Better Understanding of Arithmetic and Geometric Sequence using Strategic Intervention

Material

Arithmetic and Geometric sequence, as a very modern however useful order, gives an individual

chances to create life and useful abilities. Regardless of the general significance of mathematics, it is

baffling to take note of that the understudy's execution in the subject in both interior and outer

examinations has remained reliably poor (Adolphus T. , 2011). Therefore, learning its thoughts ends up

less requesting with the guide of various instructional materials (IMs) which are vital for the educating

learning process since they address the different needs of understudies.

The familiarity with basic arithmetic, accomplished in early primary school, is believed to be one

of the basis of knowledge in mathematics (Chang et al (2017 ). Social examinations with grown-ups

demonstrate that math uneasiness is related with poor execution on understanding math. Still, it stays

uncertain since there are cases of foundational dissimilarity in how great or small math nervousness is

in a person’s perspective of those who excessively learned the easy arithmetic problems that are less

dependent on learning. Regardless of simple arithmetic, the accomplishment was very dissimilar

especially in those of low math anxiety compared to persons that have high math anxiety. These

discoveries propose that high and low math uneasiness persons vary in approach to utmost structural

math problems.

Moreover, Geometry is also an increasingly necessary course for high school graduates. Geometric

concepts can, however, present a major challenge for young high school people with mathematical

difficulties. Although research into geometry teaching for students with mathematical difficulties is

limited, teachers are challenged daily to support young people who do not make adequate progress

through high- quality education (Dobbins et al , 2014).

 Ulla (2018) states in his previous studies conducted in the Philippines and the ASEAN region,

research has positive impact upon teachers’ teaching pedagogies and professional growth. But there are

limited studies concerning the benefits and challenges of making a research. His study explores the

experiences of the teachers conducting a school or a classroom research project in public schools here

in the Philippines. They collect the data through individual interviews of all Mathematics teachers in 11

public high schools in Mindanao, Philippines. Their findings indicate that although the teachers’

motivations to do research is more personal than professional, teachers claim that there are some

benefits in conducting a school and classroom-based research for their teaching practices and career

development. But there are hindrance in doing research such as “lack of the financial support, heavy

teaching load, lack of research skills and knowledge, and lack of research materials and resources”.

Suggestions are discussed through findings and recommendations articulate for future research

directions.

Aniban et al. (2014) stated that, by the standards of exercise contemplate as connected to

microteaching, the outcomes and determinations of a progression of exercises done by some alumni

understudies of De La Salle University, Philippines, trying to test the appropriateness of the exercise -

Sequence and Patterns - to encourage the change of seventh graders from arithmetic to algebra. The

post-exercise dialog and "a posteriori" examination turned out to be a pragmatic way to address the

issue as it could advance talks and elaborations on conceivable understudies' comprehension of factors

created through endeavors to portray designs happening in arrangements introduced.

The open learning activities of the Science Education Institute of the Department of Science and

Technology try to defeat certain boundaries, examples are empowering access, cost of replication,

convenient criticism, checking and ceaseless enhancement of learning modules (Feliciano et al., 2003).
By the use of an open-education model, similar to MIT's (Massachusetts Institute of Technology) OCW

(open courseware), a Web-based framework was produced to enhance the limit and ability working in

essential science and mathematics training in the Philippines by growing uninhibitedly available,

intuitive educating and learning assets. The study introduces the present status of the project, and

examines the framework's capability to convey better an incentive for cash, especially with the

economies of scale, when dissemination and observing of value learning modules turned out to be

across the country in degree.

According to Nebres (2009) in his study Engaging the Community, Targeted Interventions:

Achieving Scale in Basic Education Reform, he asserts that through focusing target interventions like

teacher training, educational materials, and physical facilities develops consensus on strategic plans and

progression of attaining goals in academic. It enhances teachers’ performance in their capacity of

handling diverse students, giving instructions and create better learning environment as its social

function of teaching (Dalanon et.al. 2018).

On February 1, 2019 at the Nieves Villarica National High School Teachers’ Faculty Room, a short

interview was conducted. The interviewed teacher was Ma’am Mary Grace R. Franco, a Junior High

School Teacher in Mathematics with years of experience. During the lesson of arithmetic and geometric

sequence, she had observed that most of the students comprehended the lesson well, students were

participative, and did not necessarily confuse the lesson. As inquired during the interview, she agreed

that there is an actual significance to learning about geometric sequence for future lessons in the higher

education such as the profession of the doctors and engineers. Mrs. Franco had performed a Strategic

Intervention Material (SIM) concerning polynomials and to her opinion, when compared to actual

teaching is not really that effective since the SIM is “just particularly designing one particular topic to

address the needs of the students.” But she still believes that there is a need for the teacher’s
intervention to explain necessary information. And that is what she claims to do in her classes, and as

observed, it always starts with the pre-activities, discussion, and then activity and enhancement and that

is the same as the SIM’s content. Although in the SIM it was made as a package for one particular

lesson.

Furthermore, a former student of Nieves Villarica National High School, Denny Rey A. Piscol,

conducted a study about the general term for arithmetic sequence that is very helpful for students,

particularly for those studying in grade 8 and above for it gives basic structure for the general term.

Thus, making it easier to understand and solve the concept. It distinguishes the basic elements needed

for the sequence and making the process for finding the general term of the arithmetic sequence easier

and faster. He is currently studying at University of Immaculate Conception and without a doubt, not

only him but also his current classmates believe that his study is very effective. He introduced it to

class during the discussion about the sequence. It has also been sent to the Dean of the USEP during his

grade 10 days, when conducting the Mathematics Investigatory Project (MIP).

To conclude, Intercession (SIM) material is a powerful method for enhancing understudies'

capability in mathematics (Villareal S. , 2014). As indicated by Barredo (2010) Intervention material

help instructors give understudies the required help to gain progress and increase and develop the

understudies' aptitudes, information and comprehension of students. Arithmetic and Geometric

Sequence has proven its purpose to students and further knowledge must be pursued. And the use of

Strategic Intervention Material, in conclusion, is effective to be used on supplying the needed

information to the students.

Better Understanding of Arithmetic and Geometric Sequence using Strategic Intervention Material

Review of Related Literature

In Partial fulfilment as a requirement in Reading and Writing Skills

Presented To:

Mrs. Fe S. Pamisa

Presented by:

Montajes, Ralph

Barrete, Eunice

Cate, Cristine Mae

Colegado, Alfa Mae Joyce

Guisihan, Abigail

Petalcorin, Izza Grace D.

San Juan, Kaira Christine

Somontan, VJ Ruth

Tale, Blessy

March 4, 2019