Assessment of the Least Mastered Competencies in General Mathematics: A Basis for Strategic Intervention Materials

Mathematics teaching and learning have always been an issue in any educational system. Despite efforts to find out the roots of students’ performance in the subject, the problem still endures. This study is an attempt to address the pressing concern and, thus, aims to develop a strategic intervention material based on the least mastered competencies of the students in the subject. The construction of the SIM was determined from the item and score analysis of their summative test of the first quarter. The researchers then conducted a pre-test, and from there, SIMs were distributed for utilization. Five days or a week after, a post-test was done to assess the significance of using the SIM before and after. Moreover, it checked on the significant difference between the mean scores of the pre-test and post-test as well as the level of mastery of the Senior High School students. Paired T-test was used to determine the significant difference between the mean scores of the pre-test and post-test and the level of mastery of the students. However, after utilizing the strategic intervention material, the level of mastery escalated from average to moving towards mastery. Furthermore, results revealed that there was a significant difference between the mean scores of the pre-test and post-test results before and after using the anticipation guide.