Sing-Nergizer: An Intervention to Enhance the Mathematical Skills of Grade-7 Students of Talon National High School AMA-AR-TL-MA-48
Iwyne M. Abenis, Loida G. Olivar
iwyne.abenis.lsta@gmail.com
Purpose: This study attempts to design and implement music activities as Mathematical Sing-Nergizer integrated into Grade-7 regular Mathematics lessons during the 2nd Quarter Mathematics content areas based on DepEd Curriculum Guide.
Design/methodology/approach: This study utilized a purposive sampling technique. The researchers selected Grade 7 students of Talon National High School for Academic Year 2019-2020. Units were analyzed to prepare tests, and tests were designed for the research considering the learning competencies of the subject matters. Pre-test and posttest were in open-ended solving problem formats.
Findings: Findings revealed that there was a significant difference between the Pre-test and Post-test results among Grade 7 participants after conducting the Sing-Nergizer. It suggested that using Sing-Nergizer as intervention enhanced the Mathematical skills of Grade-7 students in solving problems involving measurements.
Research limitations/implications: This study covered the students’ participation to explore an intervention in enhancing the mathematical skills of Grade 7 students of Talon National High School. It utilized one group pre-test – post-test experimental design with a controlled group, which brought essential data about the effects of Mathematical Sing-Nergizer on the student’s mathematical skills.
Originality/value: Students’ participation was given significance in this study to provide a leeway to an academic institution in improving the quality of teaching and enhancing mathematical Skills to all future students and contribute substantial information for future researchers.
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