Sequential Learning Activity: Effect on the Performance of Grade 5 Pupils in Dividing Fractions

Melchor  L. Espiritu Jr.,; Edlyn  G. Vendicacion,

Sequential Learning Activity: Effect on the Performance of Grade 5 Pupils in Dividing Fractions

Melchor L. Espiritu Jr. | Edlyn G. Vendicacion

Discipline: Education

Abstract:

This study aimed to determine the effectiveness of Sequential Learning Activity as an intervention material to improve the performance of Grade 5 pupils in dividing fractions at Lias Elementary School for the School Year 2022-2023. The study utilized a quasi-experimental design, specifically the one-group pretest-posttest involving 27 pupils whose scores are categorized as "Does Not Meet Expectation" based on the result of the Diagnostic Test given. The pupil-respondents were exposed to the intervention material (Sequential Learning Activities) that offered lessons and activities ranging from the most basic, which serve as the prerequisite skill, progressing to more complex concepts leading to mastery of division of fractions. The study revealed that there was a significant improvement in the pupils' scores in dividing fractions after they were exposed to the intervention, as manifested in the associated p-value of .000, which is less than alpha .05, and in the increase of pretest and posttest mean scores of 2.74 and 7.33, respectively. In light of the findings, the researchers recommended that the use of Sequential Learning Activities developed as an intervention material can help pupils understand the step-by-step process of how to divide fractions effectively. The findings suggested specific implications that can affect learners' division skills. From the gathered related studies, it has been suggested that the agreeable attitude of the pupils when it comes to using the intervention material (SLA) in developing division skills may influence their performance in Dividing Fractions. As a result, they become more focused on division activities. Furthermore, the use of sequential learning as a strategy not only in teaching Mathematics but in other learning areas as well is highly recommended as it ensures that the prerequisite skill and fundamental knowledge will be fully acquired before moving forward to other lessons with increasing complexity to achieve mastery of the knowledge and skills taught.

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