ABSTRACT
Mathematics is one of the most challenging subjects to teach and learn in the field of education. Pupils often regard this as difficult and confusing. Moreover, the COVID- 19 pandemic has greatly affected pupils’ engagement to learn. It has been observed that some pupils lack interest and willingness to perform in Mathematics.
Research has established that recognition is an effective strategy to encourage students’ passion for learning. With this, the researcher decided to carry out this study which is focus on MATHinik as motivational strategy in enhancing engagement level of pupils. This study will explore the impact of awards to improve pupils’ engagement and analyze the overall effectiveness of this innovative teaching strategy. It will also help in the development of educational goals and in the teaching- learning process.
The researcher utilized a qualitative research design since the use of observation was employed in the study. Personal records of the adviser at the same time supported the findings of the study. Frequency, t-Test, and weighted mean were used to statistically treat the data.
Meanwhile, the respondents of this study were 43 Grade Five pupils of Looc Elementary School. Findings of the study revealed that the learners guided with the implementation of MATHinik performed better in Mathematics than the learners not guided with MATHinik. It is just simply implies that MATHinik has a greater impact in learning Mathematics and an effective motivational strategy to enhance learners’ engagement level. Also, there is a significant difference on the learners’ engagement after MATHinik has been implemented. Action plan was designed also to maximize the use of MATHinik. The researcher will continue to use this learning enhancement strategy and may inspire other fellow teachers to adopt this project after observing its success in increasing learning outcomes.
Keywords: motivational strategy, learners’ engagement level
CONTEXT AND RATIONALE
Mathematics is one of the most challenging subjects to teach and learn in the field of education. Pupils often regard this as difficult and confusing. Moreover, the COVID- 19 pandemic has greatly affected pupils’ engagement to learn. It has been observed that some pupils lack interest and willingness to perform in Mathematics.
Lack of interest in learning Mathematics results in low achievement. Interest is one of the attitudinal and influential variables that are predictors of students’ achievement in learning or avoidance of learning Mathematics (Singh et al., 2002). Studies have shown the trend of poor performance in Mathematics in many parts of the world (Mazana et al., 2020; Mbugua et al., 2012; Ndume et al., 2020; Sa’ad et al., 2014). The trend of poor performance is associated with students’ low interest in studying Mathematics. Students feel the subject is boring. Factors such as teachers’ lack of innovative pedagogies, the subject’s broad content and students’ inadequate practices amplify students’ low interest in learning (Shoaib and Saeed, 2016). Pedagogical innovations in facilitating learning play a central role in addressing the challenges of students’ low interest and achievement in the subject.
Peteros et al. (2020) assert that recognizing and awarding students for their improved performance helps them boost their confidence and interest in the subject. An enjoyable learning environment significantly impacts students’ interest in studying Mathematics and improves their performance (Mazana et al., 2019). Despite the expected positive results from implementing the innovation to promote interest to learn Mathematics and improve performance, Maass et al. (2019) warn that implementing innovation in the classroom is a challenging and demanding activity that requires teacher’s commitment and motivation.
As stated in Department of Education Order No. 36, s. 2016, one of the numerous ways teachers and schools can give students encouraging feedback and affirmation is by awarding prizes and recognition. This can boost students' self-esteem, self-awareness, and enthusiasm for studying.
Due to their significant impact on students' morale, motivation, and self-efficacy, these awards and recognition are already part of the Philippine basic education curriculum.
According to Hamalik (2012:184), reward provision is an effective strategy to develop pupils’ interests. Children's enthusiasm in learning and doing something could be piqued by the reward. Giving awards serves as a show of gratitude for doing well.
Every facet of a student's school life is impacted by receiving honors and recognition, including attendance, academic performance, and other areas. In today's educational system, where schools are constantly under pressure to increase test results, responsibility, and accountability, it is crucial to encourage students' passion for learning.
In light of this, the teacher provided awards to encourage the pupils to study more and participate in Mathematics. This kind of innovation tremendously aided the teacher's ability to keep track of and assess the learners' performance.
With this thought in mind, the researcher came up with this study entitled “MATHinik as Motivational Strategy in Enhancing Engagement Level of Pupils” in order to maximize its effectiveness on learners’ performances. Under this motivational strategy, researcher sought to enhance learners engagement level of pupils in learning Mathematics.
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