ABSTRACT
Mathematics is an essential subject that helps learners develop problem-solving skills and make practical decisions in everyday life. However, some Alternative Learning System (ALS) learners may experience difficulty participating in Mathematics activities because of limited confidence, fear of making mistakes, or previous negative learning experiences. These challenges may affect their willingness to answer questions, share their solutions, and engage in classroom activities.
This action research aims to explore how five-minute window card activities may help develop the confidence and participation of ALS learners in basic Mathematics. The intervention will involve brief, structured practice using teacher-prepared cards containing basic mathematical operations. The activities will be incorporated into regular numeracy sessions and will provide opportunities for learners to respond, practice, receive feedback, and reflect on their learning experiences in a supportive environment.
The study will use a qualitative action research approach. Data will be gathered through classroom observations, a teacher's reflective journal, learner reflection sheets, informal interviews, and selected samples of learners' written work. The gathered information will be analyzed thematically to identify patterns relating to confidence, participation, challenges, and learners' perceptions of the intervention.
The findings are expected to provide insights into the usefulness of short, low-cost, and learner-friendly Mathematics activities in supporting ALS learners. The results may guide the improvement of classroom practices and the development of appropriate numeracy interventions for learners with diverse educational backgrounds.
Keywords: Alternative Learning System, Mathematics, learner confidence, classroom participation, window card activities, qualitative action research
INTRODUCTION
Mathematics plays an important role in everyday life. Individuals use mathematical skills when managing money, purchasing goods, calculating expenses, measuring quantities, and making practical decisions. For this reason, developing basic mathematical skills is an important part of education, including the learning experiences of individuals enrolled in the Alternative Learning System.
The Alternative Learning System provides flexible educational opportunities for learners who cannot fully participate in or complete formal basic education. ALS learners come from different backgrounds and have varied educational experiences, learning needs, responsibilities, and levels of readiness. These differences may influence how they approach Mathematics and participate in learning activities.
Some learners may hesitate to answer mathematical questions because they are afraid of making mistakes or being judged by their classmates. Others may remain quiet during discussions, avoid solving problems in front of others, or depend on the teacher for reassurance before attempting an answer. These behaviors may limit their opportunities to practice and develop confidence in their mathematical abilities.
As an ALS teacher, the researcher recognizes the importance of creating a supportive learning environment where learners feel comfortable attempting mathematical tasks, asking questions, and learning from mistakes. Mathematics instruction should not only provide opportunities to acquire computational skills but should also encourage learners to participate actively and believe that they can improve through practice.
One possible classroom strategy is the use of window card activities. In this intervention, window cards are teacher-prepared learning materials that display basic mathematical operations through a designated viewing space or window. The cards allow the teacher to present short problems one at a time while learners think, respond, and discuss their answers.
The proposed intervention will use five-minute window card activities during regular ALS numeracy sessions. The short duration is intended to make the activity manageable, repeatable, and easy to integrate into the teacher's existing schedule. Learners will be encouraged to answer independently, explain their thinking when comfortable, and participate without fear of embarrassment.
The researcher will explore how learners experience these activities and what changes in their confidence and participation may be observed during implementation. Rather than relying on numerical test scores, the study will examine classroom observations, learners' reflections, interview responses, and other qualitative evidence. Through this action research, the researcher hopes to identify practical ways to encourage participation and support a more positive learning experience in Mathematics among ALS learners.
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