MAI (Mind Accelerating Interventions): Its Effect to the Competency Level of Grade 6 Students In Mathematics

Mai Rani Khristine A. Zipagan, Master Teacher II, Dammao Elementary School

ABSTRACT

The inclusion of different pedagogical approaches and teaching the different subjects using different strategies created a big impact on the interest and performance of the students, but Mathematics Education remains the same – a difficult subject. This study sought to test the effectiveness of MAI (Mind Accelerating Intervention) to students’ competency level in Mathematics. The quantitative research design was employed particularly one-group pretest-posttest design wherein a pretest observation was conducted before the implementation of Intervention. After which, an intervention was implemented for students based on the result of the pre-test. Finally, a post-test observation was carried out to assess the effect of treatment on the group. Total enumeration of Fourteen (14) Grade 16 learners for the school year 2019-2020 formed the respondents of the study. Frequency, percentage, and mean for descriptive analysis while t-test for single group likewise eta squared and Cohen’s Guidelines were used for the interpretation of inferential question. Findings revealed that Mind Accelerating Interventions has a positive effect on the competency level of the learners in Mathematics. Integrating the MAI in the teaching and learning process produced a large effect as shown in its mean gained a score of 15. Learners who were exposed to this intervention improved their competency level. This study concludes that teachers must use positively the available tools or technologies that students have in order or design a material suited to the learners to optimize learning outcomes.

Keywords: accelerating, competency, intervention, mind, readiness

Year: 2020

posted on September 6, 2023

How to Cite

Zipagan, M. R, K. (2020). MAI (Mind Accelerating Interventions): Its Effect to the Competency Level of Grade 6 Students in Mathematics. Saringit, 1(1), 205-212.

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