Grade 3 Mathematics Performance in the Lens of Realistic Mathematics Education (RME)

Education

This quantitative descriptive correlational research study aimed to determine the level of mathematics performance and also the level of preference of the Grade 3 pupils in Boston Central Elementary School in terms of the RME - Based Perceived strategies, the significant difference of the perceived strategies and the relationship of mathematics academic performance of the students and the Realistic Mathematics Education - Based Perceived Strategies. The instrument used to gather the level of performance and preference of the students was developed by the researcher and validated by some experts. With the instrument used, tabulation and analysis of the data, the results revealed that the Mathematics Performance was Satisfactory. Moreover, with the 4 RME- Based Perceived Strategies as indicators, Guided Practice was revealed as the most preferred strategy in teaching and learning mathematics among other indicators such as Graphical Representations and Manipulatives, Collaborative Activity and Individual Activity. Thus, the research findings suggested to integrate Guided Practice in the lens of Realistic Mathematics Education to improve the Mathematics Performance of the students. It is also recommended to the educators, the community, and parents to be knowledgeable on how important to consider the preference of the students and the importance of strategies in the lens of Realistic Mathematics Education (RME).

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.