Math Aiders Mentoring Program as Remedial Class for Low-Performing Learners

  • Amy B. Belonio Granada National High School-Ballesteros Campus
  • June Rey S. Sulatra Northern Iloilo State University
DOI: https://doi.org/10.17605/ijie.v5i6.3170
Keywords: mathematics achievement, remedial class, mentoring program, quasi-experimental

Abstract

Peer mentoring is one of the strategies used to enhance learners' mathematics achievement. This study developed a mentoring program that trains the potential higher grades high performing learners to become one of the “Math Aiders” to mentor the low performing learners in lower grades. The math aiders underwent a series of exams and training to become a mentor. Each mentor was assigned to three to five learners. This study was conducted in one secondary island school in Western Visayas, Philippines. Eighty (80) Grade 7 learners and twenty (20) “math aiders” were the participants of the study. A quasi-experimental method was used and the participants were grouped into two (2), the non-experimental (teacher only) and experimental group (math aiders and teacher as facilitator). The mentoring program was done after class hours, specifically at five o'clock in the afternoon (the time for the remedial class for low-performing learners). The instrument used was a researcher-made achievement test in Mathematics 7 which underwent validity and reliability testing. The findings of this study revealed that there is a significant increase in mathematics achievement in both interventions. Comparing the posttest between two groups, the learners' mathematics achievement was higher in the math aiders mentoring program group compared to the non-experimental group which is teacher alone instruction. This means that mentoring activity can be utilized as one of the interventions in the remedial classes to address the decrease in learners' achievement in mathematics.

References

1. Acharya, B. R. (2017). Diversity in mathematics education, Kathmandu: Pinnacle publication Pvt.
2. Anastasia, T. T., Skinner, R. L., & Mundhenk, S. E. (2012). Youth Mentoring: Program and
3. Mentor Best Practices. Journal of Family & Consumer Sciences, 104(2).
4. Davies, P. J. & Hersh, R. (2012). The Mathematical Experience. Boston:Mifflin Company.
5. Judd, M. M. (2017). Impacts of mentoring program on at-risk students (Unpublished Doctor of Education Thesis). Murray State University, South West Kentucky.
6. Muijs, A., Reynolds, F. (2008). Case study research: Theory, Practice, Methods. Bingley Emerald
7. Petosa, R. L., & Smith, L. H. (2014). Peer mentoring for health behavior change: A systematic review. American Journal of Health Education, 45(6), 351-357.
8. Sa’ad, T. U., Adamu, A., & Sadiq, A. M. (2014). The causes of poor performance in mathematics among public senior secondary school students in Azare metropolis of Bauchi State, Nigeria. Journal of Research & Method in Education, 4(6), 32.
9. Thompson, L. A., & Kelly-Vance, L. (2001). The impact of mentoring on academic achievement of at-risk youth. Children and Youth Services Review, 23(3), 227-242.
10. Umameh, M. A. (2011). A survey of factors responsible for students’ poor performance in mathematics in senior secondary school certificate examination (SSCE) in Idah local government area of Kogi state, Nigeria. Unpublished M. Ed Thesis, University of Benin, Benin City.
Published
2022-06-08
How to Cite
[1]
Belonio, A.B. and Sulatra, J.R.S. 2022. Math Aiders Mentoring Program as Remedial Class for Low-Performing Learners. International Journal on Integrated Education. 5, 6 (Jun. 2022), 168-172. DOI:https://doi.org/10.17605/ijie.v5i6.3170.
Issue
Vol. 5 No. 6 (2022): IJIE
Section
Articles

In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:

  • Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.