EVALUATING THE EFFECTIVENESS OF AN INTERVENTION STRATEGIES IN

TEACHING MATHEMATICS FOR LOW ACHIEVING HIGH SCHOOL STUDENTS

RATIONALE

Mathematical literacy encompasses a broad spectrum of knowledge,

comprehension, and recognition of the capabilities of mathematics, as opposed to solely

denoting proficiency in certain mathematical disciplines or intricate formulas. As stated

in the Journal of Physics: Conference of Series, mathematics literacy refers to the

capacity to comprehend and utilize fundamental mathematical knowledge in practical

contexts. This entails the integration of core mathematical concepts, terminologies,

facts, and skills in order to address the demands of real-world situations.

According to the George W. Bush Institute, mathematics plays a crucial role in

the educational experiences of pupils. The program provides students with a wide range

of career options in several disciplines within the fields of science, technology,

engineering, and mathematics. The utilization of this approach facilitates the cultivation

of critical thinking skills and effectively tackles challenges faced by students. This

enables individuals to achieve success in diverse ways in the future.

However, notwithstanding the various benefits associated with the acquisition of

mathematical knowledge, a significant number, if not the majority, of students encounter

considerable challenges in the process of learning mathematics. This assertion was

substantiated by Garoof and Karukkan (2015) in their scholarly article titled "Why High

School Students Perceive Mathematics as Challenging?" This study examines the

attitudes towards mathematics. The research findings indicate that a significant majority

of students, approximately 88 percent, in a randomly selected sample of 51 individuals,

express a hate for mathematics. This aversion is mostly attributed to challenges in

comprehending the subject matter as well as issues associated to teachers and

instructional methods. Conversely, this phenomenon exacerbates the low level of

mathematical literacy among students nationwide.

According to the website "Achievement for All," intervention refers to a collection

of teaching and learning strategies that are grounded in empirical research, aimed at

enhancing students' academic progress. This involves selecting appropriate

interventions to support a specific learner in making intentional modifications to their

learning process.

Academic interventions are designed to target and mitigate the academic

challenges experienced by students (Matthew, 2019). A number of academic

interventions that have been introduced in the Philippines include peer

tutoring/assessment and self-assessment strategies. However, despite the diligent

efforts made by the teachers to apply interventions, the pupils consistently shown a

decline in their performance in the subject of Mathematics. Therefore, the objective of

this study is to fill this research void. Furthermore, this study examines the interventions

employed by educators to mitigate the inadequate mathematical achievement of

students, as well as their effectiveness in addressing the difficulties encountered by

learners in acquiring fundamental mathematical skills.

This study implies social cognitive theory, an individual's behavior and responses

in specific contexts are influenced by preexisting cognitive constructs. Bandura's

extensive body of work pertaining to the social context encompasses a duration of more

than five decades, whereby he delves into various facets of the social cognitive theory.

The author's works delved into human behavior and provided interpretation within social

contexts, afterwards employing social cognitive theory in the realm of education.

Bandura and Walters (1958) conducted a seminal study proposing that the aggressive

behavior exhibited by children can be attributed to acquired experiences and the

presence of dependency issues within the parent-child relationship. The ideas held by

the individuals in question support the notion that issues of dependency have a

constraining effect on the emotional well-being of children. The social cognition theory

provided a framework for understanding and defining these emotions, as it postulated

that behaviors are acquired through learning processes. Consequently, the observed

behavior of these youngsters aligned with their prior exposure and experiences.

Another theory would be constructivism, according to Gray (n.d.) constructivist

teaching is founded on the principle that learning takes place when learners actively

engage in the process of constructing meaning and knowledge, as opposed to merely

receiving information in a passive manner. Learners play a pivotal role in the

construction of meaning and acquisition of information. The implementation of

constructivist teaching methodologies facilitates the development of critical thinking

skills and cultivates a sense of motivation and independence among learners.

Diezmann (2009) the utilization of scaffolding techniques in mathematical studies yields

advantages for both pupils and their instructors. The utilization of scaffolding techniques

has the potential to cultivate students' cognitive abilities in creative and diverse thinking,

while simultaneously promoting their autonomy, comprehension, and self-assurance in

the realm of mathematics. Through the observation of pupils' reactions to scaffolding,

the teacher gains the ability to discern potential areas of focus for future mathematics

training. The fundamental principle of effective scaffolding is a deep understanding and

adaptability towards the cognitive processes of the students. Educators are required to:

Encourage students to offer substantial contributions One approach to eliciting issue-

solving solutions is to prompt individuals to articulate their activities by requesting a

step-by-step description of how they resolved the problem. Enhance students'

comprehension of the problem by prioritizing their ideas over the teacher's ideas, use

questioning techniques such as "What is the objective of your enquiry?" From whence

did you commence? What aspects are causing confusion for you? Distinguishing

between positive It is essential for individuals to get both encouragement and cognitive

scaffolding, with a particular emphasis on the latter, in order to foster optimal learning

and development. Please provide clear and explicit directions for the assignment.

Additionally, it is crucial to establish explicit and unambiguous guidelines, while

simultaneously maintaining an exploratory and flexible approach to the enquiry.

Educators who are in the process of delivering novel content to their students often

possess the ability to discern instances whereby certain pupils may require additional

support in order to fully grasp the subject matter.

Mccosker, N., & Diezmann, C. (2009). Scaffolding Students’ Thinking in