MARY ANN M. JUYAD
Antonio Pichon Jr. Elementary School
This study was conducted to determine the effectiveness of Diagnostic Prescriptive Approach for the remediation of the difficulty of understanding and executing Mathematical operations specifically in subtracting two-digit numbers with regrouping among Grade I pupils of Antonio Pichon Jr. Elementary School. Research on the remediation of number combination difficulty was determined from the 60 respondents from Grade I pupils of the said school. A pre-test was conducted to identify the degree of difficulty. A post-test anchored with the Diagnostic Prescriptive Approach was also conducted. With the use of statistical tools, the result indicated an overwhelming effect in understanding and executing subtraction of two-digit numbers with regrouping. Therefore, this approach is recommended to be implemented.
One of the most common dilemmas that teachers encounter in teaching subtraction of two-digit numbers with regrouping to the pupils is the lack of understanding of the subject matter. Pupils are lacking skills in demonstrating certain strategies that involve place value and meanings of numbers. Obviously, the great challenge that teachers of Mathematics today is facing, is finding efficient and effective ways on how to address this problem.
Learning Math, specifically, subtraction of two-digit numbers with regrouping, requires a connective model in addressing symbols, language, pictures or images and context or concrete experience. Each category is related and intertwined. It is important for teachers to address the mathematical language and have students to be able to concretely visualize the concept visualize the concept with manipulatives or images, and then have them relate to their own experiences (Haylock and Cockburn,1987)
Ideally, at an early age, students must be able to acquire the skills to understand the language of Mathematics to become competent as the degree of difficulty of learning increases as they also climb up to a higher grade level each and every academic year.
It is generally known that no two children learn the same way. Thus, each of the students learns differently and has their own learning styles. Neil Fleming, determined these learning styles and categorized them into three. These are the Visual learners, the Auditory learners, and the Kinesthetic Learners. Known as the VAK model, Fleming defined these learning styles by referring and giving attention to the learner’s inclination in absorbing, processing, comprehending, and retaining information (Fleming and Baume,2006)
In Antonio Pichon Jr. Elementary School. Among of the least learned competencies are understanding and executing subtracting two-digit numbers with regrouping.
The main objective of this study is to find out the effectiveness of the Diagnostic Prescriptive Approach utilizing learner’s different learning Styles as the prime mover in improving the skills of the Grade One Pupils of Antonio Pichon Jr. Elementary School in subtracting two-digit numbers with regrouping.
Specifically, it sought to find answers on the following questions:
1. What is the mean score of the three groups before being exposed to Diagnostic Prescriptive Approach?
2. What is the level of performance of learners in Subtracting Two-Digit Numbers with Regrouping when exposed to Diagnostic Prescriptive Approach?
3. Is there a significant difference in the performance of the learners in Subtracting Two-Digit Numbers with Regrouping when exposed to the Diagnostic Prescriptive Approach?
4. Which among the Diagnostic Prescriptive Approach significantly contribute in understanding and executing Subtracting Two-Digit Numbers with Regrouping of the Grade I pupils?
5. What is the effect size of the Diagnostic Prescriptive Approach (DPA) to the understanding and executing of Subtracting Two-Digit Numbers with Regrouping of Grade I learners?
Thus, there is a significant difference between using the Diagnostic Descriptive Approach (DPA) and using just the traditional teacher approach in Subtracting Two-Digit Numbers with Regrouping.
Furthermore, the following terms were used and defined:
Diagnostic Prescriptive Approach refers to determining the performance of every learner to a particular task or lesson while finding the right “prescription” or the best approach to cater to the needs of the learner to progress in his or her learning.
Learning Styles refers to the preferred way of every learning individual in absorbing, processing, comprehending, and retaining information.
Graphic Organizer refers to the use of charts, images and other visually enticing materials to access and understand new information
Talk-it-out Technique refers to the use of repetitive terms to enhance recall of learning. This involves the learner to teacher interaction.
Board work Strategy refers to the first-hand experience of the learners. In this strategy, learners will be able to involve themselves in the lesson and will figure things out personally.
Based on the result of the study, the researcher came up with the following conclusion:
1. The pre-test result on Subtracting Two-Digit Numbers with Regrouping is low.
2. The post-test result on Subtracting Two-Digit Numbers with Regrouping is high.
3. There is a significant difference on the pre-test and post-test scores.
4. The Diagnostic Prescriptive Approach made a significant effect on understanding and executing Subtracting Two-Digit Numbers with Regrouping among Grade II pupils of Antonio Pichon Jr. Elementary School.
This study using the Diagnostic Prescriptive Approach is strongly recommended by the researcher to be adopted and implemented by the teachers of Antonio Pichon Jr. Elementary School, Tibungco District, Tibungco, Davao City for the S.Y 2016-2017.