Republic of the Philippines

Department of Education
Region IVA-CALABARZON
Division of Quezon

ELIAS A. SALVADOR NATIONAL HIGH SCHOOL

Agdangan, Quezon

ENHANCING THE LEVEL OF PERFORMANCE IN GENERAL

MATHEMATICS OF THE SELECTED “DID NOT MEET EXPECTATIONS”
GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF ELIAS A.
SALVADOR NATIONAL HIGH SCHOOL THROUGH PROJECT RePeerM

(Remediation through Peer Mentoring Strategy)

 Prepared:

ARIS A. BANTOC

Master Teacher II

II. Introduction

Curriculum is the heart of education. Its mission, vision and core values
are the soul. As Enhanced Basic Education Act of 2013 or Republic Act 10533
stated, the curriculum shall use pedagogical approaches such as
constructivism, inquiry-based, reflective, collaborative, and integrative.
Furthermore, according to the DepED Mission, teachers must facilitate
learning and constantly nurture every learner.

The office of the Department of Education suggested that teachers be

made to understand that once a student is accepted in a school, he becomes
the school’s responsibility and that all educational provisions should be offered
to enable him to develop his potentials to the maximum; and teachers exhaust
all remedial measures before deciding to fail a student as stated in DepEd
Order no. 34, s. 1989. The K to 12 learners who will get 74% and below (did
not meet expectations) will be given remedial classes as stated in DepED
Order No.8 s.2015 (Leosala, 2017).

Elias A. Salvador Senior High School offers Academic Track (General

Academic Strand & Accountancy, Business & Management) and Technical
Vocational Livelihood Track (Electrical Installation and Maintenance (EIM),
Electronic Products Assembly and Servicing (EPAS), and Bread and Pastry
Production (BPP).

The average Mean Percentage Score of Senior High School students in

General Mathematics during the 1st semester of the S.Y. 2016 - 2017 is 47.99
wherein based to the DepED percentile distribution, this rate belongs to Lower
Average. It does not satisfy the minimum requirement of DepED of 75 MPS.
General Mathematics subject has the lowest MPS among the five core
subjects that were offered during the 1st semester. As there were 35 students
got a final rating of 74% and below (did not meet expectations) especially
during the 1st quarter of this semester. Hence, their performance was
struggling and it affects their overall performance in the Senior High School.

To increase the level of performance of Grade 11 Senior High School

students, in General Mathematics which is the core subject, the researcher
employed an innovative strategy in giving remediation to the students who “did
not meet expectations” which involves collaborative approach as per one of
the pedagogical approaches suggested by the Department of Education. The
researcher called it Project RePeerM or the Remediation through Peer
Mentoring Strategy.

II. Objectives

This study aimed to enhance the level of performance in General

Mathematics of the selected “Did Not Meet Expectations” Grade 11 Senior
High School students of Elias A. Salvador NHS through Project RePeerM
(Remediation through Peer Mentoring Strategy) during the 1st quarter of the 1st
semester, S.Y. 2017-2018.

Specifically, it sought to answer the following questions:

1. What is the level of performance in General Mathematics of “Did Not Meet
Expectations” Grade 11 Senior High School Students of Elias A. Salvador
National High School before the implementation of Project RePeerM?

2. What is the level of performance in General Mathematics of “Did Not Meet

Expectations” Grade 11 Senior High School Students of Elias A. Salvador
National High School after the implementation of Project RePeerM?

3. Is there a significant difference in the level of performance of “Did Not Meet

Expectations” Grade 11 Senior High School Students before and after the
implementation of Project RePeerM?

4. What are the problems encountered by the Grade 11 Senior High School
students of Elias A. Salvador National High School during the implementation
of Project RePeerM?

5. What are the implications of the findings of this action research in enhancing
the level of performance of “Did Not Meet Expectations” Grade 11 Students of
Elias A. Salvador National High School?

Hypothesis

H0 There is no significant difference in the level of performance in

General Mathematics of Grade 11 Senior High School students of
Elias A. Salvador National High School before and after the
implementation of Project RePeerM.

IV. Conceptual Framework

 This research study was coined to the instructional scaffolding theory of
Jerome Bruner. Instructional scaffolding was a learning process designed to
promote a deeper level of learning. Scaffolding was the support given during
the learning process which tailored to the needs of the student with the intention
of helping the student achieve his/her learning goals (Sawyer, 2006). It was
also coined to Collaborative approach which requires learners to work
together towards a common goal (DepED Order No. 42, s. 2016).

Since grade 11 ”did not meet expectations” learners of ESNHS have low
level of performance as revealed by their pretest scores, the researchers
conducted a project which would help students improve the level of
performance and achieve their goals in education. Using peer-mentoring
strategy the students enhanced the level of their performance in General
Mathematics.

Project RePeerM was designed to enhance the level of performance of the

students anchored in Instructional scaffolding which aligned to promote
learning through the used of different teaching strategies and approaches.

This theory also helped educator to identify problems encountered by the

grade 11 students of EASNHS during the implementation of Project RePeerM.
For these, the researcher innovated more teaching strategies to support
learning. It helped also to find more solutions in this problem through analysis of
level of performance of grade 11 students before and after the implementation
of Project RePeerM
Instructional scaffolding (such as Project RePeerM) was the provision
of sufficient support to promote learning when concepts and skills were being
first introduced to students. These supports included the following: resources, a
compelling task, templates and guides, guidance on the development
of cognitive and social skills. Supports were gradually removed as
students developed autonomous learning strategies, thus promoting the
cognitive, affective and psychomotor learning skills and knowledge. Teachers
helped students to master a task by providing support.

From own experience in schools, the researchers observed that the

performance of Grade 11 students in General Mathematics needs aids. As
there are thirty five (35) students belong to “did not meet expectations” level;
they need remediation (DepED Memo 158, s. 2013). This study helped Grade
11 math students improve their performance to reach their needs through
implementation of Project RePeerM during the learning process for the School
Year 2017- 2018.

V. Methodology

This part presents the research design, research locale, population and
sample, instrumentation, data gathering procedure and statistical treatment of
data.

Research Design

This study used the descriptive method of research and

quasi-experimental method of research. It focused on enhancing the level of
performance in General Mathematics of “Did not Meet Expectations” Grade 11
Senior High School students. The data was obtained through administering the
pretest (1st quarter test) and the post-test. The teacher-researcher conducted
a remediation through peer-mentoring strategy. “Advanced” learners did it for
“did not meet expectations” grade 11 students as their enrichment activity. It
was conducted in ten (10) days period after midterm examination (first quarter
test) and before the distribution of school report card. It was done during
vacant period. This study used Quasi-experiment method to answer the three
specific question of the study such as (a) What is the level of performance in
General Mathematics of “Did Not Meet Expectations” Grade 11 Senior High
School Students of Elias A. Salvador National High School before the
implementation of Project RePeerM? (b) What is the level of performance in
General Mathematics of “Did Not Meet Expectations” Grade 11 Senior High
School Students of Elias A. Salvador National High School after the
implementation of Project RePeerM? (c) Is there a significant difference in the
level of performance of “Did Not Meet Expectations” Grade 11 Senior High
School Students before and after the implementation of Project RePeerM?

In order to identify the problems encountered by the Grade 11 Senior High

School students of Elias A. Salvador National High School during the
implementation of Project RePeerM, the researcher used a Focus Group
Discussion.

Research Locale
The study was conducted at Elias A. Salvador National High School -
Senior High School in Poblacion I, Agdangan, Quezon where the researcher
currently teaches. It offers Academic Track (General Academic Strand &
Accountancy, Business & Management) and Technical Vocational Livelihood
Track (Electrical Installation and Maintenance (EIM), Electronic Products
Assembly and Servicing (EPAS), and Bread and Pastry Production (BPP).
Approximately, there were one thousand two hundred six (1206) students who
were studying in this institution. There were one hundred sixty eight (168)
grade 11 students who were the population of this research. Each sample in
this population has an average grade of 74% and below or belong to what so
called “did not meet expectations” learners. They were the students of the
researcher who contributed low level of performance (MPS) in the class and it
affects the overall performance in the Senior High School.

Research Population and Sample

The respondents of this study were thirty five (35) Grade 11 Senior High
School students from the different sections in Grade 11 of Elias A. Salvador
National High School, Agdangan, Quezon, School Year 2017-2018. Purposive
sampling technique was used. Therefrom, all grade 11 Senior High School
students who got an average grade of 74% and below in General Mathematics
in the first quarter were selected. These are called the “did not meet
expectations” students.

Research Instrumentation

The data of this study was obtained through the pretest and post-test of
“did not meet expectations” grade 11 students in first quarter (midterm). A 50 -
item test questionnaire was constructed by the researcher and was validated
by the grade 12 students as they have already taken this subject in the
previous year. The researcher constructed a 10-day timeline for Project
RePeerM (Remediation through Peer-Mentoring Strategy), together with the
permission letter to the parents of “did not meet expectations” grade 11
students. Focus Group Discussion (FGD) was used to determine the problem
encountered by the Grade 11 mentors and mentees during the implementation
of Project RePeerM.
Data Gathering Procedures
 The researcher spent one hundred twenty (120) minutes in administering
the pretest and one hundred twenty (120) minutes in administering the
post-test. The first day after the midterm exam was identification of “Did Not
Meet Expectation” grade 11 students. On the second day was construction of
Project RePeerM timeline. The next ten (10) school days was the
implementation of Project RePeerM (Remediation through Peer-Mentoring
Strategy). With the help of “Advanced” grade 11 students, the researcher
implemented a 2-week remediation program through Project RePeerM during
vacant time of the two parties. It served as the enrichment activity of
“advanced” learners.

As stated by the DEPEd Special Instructional Programs: Advance (A) and

Proficient (P) level students, must give enrichment; for Approaching
Proficiency (AP) and Developing (D) level students, the reinforcement is given
and finally, remediation for Beginning (B) (Did Not Meet Expectations)
students. The post-test was administered on the last day of Project RePeerM.
Focus Group Discussion was used to determine the problem encountered by
the Grade 11 Senior High School students during the implementation of
Project RePeerM.

Statistical Treatment of Data

In order to interpret the result of the study, the gathered data was
subjected to statistical treatment.

To determine the level of performance in General Mathematics of Grade

11 Senior High School students, the mean and standard deviation was
determined using the formula:

x
x
n

where;
 x = mean

 x = Summation of scores of pretest and post-test

N = total number of respondents

s
 x  x2
n

where;
S = standard deviation

 x  x 2 = the summation of the squares between the scores and mean

N = number of respondents

The t-test for dependent samples was used to find out if there is a
significantly difference in the pretest and post- test results.

t
D
n D   D 
2 2

(n  1)

Where:

ΣD = is the sum of all the individual’s pre-post score differences

ΣD2 = is the sum of all individual’s pre-post score differences squared

n = number of subject in sample

DepED, Quartile Distribution was used to describe the level of

performance of Grade 11 Senior High School students of ESHNS before and
after the implementation of Project RePeerM. It was modified by the
researcher by dividing the mean score distribution twice to satisfy the
research.
Mean Score Descriptive Equivalent
 37.50 - 50.00 Superior
25.00 - 37.49 Upper Average
12.81 - 24.99 Lower Average
0.00 - 12.80 Poor
To determine the problems encountered by the grade 11 students, this
research used a Focus Group Discussion.

VI. Results and Discussions

 This part shows the results of the analysis and interpretation of the data
gathered through the research instruments used in the study.

Table 1
Mean Scores of Pretest of Grade 11 Students
21 12 9 18 12 20 22

17 9 22 11 14 16 22

24 16 20 19 14 13 18

17 18 11 9 13 16 16

12 22 8 15 19 24 20

Mean Score = 16.26 SD = 4.66

Table 1 shows the pretest scores of grade 11 students as to mean

performance in General Mathematics before the implementation of project
RePeerM. The respondents are 35 students. The lowest score is 9 while the
highest score is 24 with a mean score of 16.26 which indicates that the
performance of Grade 11 students in General Mathematics is below average.
The standard deviation of Pretest scores is 4.66.

Table 2
Mean Scores of Posttest of Grade 11 Students
25 29 24 30 27 30 24

33 32 25 29 29 29 27

34 32 26 26 29 25 28

22 28 33 25 30 20 29

28 32 18 28 28 25 25

Mean=27.54 SD=3.67

Table 2 shows the post-test scores of grade 11 students as to mean

performance in General Mathematics after the implementation of project
RePeerM. The respondents are 35 students. The lowest score is 20 while the
highest score is 34 with a mean score of 27.54 which indicates that the
performance of Grade 11 students in General Mathematics after the
implementation of Project RePeerM is upper average. The standard deviation
of post-test is 3.67 which shows that there was an improvement of the
performance of “did not meet expectations” students through collaborative
approach in the curriculum.
The curriculum shall use pedagogical approaches such as constructivism,
inquiry-based, reflective, collaborative, and integrative as stated in the Section
5 of the Republic Act 10533. These approaches help to assess the
performance of the students as well as to improve learning.
Table 3
Performance of “Did Not Meet Expectations” Grade 11 Senior High
School Students, Pretest - Posttest Scores, Standard Deviation and
T-value
Variable LS HS Mean Std. Differen P- t-value Significance
Deviation ce value
between
means
Pretest 9 24 16.26 4.66 11.28 0.0001 11.250* Significant
Posttest 20 34 27.54 3.67
*Level of Significance at 0.05, Tabular Value 2.015

Table 3 reveals the level of performance of grade 11 students of Elias A.

Salvador NHS. The mean of the pretest and post-test were 16.26 and 27.54
with a mean difference of 11.28; standard deviation of 4.66 and 3.67
respectively. The computed t-value at 0.05 levels of significance was 11.250
which showed that there was a significant difference between pretest and
post-test. Therefore, the null hypothesis “There is no significant difference
between the pretest and post-test in General Mathematics of Grade 11 Senior
High School students” is rejected. There was an enhancement in the level of
performance of “did not meet expectations” grade 11 students of Elias A.
Salvador Senior High School through Project RePeerM - Remediation through
Peer Mentoring Strategy. Therefore, Project RePeerm was effective.
 Remediation through peer-mentoring strategy helps makes thinking visible,
models scientific thinking, helps students learn from others, encourage
listening to others, promotes autonomy and lifelong learning and encourages
monitoring. It helps to enhance the level of performance (MPS) of the students.
“Peer-mentoring is regarded as an effective intervention to ensure the success
and retention of vulnerable students. The use of peer mentoring improves
academic performance and decrease student attrition” (Terrion & Leonard
2007).

PERFORMANCE OF “DID NOT MEET EXPECTATIONS” GRADE 11

STUDENTS AFTER THE IMPLEMENTATION OF PROJECT RPMS
(Remediation through Peer-Mentoring Strategy)

3%
23%

74%

Did not meet expectations Fairly satisfactory Satisfactory

The Figure 1 shows the performance of thirty five (35) “did not meet
expectations” students after the implementation of Project RePeerM. Their
performance was enhanced and upgraded to Satisfactory (74% of population
samples) and Fairly Satisfactory (23% of population samples). The 3% of the
population samples retained to “did not meet expectations.”
 Mentoring directly benefits the academic development of students.
Mentors support students by: (a) Increasing student retention in entry-level
courses (e) Supporting academic skill development in writing, quantitative, and
critical thinking (The Impact of Peer Mentoring, 2011). Remedial program is
usually used to (a) build basic skill (Mathematics, Reading, Communication,
Science and Adaptability);(b) close the gap between what a student knows and
what a student expected to know; (c) removes students from their regular
classroom and taught in another setting; (d) to get closer to the students as
possible; and (e) helps pupils reinforce their knowledge.

The Problems Encountered by the Grade 11 Senior High School Students

of Elias A. Salvador National High School During the Implementation of
Project RePeerM (Remediation through Peer Mentoring Strategy)

Problems Encountered by Mentor

1. The mentee was not cooperating
with his/her mentor.

2. The mentee did not absorb the

4% lesson properly.
19% 13%
3. The mentee is intimidated by
5% his/her tutor.
3%
4. There were distractions such as
15% cellphone, classmate, etc.
17%
5. The ambiance of mentoring
5% session was not an ideal place to
7% 12%
learn.
6. The mentee did not ask questions
for further clarifications.
 The figure 2 shows the problem encountered by mentor during the
implementation of Project RePeerM. It shows that the majority of the mentors
encountered mentees who were not attentive during the session which was 19%,
followed by 17% where the mentees were impatient. Another major problem was
the distractions during the session such as using cellphones and chatting with
their other classmates in their surroundings - 15%. The mentee did not also
absorb the lesson properly (13%). Lastly, the ambiance of mentoring session

Problems Encountered by Mentee

1. The mentor was not 100% willing to
explain the topic.

2. The mentor lacks in mastery level of the

lesson.

3. The mentor was pressured to teach

his/her mentee.

4. There are presence of distractions in the

17% 19% surroundings.

5. The place of mentoring was noisy.

8%
6. The mentor did not elaborate the topic
1% 12%
carefully.
4%
7. The mentor was lack of self-confidence
5% and doubt his/her ability to teach.
4% 8. The mentor spoonfed the informations
20%
10% needed to be analyzed and sometimes
even the answer.
9. The given exercises was not enough to
test if the tutee learned something.

10. The tutor was short-tempered.

was not an ideal place to learn (12%).

The figure 3 shows the problem encountered by mentees during the
implementation of Project RePeerM. It shows that the majority of mentees
encountered mentors who did not elaborate the topic carefully (20%), followed
by mentors who were not willing to explain the entire topic (19%);
short-tempered tutor (17%); mentors who lack mastery of the lesson (12%) and;
the place of mentoring session was noisy (10%).
 In summary, the problems that encountered by SHS students during the
implementation of Project RePeerM were mismatching, mentor’s level of
mastery in a certain competency, inefficiency in tutoring strategies, and the
distractions in the learning environment.
From the result, it is better to orient and train mentors and mentees before
they involve in this kind of activity to lessen this kind of problems. Proper
guidance and monitoring from the teacher must be advised to promote more
positive learning outcome.
As identified in Pascarella and Terenzini (2005), as cited by Mosier (2012)
“studies indicate consistently that students’ interactions with their peers, net of
other relevant factors, promote positive academic and intellectual self-concepts
and self-confidence” (p. 265). Peer mentoring could be considered that key
peer-to-peer interaction.

Corpuz as cited in Leosala (2017) stated that an Effective Remedial

Program needs; competent teachers (give special accommodations and
effective tutoring/teaching) for academic growth.
Remedial teachers may train up pupils who perform better in a certain
subject to become ‘little teachers’ and who will be responsible for helping
schoolmates with learning difficulties in group teaching and self-study sessions
as well as outside class. To enhance the effectiveness of the programme,
remedial teachers must provide training to the pupils concerned beforehand
and make regular reviews on its effectiveness. Generally speaking, this
programme is more suitable for pupils of higher grades (Leosala, 2017).
The study implies that the used of peer-mentoring strategy as remediation
could enhance the level of performance of “Did not meet expectations” Grade
11 students.
VII. Summary and Conclusion

Summary
The level of performance in General Mathematics of “Did Not Meet
Expectations” Grade 11 Senior High School Students of Elias A. Salvador
National High School before the implementation of Project RePeerM was
16.26 mean score which indicates that the performance of Grade 11 students
in General Mathematics was below average based on Standard Mastery level
of Department of Education. While, the level of performance in General
Mathematics of “Did Not Meet Expectations” Grade 11 Senior High School
Students of Elias A. Salvador National High School after the implementation of
Project RePeerM was 27.54 mean score which indicates that the performance
of Grade 11 students in General Mathematics after the implementation of
Project RPMS was upper average based on Standard Mastery level of
Department of Education.

There was a significant difference in the level of performance in General

Mathematics of Grade 11 Senior High School students of Elias A. Salvador
National High School before and after the implementation of Project RePeerM
with a mean of 16.26 (pretest) and 27.54 (post-test) with a mean difference of
11.28; standard deviation of 4.66 and 3.67 respectively. The computed t-value
at 0.05 levels of significance was 11.250 which showed that there was a
significant difference between pretest and post-test.

The problems encountered by the Grade 11 Senior High School students

of Elias A. Salvador National High School during the implementation of Project
RePeerM were mismatching, mentor’s level of mastery in a certain competency,
inefficiency in tutoring strategies, and the distractions in the learning
environment.
Through Project RePeerM - (Remediation through Peer-Mentoring
Strategy) the level of performance of “Did not meet expectations” Grade 11
students of Elias A. Salvador Senior High School could be enhanced. It could
also be used to increase the level of performance of the populace.
Conclusions

Based from the study the following conclusions were drawn:

1. The level of performance in General Mathematics of “Did Not Meet

Expectations” Grade 11 Senior High School Students of Elias A. Salvador
National High School before the implementation of Project RePeerM was
below average. It concluded that the students in this level were lack of
prerequisite knowledge and skills in this subject. They need support and
guidance to enhance their performance in General Mathematics.

2. The level of performance in General Mathematics of “Did Not Meet

Expectations” Grade 11 Senior High School Students of Elias A. Salvador
National High School after the implementation of Project RePeerM was upper
average. It concluded that the “Did not meet expectations” students could
enhance the level of performance through collaborative approach
(peer-mentoring strategy) as a new form of remediation.

3. Project RePeerM (Remediation through Peer - Mentoring Strategy) was an

effective tool for enhancing the level of performance in General Mathematics of
“Did Not Meet Expectations” Grade 11 Senior High School students of Elias A.
Salvador NHS.

4. Problems during the implementation of Project RePeerM could affect

mentees level of performance academically and socially. The future
researchers must be hands-on during the implementation of the program.
Proper guidance must be given to the mentees and proper support, orientation
and trainings to the mentees.

5. Project RePeerM (Remediation through Peer-Mentoring Strategy) was

commendable to enhance the level of performance in General Mathematics of
“Did Not Meet Expectations” Grade 11 Senior High School Students of Elias A.
Salvador National High School.

VIII. Recommendations

In the light of the conclusions, the researcher recommends that:

1. “Did not meet expectations”Grade 11 students must be given opportunity to

enhance their performance in General Mathematics through interventions or
remedial classes.

2. Teachers may adapt the Project RePeerM (Remediation through

Peer-Mentoring Strategy for “Did not meet expectations”Grade 11 students in
enhancing their performance in General Mathematics.

3. Educators must support Project RePeerM and disseminate widely to help

other students to enhance the level of performance. Since it covers only the
first quarter of a certain semester, Project RePeerM may also be used in any
grading of the semester.

4. Teachers must Orient and train mentors and mentees before they involve in
this kind of activity to lessen problems. Proper guidance and monitoring from
the teacher must be advised to promote more positive learning outcome.

5. Parallel studies can be conducted in other subject areas and using different
grade level as the respondents.