Comprehension-based intervention in teaching grade 9 algebra

Thesis Master of Arts in Teaching major in Mathematics University of Rizal System-Morong 2018

EXECUTIVE SUMMARY: The study focused on the Comprehension-Based Intervention in Teaching Grade 9 Algebra. The study was conducted in a public secondary school in the province of Rizal during the school year 2017-2018. The study used the descriptive, correlational, and experimental methods of research. It utilized the purposive sampling technique for it had the specific group of participants considered. The participants were determined through the Phil-IRI result of the English department in June 2017. The number of participants was 20. The comprehension is the target of the said intervention; the tool concentrated on the development of questions. This included literal, inferential, evaluative and application level of inquiry from the idea of scaffolding. The intervention presented three problems for each topic in variation: inverse joint and combined. The researcher made question per level for every problem in variation. The learners were initially on the literal level on combined variation while inferential level on the inverse and joint variation. After exposure to the comprehension-based intervention, the level of comprehension of the grade 9 learners increased. The mean score in joint variation was on the application level while inverse and combined variation were on the evaluation level. Also, there was a significant difference on the level of comprehension of grade 9 learners before and after exposure to the comprehension-based intervention. All mean scores of the grade 9 learners after exposure to the intervention were higher than that of their scores before exposure to the intervention. The grade 9 learners gained knowledge and skills on comprehension after having been exposed to the comprehension-based intervention. There was a significant difference on the level of performance of the grade 9 learners before and after exposure to the comprehension-based intervention. Before exposure to the comprehension-based intervention, there was only one learner under the literal level of nineteen was in the inferential level. However, after exposure to the comprehension-based materials, two (2) participants improved to inferential level, ten (10) in the evaluative level and eight (8) in the application level. Likewise, the level of performance in mathematics of grade 9 learners increased. Before the intervention there were n thirteen (13) grade 9 learners with a very low performance, six (6) under the low performance and one (1) in the average level. After exposure to the comprehension-based intervention, three (3) learners increased under the low level, five (5) progressed to the high level and twelve advanced to the very high level. There was a significant relationship between the level of comprehension and the level of performance in word problems in Algebra of grade 9 learners with respect to the different lessons in variation. The paper concluded that there was a very significant increase in the students' performance in the selected lessons in variation. The comprehension-based intervention is found effective in improving the stud