ENGAGING LEARNERS IN MATHEMATICS 2 ACTIVITIES THROUGH MARIS-PARES TECHNIQUE

Crystal V. Limos, Engelyn D. Basilio, Lyra L. Dela Cruz, Romely M. Burogsay, May Flor C. Rivera

Abstract


This study was conducted to increase pupils’ level of engagement in Mathematics II. Due to the limited classroom interaction in the new normal set-up, learners have developed passive behavior in participating in different classroom activities. One of the subjects where pupils show poor engagement is Mathematics. Hence, we designed an intervention to improve the passive behavior of Grade 2 learners and increase their level of engagement in Mathematics. The data were obtained from the twelve (12) identified passive Grade 2 learners. Purposive sampling was employed in identifying the subjects of the study. Pre-observation was conducted to determine the level of engagement of the respondents, which was followed by the post-observation after the Maris-Pares Technique was implemented. Mean and t-test were used to treat the gathered data. Before the implementation of the intervention, the respondents were slightly engaged in Mathematics. The findings revealed that the Maris-Pares Technique contributes to the improvement of the Mathematics engagement of the respondents. Hence, the more the respondents are exposed to the Maris-Pares Technique, the higher the chance of their engagement in Mathematics activities.

 

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Keywords


Maris-Pares Technique, pupil’s participation, Mathematics II

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6091

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