Mathematics Proficiency of Grade 3 Pupils of Multi-Grade Schools of Aritao 2 District: Basis for Developing Contextualized Learning Resources
DOI:
https://doi.org/10.5281/zenodo.20438496Keywords:
contextualized learning resources, Mathematics proficiency, multi-grade class/schoolAbstract
This study measured the mathematics proficiency of grade 3 pupils of multi-grade schools of Aritao 2 district: basis for developing contextualized learning resources, school year 2024-2025. It utilized quantitative research design. Descriptive method was also used together with developmental research method. This study was conducted at Aritao 2 Respondent schools included Anayo Elementary School with 4 males and 8 females with a total of 12; Yaway Elementary School with 7 males and 5 females with a total of 12; and Tabueng Elementary School with 5 males and 1 females with a total of 6. The respondents had overall total of 30. The schools are offering multi-grades in the district. They cater combination classes in catering the learners’ needs in the municipality of Aritao, Nueva Vizcaya. The summative test which assessed the mathematical proficiency of the grade 3 multi-grade pupils is based on the first quarter's Most Essential Learning Competencies. The study found that respondents demonstrate a generally high level of mathematical skill, with the majority achieving "very satisfactory" performance along the eleven competencies. These least mastered competencies like estimating the sum of 3 to 4-digit add-ends using appropriate strategies; adding 3-4 digit numbers up to three add-ends with sums up to 10000 without and with regrouping; solving routine and non-routine problems involving addition of whole numbers with sum of 10000 including money using appropriate problem solving strategies and tools; subtracting 3 to 4 digit numbers without and with regrouping; and estimating the difference of two numbers with three to four digits were the basis of developing contextualized learning resources tailored for Grade 3 pupils in multigrade schools address their specific learning needs.
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