Main Article Content

Abstract

Teaching Mathematics lessons often requires that teachers recall previously taken concepts in class so that learners are better prepared for the current lesson. Review exercises in various forms help in the retrieval of learned ideas. This classroom – based action research dealt with an investigation called the TRES PARES, a drill consisting of two relevant questions from previous class discussion answerable in two minutes, that is answering one question after another, for two points. The aforementioned activity made use of show- me board to visually assess how well the respondents recall learned mathematical concepts during classroom discourse. It sought to determine the consistency and significant difference in the unit test scores among respondents.


A sum of forty sampled grade eleven students from Science, Technology, Engineering and Mathematics strand were selected using purposive sampling technique. Twenty respondents from the controlled group were paired to another set of twenty respondents from the experimental group based on their previous Mathematics grade. Pretest and posttest were given to both groups after engaging the experimental group with the intervention. Data results revealed that the average score of the sampled students from the experimental group is much higher, with mean of 6.29 compared to the control group, with mean of 4.5. Furthermore, the performance of the students in experimental group is more consistent with a standard deviation of 2.97 as compared to the scores of sampled students from the control group with standard deviation of 3.15. Using t- test of significance in both groups at 0.05 level, data results revealed that there is a significant difference between the performance of the respondents from the two groups

Keywords

Operation Tres Pares consistency performance

Article Details

How to Cite
[1]
Del Valle, M.B. 2021. Operation Tres Pares: Improving Performance in General Mathematics among Senior High School Students. International Journal on Integrated Education. 4, 5 (May 2021), 28-31. DOI:https://doi.org/10.31149/ijie.v4i5.1766.

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