their context. This The low achievement rates of secondary schools are
adaption provides challenges for the math teacher indicative of the low quality of basic education and can
education, which must prepare teachers to make such be attributed, among others, to the lack of proficient
changes concepts are not in existence which results to teachers who are primary source for secondary students
students’ continuous failure in mathematics [4]. in lieu of books and other learning material. There is a
clear evidence that a teacher’s ability and proficiency
In addition, teachers need to provide more effective
are the most influential determinants of students’
and efficient learning environments and instructional
performance [9].
and educational experiences to their students because
there had been reported shortage of instructional In the Schools Division of La Union, the mandate is
materials at all level of education in the country that after every quarter test examination, the teachers
particularly for the teaching and learning of shall identify 3 least mastered learning competencies in
Mathematics [5]. Furthermore, the approach of using each subject as a basis for crafting appropriate
improvised materials, like the SIM, in mathematics instructional material designed to enhance the
classrooms assists in proper introduction of new skills, identified least learned competencies. However, it was
observed that teachers experience difficulty in crafting

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and producing instructional materials suited for the All subjects are essential for learners and educators, but
identified least learned competencies, due to several mathematics education serves a general purpose of
reasons like lack of funds, lack of time, lack of idea on school to develop human beings mentally, healthy and
making instructional materials, and lack of support physically. It makes people creative and responsible
coming from the school. [12]. Mathematics education enables learners to meet
society demands for adequately qualified and flexible
Education’s new normal will not just be about
or pliable work force.
operating in an environment that secures the health of
the students; nor will it be about completely In a study where they found out that Grade 8 students
transitioning the online modalities. Instead, it is about have low performance in their achievement test
using technology to increase efficiency in areas with particularly along algebra, which they claimed to be
the capacity to do so, while empowering learners and caused by poor retention of their lessons [13]. In
communities to provide learning environment in which addition, there is also study stating that the students
the student can grow. It is not to sacrifice quality but have good performance in geometry because they
continue to provide equal opportunities, most recognize figures not only based on their appearance
especially to the marginalized and vulnerable sectors. It but also their properties [14]. They reason, analyze, and
is not a one-size-fits-all solution, but one that is the use their critical thinking skills in given geometric
dependent on the needs of each learning community. tasks. Also, the study of another where she noted that
[10] students can easily solve problems in geometry when
they understand the concepts involved when they are
It is with this situation that the researcher embarked to
involved in activities provided [15]. They verify what
look into the solution of the Grade 8 learners to
are asked using the specific tools in Geometry by
improve the identified least learned competencies so
measuring and describing the relationships among the
that the researcher herself can introduce a strategic
given angles.
intervention material that can help alleviate the
different learning competencies in mathematics. c. Research Objective
b. Literature Review This study determined the least mastered competencies
of Grade 8 students in the Public Secondary National
1) Least Mastered Competencies
Schools of Naguilian Districtas basis in crafting SIMs
A teacher should know the curriculum, subject and in Mathematics 8. Specifically, it sought to answer the
level and has the mastery in spiralizing the materials following questions:
required for the strategies and proper implementation.
1) What are the least mastered competencies of
A teacher is expected to be knowledgeable in the
school year 2018- 2019in all quarter examination
standards set by the department. There is studies that
of Grade 8 students?
uses fourteen identified least mastered skills in
Mathematics for Grade 7 and develop a Strategic 2) What is the level of performance of Grade 8
Intervention Material to improve the least mastered learners based on the identified least learned
competency in Mathematics for Grade 7 students [11]. competencies?
There is an increase in the performance of students
3) What validated K to 12 aligned strategic
before and after using SIM.
intervention materials Mathematics 8 can be
Likewise with the study of Feliciano determine the proposed?
effect of Strategic Intervention Materials as learning
2. Research Method
support for academically challenge learners. It showed
that there was an increase in their academic The researcher utilized the descriptive research
performance. On the other the hand Salvejo, explored method. According to another study, descriptive
the learning approach adopted and investigate the research is defined as collections of quantitative
effect of Strategic Intervention Material Based information that can be tabulated in numerical form
Instruction on the performance of students in High such as scores on a test [16]. Also, descriptive research
School Chemistry and utilized pretest and posttest involves gathering, organizing, tabulating, depicting
design. Result of the study showed that the SIM BI was and analyzing data that describe events about present
effective in terms of improving students’ performance conditions, processes or trends. This method is
and learning approach. In addition to Torio, conducted appropriate in this study because the researcher wants
a study about developing instructional, materials using to assess the least learned competencies of the Grade 8
Algebra as tool in problem solving with the main learners in Naguilian District.
objective of determining its effectiveness. Results
The study utilized quantitative approach. Quantitative
revealed that the instructional materials are effective in
approach emphasizes objective measurements and the
improving the performance of the students.
statistical, mathematical, or numerical analysis of data
2) Level of Performance collected through poles, questionnaires, and surveys or

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by manipulating pre-existing statistical data using 3. Result and Discussion

computational techniques. It focuses on gathering
a. Least Learned Competencies in Mathematics 8
numerical data and generalizing it across groups to
S.Y 2018-2019
explain particular phenomena [16]. This approach was
used for the study because numerical data such as
Table 2 to Table 5 reflects the least learned
number of students with correct answers were counted
competencies in Mathematics 8 of the Grade 8
and considered in the data analysis. Further, the result
learners’ School Year 2019-2020 from First to Fourth
of the quarter examination was analyzed to determine
Quarter.
the least learned competencies in every quarter test.
The study was conducted in the Public Secondary LC IN FoE % Rank
Schools of Naguilian District, Division of La Union Simplifies rational
1 90 32.14 9
during the School Year 2019-2020. The respondents of algebraic expressions. 16 149 53.21 4
the study were 280 grade 9 students enrolled for the 36 184 65.71 2
Solves problems in 2 105 37.50 8
School Year 2019-2020. They were the respondents involving systems of 17 147 52.50 5
because they were the ones who took up and finished linear equation. 26 174 62.40 3
all the lessons in Mathematics 8. Slovin’s Formula was Performs operations 3 113 40.36 7
used to identify the number of respondents. To obtain on rational algebraic 18 140 50.00 6
expressions. 27 194 69.29 1
the necessary data for the study, the researcher used
assessment test consisting of 50 items. The tests items Table 2. Least Learned Competencies – First Quarter
were lifted from the different least learned LC IN FoE % Rank
competencies in Mathematics 8 from first to fourth 4 112 40.00 10.5
quarters of School Year 2018 - 2019. The least learned 5 112 40.00 10.5
competencies were consolidated and identified for each Graphs linear function 19 136 48.57 8
(a) domain (b) range 20 131 46.79 9
quarter. The identified Least Learned Competencies (c) table of values 28 139 49.64 7
(LLC) were the basis of the researcher in the (d) intercept of slope. 37 179 63.93 3
construction of the assessment test for the grade 9 38 163 58.21 5
learners. The data gathered, collated, and tabulated 46 192 68.57 2
6 107 38.21 12
were subjected to analysis and interpretation using the Writes proof (both
21 140 50.00 6
appropriate statistical tools. The raw data were tallied direct and direct).
39 166 59.29 4
and presented in tables for easier understanding. Performs operations on
rational algebraic
To determine the least learned competencies the 7 104 37.14 13
expressions.
29 198 70.71 1
researcher treated the data using frequency of errors, Writes proof (both
percentages and ranking. The performance level was direct and direct).
determined based on the range of the frequency of error Table 3. Least Learned Competencies – Second Quarter
committed. For the level of performance of the Grade 9
LC IN FoE % Rank
students in mathematics 8, was categorized into 5 Solves corresponding 8 111 39.64 12
rating scales following the norms prescribed by parts of congruent 30 151 53.93 9
Department of Education as shown on Table 1 below. triangles 40 167 59.64 4
9 109 38.93 13
Range of Frequency of Errors Level of Performance 10 108 38.57 14
0 – 56 Outstanding 22 149 53.21 10
57 – 112 Very Satisfactory Illustrates the SAS,
31 161 57.50 7
113 – 168 Satisfactory ASA and SSS
32 163 58.21 6
169 – 224 Fairly Satisfactory Congruence postulates
41 182 65.00 2
225 - 280 Did not meet expectations 42 174 62.14 3
47 206 73.57 1
Table 1. Rating scales by Department of Education Applies triangle 11 114 40.71 11
The assessment test underwent different processes such congruence to 23 158 56.43 8
construct perpendicular
as construction of a table of specifications, construction lines and angle 43 165 58.93 5
of test items, face validation by the researcher’s adviser bisectors
and panelists, content validation by 5 external Table 4. Least Learned Competencies – Third Quarter
validators who are experts in the field of Mathematics,
pilot testing /trial run, and evaluation of the test to
determine its validity and reliability.

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LC IN FoE % Rank of the parts of the conditional statements, the proper

12 114 40.71 13 conjecture for a given situation, the conditions that can
24 144 51.43 8
Proves inequalities in a
33 149 53.21 7
be led to conditional statement, formulating conditional
triangle. statements, identifying whether an argument used as
44 168 60.00 5
48 191 68.21 3 inductive or deductive reasoning to arrive at a
Counts the number of 13 120 42.86 12 conclusion, and measurement of angles formed by lines
occurrences of an 14 131 46.79 10
outcome in an 34 167 59.64 6
and parallel. This could also mean that the question is
experiment (a) table, 45 185 66.07 4 under the lowest level of thinking in the Bloom’s
(b) tree diagram (c) 49 203 72.50 2 Taxonomy which is remembering, that learners are
systematic listing and able to understand the concept but having difficulty in
(d) fundamental 50 207 73.93 1
counting principle
application of the concept.
Illustrate theorem on 15 126 45.00 11 Still considering the figures in the table, it discloses
triangle inequalities
(Exterior Angle another least learned competencies in Mathematics 8 in
Inequality Theorem, the third quarter along illustrating the SAS, ASA, and
35 145 51.79 9
Triangle Inequality SSS congruence postulates rank 1 as least learned
Theorem, Hinge competency with a frequency of errors of 206 out 280
Theorem)
with a rate of 73.57%. This means that the learners
Table 5. Least Learned Competencies – Fourth Quarter have a little background on the topic. This also denotes
Where LC is Learning Competency, IN is Item that the students cannot understand questions that
Number and FoE is Frequency of Error with n = 280. require higher order thinking skills based on the table
The Table reveals that least learned competency for the of specifications. This result indicates that almost 50%
First Quarter among the Grade 8 learners is performs of the students were aware of but have minimum
operations on rational algebraic expressions. This item comprehension of the theorems and postulates related
ranks number 1 which has the highest frequency of to Triangle Inequalities such as ASA Triangle
errors of 194 out of 280 with a rate of 69.29%. Inequality, the SSS triangle inequality theorem which
can be used to determine whether the given sides are
This means that most of the learners experienced possible sides of a triangle, and to arrange angles of a
difficulty in performing operations on rational triangle given only the measurement of sides.
algebraic expression. This further implies that learners
have deficient mastery along that learning competency. The table also reveals the least learned competencies
The learners have minimal understanding on the for the fourth quarter of Grade 8 learners along counts
concept of simplifying or in preforming algebraic the number of occurrences of an outcome in an
expressions. A scrutiny of the assessment tests revealed experiment (a) table, (b) tree diagram (c) systematic
that the learners can recognize and identify what a listing and (d) fundamental counting principal rank 1 as
rational algebraic expression is. But they can no longer the least learned competency in the fourth quarter with
simplify the algebraic expression. This can be a frequency of errors of 207 out of 280 equivalents to
attributed to the lack of instructional materials to be 73.93%.
used by teachers in the delivery of instruction of the This means that most of the learners lack the necessary
said learning competency. knowledge in understanding the concepts on
The finding is parallel to the study revealing that most probability and statistics. It can also be deduced from
students lack the needed skill in performing the table that the students fail to master the important
fundamentals of operations on rational expressions skills along this content area.
[14]. They cannot solve problems involving rational b. Level of Performance of the Grade 8 students
equations because they lack the skill in simplifying
rational algebraic expressions. Table 6 to Table 9 manifests the level of performance
of the Grade 8 students from first quarter to fourth
The table also reveals that least learned competency for quarter.
the Second Quarter among the Grade 8 learners School
Year 2018-2019 is along illustrating the equivalences LC IN FoE LoP
1 90 VS
of (a) the statement and (b) the converse and inverse Simplifies rational algebraic
16 149 S
statement. This item ranks number 1 which has the expressions. 36 184 FS
highest frequency of errors of 198 out of 280 with a Solves problems in involving 2 105 VS
rate of 70.71%. This means that the students have not systems of linear equation. 17 147 S
26 174 FS
gained a reasonable amount of knowledge and skills in 3 113 S
geometry. It denotes that they are not familiar with the Performs operations on rational 18 140 S
algebraic expressions.
different theorems and postulates that can be used to 27 194 FS
prove statements. It signifies that they do not have an Table 6. Level of Performance – First Quarter
average grasp and satisfactory level of understanding

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LC IN FoE LoP in addition to learning about mathematical objects and

4 112 VS relationships which show that a critical part of
5 112 VS
Graphs linear function
19 136 S
appropriating introductory algebra is being aware of
(a) domain
20 131 S “what is the example” and “what is general’ in
(b) range
(c) table of values
28 139 S different for students’ comprehension.
37 179 FS
(d) intercept of slope. The table also discloses that during the second quarter
38 163 S
46 192 FS students have fairly satisfactory level of performance
6 107 VS on Graphs linear function (a) domain (b) range (c) table
Writes proof (both direct and direct). 21 140 S
39 166 S of values (d) intercept of slope and illustrates the
Performs operations on rational algebraic equivalences of (a)statement (b) converse (c) inverse
7 104 VS
expressions.
29 198 FS statement. This means that students lack mastery on
Writes proof (both direct and direct). this content area especially along solving the domain
Table 7. Level of Performance – Second Quarter and range. It also shows that students are weak along
this topic and confused along inverse, converse, and
LC IN FoE LoP
contrapositive. It indicates that students cannot
8 111 VS
Solves corresponding parts of
30 151 S construct sentences based on the given. This is an
congruent triangles indicative that many of the students cannot identify
40 167 S
9 109 S correctly the graph showing linear equations and
10 108 S inequalities in two variables and translate mathematical
22 149 S
Illustrates the SAS, ASA and SSS 31 161 S sentences with algebraic inequalities.
Congruence postulates 32 163 S
41 182 FS
The table also shows that level of performance of
42 174 FS Grade 8 learners in third quarter is fairly satisfactory on
47 206 FS Illustrates the SAS, ASA and SSS Congruence
Applies triangle congruence to 11 114 S postulates. This means that students lack mastery on
construct perpendicular lines and 23 158 S
the basic of geometry. This shows that students are
angle bisectors 43 165 S
confused in solving problems regarding triangles
Table 8. Level of Performance – Third Quarter specifically when it is a mixed problem on SAS, ASA
LC IN FoE LoP and SSS on triangle congruence and postulates.
12 114 S
24 144 S The findings run parallel to the study of [15] where she
Proves inequalities in a triangle. 33 149 S noted that students can easily solve problems in
44 168 FS geometry when they understand the concepts involved
48 191 FS when they are involved in activities provided. They
13 120 S
Counts the number of occurrences of 14 131 S
verify what are asked using the specific tools in
an outcome in an experiment (a) table, 34 167 S Geometry by measuring and describing the
(b) tree diagram (c) systematic listing 45 185 FS relationships among the given angles.
and (d) fundamental counting principle 49 203 FS
50 207 S Finally, the table elucidates the level of performance of
Illustrate theorem on triangle 15 126 S Grade 8 learners during the fourth quarter on Counts
inequalities (Exterior Angle Inequality the number of occurrences of an outcome in an
Theorem, Triangle Inequality 35 145 S
Theorem, Hinge Theorem) experiment (a) table, (b) tree diagram (c) systematic
listing and (d) fundamental counting principle and
Table 9. Level of Performance – Fourth Quarter
proves inequalities of triangle is fairly satisfactory.
Where LC is Learning Competency, IN is Item This shows that students lack mastery under theorem
Number, FoE is Frequency of Error with n = 280 and which is the basic concept to understand this learning
LoP is Level of Performance. It can be observed that competency. This also indicates that the time frame
during the first quarter the level of performance of the allotted in this learning competency is quite too short
Grade 8 learners along the learning competencies in for the students to gain mastery in this learning
simplifying rational algebraic expressions and solving competency because they are under the last part of the
problems in involving systems of linear equation falls curriculum. This implies that students are confuse in
under fairly satisfactory. This means that students terms of proving because the students will be the one to
cannot simplify rational algebraic. provide and construct statement and reason.
The findings of the study conform to the finding of a 4. Conclusion
study where revealing the students have dynamic way Based on the findings obtained by the researcher, the
of interpreting an algebraic expression [17]. following conclusions were made: there are eight (8)
Mathematical convections obstruct the students’
least learned competencies in all the quarter
understanding. This indicates that learning examinations in Mathematics 8 most of it requires
mathematics is about learning specific communicative higher order thinking skills. The students must master

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the four fundamental operations in Mathematics. [3] Jansen, H. (2015) Intervention Strategies for Science Teachers.
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