International Journal For Multidisciplinary Research

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SIGNS: A Tool in Enhancing the Skills of Grade 7 Students on Operation of Integers

Author(s) NORVEEN S. CAMPANILLA
Country Philippines
Abstract One of the most problematic areas of mathematics over the years has been the operation of integers; students' problem-solving skills regarding the application of positive and negative signs on integers still need extra support in order to become proficient in it. The following action research was carried out to verify the efficacy of SIGNS in developing a solving capability among Grade 7 learners in studying operations of integers under the theme of feeling no good at math, specifically using a quasi-experimental design with a one-group pre-test and post-test research design. Grade size of the 40 students, who were purposefully selected from diagnostic test scores for participating in the study. The results of this study also showed that there was a significant gain in the solving skills of the learners, which could be observed from the computed mean and standard deviation. This is why there was such a big difference in the mean pre-test and post-test scores of these participants. Results also demonstrated that the intervention had a massive effect on participants' performance. With this, it is further suggested that mathematics teachers utilize SIGNS in teaching operations of integers as well as encourage school administrators to collaborate with the SIGNS team for resource development, such as guided notes and simulations supported by guided inquiry-based materials contextualized according to curricular standards and intended learner performances regarding solving of integer operations. Additionally, it is also advised that a study of the same type but more extensive in range be performed to improve SIGNS.
Keywords Integers, Operations of Integers, SIGNS, Guided Notes, Simulation
Field Mathematics
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-08-30
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.26713
Short DOI https://doi.org/gt8gvz
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