The Impact of Remedial Classes on the Performance of Grade 7 Learners in Mathematics Using the Project TAPPPIK

Purpose. This research was designed to determine the impact of remedial classes on the performance of Grade 7 Learners in Mathematics using Project TAPPIK (the abbreviation in the national language – Tanging Aksyon sa Pagbasa, Pagsulat, at Pagbilang para Iangat ang Karunungan) in the Philippines. Methodology. This research employed mixed mode research methodology, which compromised qualitative and quantitative research methods. They were seventy-two Grade 7 Low-Numerate learner participants in the study. They were identified through results of NIT2L (Numeracy Intervention Tool for Laguna Learners) Pre-Test and Post-Test assessment tool by students currently enrolled for the school year 2022-2023. The research instrument consisted of three parts. Part I was to administer pre-test and post-test of the NIT2L assessment tool to the Grade 7 learners to identify the Low-Numerates. Parental consent was secured from the identified learners. Part II of the research instrument was the conduct of orientation to the learners and parents regarding the remedial classes on the numeracy program. Part III of the research instrument was conducted during the remedial classes, reviewing the teacher distributed and the teacher-made learning materials to assess the Grade 7 Low-Numerates understanding and comprehension of (1) four fundamental operations on whole numbers, fractions, decimals, and integers; (2) translating algebraic expressions into a mathematical sentence; (3) solving problems involving basic geometry and polygons. Results. Most of the 7th Grade learners were 12-13 years old. The changes in the attitude of 7th Grade low level (Low-Numerate) learners toward learning Mathematics during their remedial classes showed that the learners’ attitude is: the (a) enjoyment, it seemed that the respondents for the offered statements had verbal interpretations as “ALWAYS” answer or 4.58 mean in enjoying solving Math problems whenever they saw them, (b) the fear, anxiety, and distress revealed that “ABOUT HALF OF THE TIME” answer with an area was 3.023; “MOST OF THE TIME” answer – they thought Math was confusing. The use of Mathematics in everyday life they “ALWAYS” believed that the knowledge they got in Math class would be useful in life with a mean of 4.30. The perceived Mathematics achievement, they “ALWAYS” saw themselves as a successful student in Math had a mean of 4.22. Conclusions. The interventions/teaching strategies that gave impact the Grade 7 Low-Numerate learners in improving their numeracy performance significantly improved their scores.