Available Online: 2 Septermber 2023
Albento, Elizabeth A.
Calongbuyan Elementary School, Philippines (email@example.com)
This study aimed to develop and validate Mathematics learning materials for Grade 6 learners. Data from the Most Essential Learning Competencies (MELCs) for Mathematics in the first and second quarters of the school year 2022-2023 were used to identify the least mastered competencies among Grade 6 learners. The research utilized a descriptive quantitative approach to assess the level of MELC mastery. The findings revealed that Grade 6 learners struggled the most with dividing fractions and mixed fractions, solving problems involving decimals and mixed decimals, and understanding basic operations of integers during the first and second quarters of the school year. Based on these results, the study concluded that targeted interventions and effective teaching strategies were necessary to improve the learners’ proficiency in the identified challenging areas. To address these issues, the study proposed the development of Remediated Learning Material in Mathematics, specifically tailored to target the areas of difficulty and enhance the learners’ understanding and mastery. The developed material showed high validity in terms of adequacy, coherence, appropriateness, and usefulness, making it a promising resource for enhancing Grade 6 learners’ mathematics proficiency. The study recommended the implementation of targeted interventions and the utilization of the Remediated Learning Material to improve Grade 6 learners’ performance in Mathematics. Additionally, it suggested conducting further research to enhance the validity of the learning materials. Overall, this study highlights the importance of addressing specific challenges in Mathematics education to support students’ learning and achievement.
Keywords: least mastered competencies, remediated learning material, level of validity
Cite this article:
Albento, E. A. (2023). Development and validation of remediated learning material in mathematics 6. International Journal of Research Studies in Education, 12(7), 109-121. https://doi.org/10.5861/ijrse.2023.53